Author Archives: juliestuff5

Shared Resources – resources and websites from other classmates.

These are resources and websites on topics that other classmates researched. Transformations: Below are a list of different resources that could be used with a Transformation Unit. This year I have used a combination of a math series called Digits, … Continue reading

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8-B-2 Exploring Additional Resources

I am really excited about implementing journals into my classroom.  Since I don’t have much experience in it, my concern is being able to pull the information out of students.  Here are some sites I found for prompts to get started. math.about.com/library/weekly/aa123001a.htm This is a … Continue reading

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7-B-2 Archimedean Solids

Archimedean Solids For the first shape, I started out with the Platonic solid – Tetrahedron. When truncated, it became the Archimedean solid – Truncated Tetrahedron. For the second shape, I went with the Platonic Solid – Octahedron. When truncated, it became the Archimedean Solid … Continue reading

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6-C-2: Higher Level Thinking for the Pythagorean Theorem

6-C-2: Higher Level Thinking for the Pythagorean Theorem Level 0: Concrete, identifies, names, compares, and operates on geometric figures. This level is most comparable to Bloom’s Knowledge and Comprehension level.  Students know the basics about geometric figures.   They can define … Continue reading

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6-A-1: Tangrams Part 1

Tangrams Part 1 Step 1: First I traced the small triangle.  The relationship between the angles and sides are identified. Step 2: When using the small red triangle, I formed perfect squares along each side of the red triangle using small … Continue reading

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6-A-3 Pythagorean Puzzles

For the first puzzle, I noticed the length of the white square was ‘c’ and the length of the hypotenuse of the red triangle was ‘c’.  So I rotated each triangle from the previous one to line up side ‘c’ of the triangle to … Continue reading

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Geometry 5-D-1: Exploring Dilations

Individually, I would have the students plot the original triangle on their graph, then multiply the coordinates by 2, plot the new points.   In partners, use the worksheet to talk about the similarities and differences of what they just did. … Continue reading

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