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Iniguez H RE-CALCULUS  syllabus 2022-23 

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It says Integrated 2, but it's really Geometry

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2022 Fall INTEGRATED MATH 2 Course Calendar

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Dr. Osisioma's feedback to our lesson plan!

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https://docs.google.com/document/d/16sPp4CUwLqs_Sg3MIMQoAwPl3GLcpwd0AZtHP824C38/edit

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Midsegments in Triangles Paper Folding Activity _ Mrs. E Teaches Math

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Here is my completed/submitted lesson plan for TED 400.

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This is the draft of our multi-day lesson plan! Anyone can add/edit/contribute to it!

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This is to record what happened during our meetings!

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Anyone want to purchase this for $3?

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Includes all of my geometry products including some of my best sellers relating to surface area, volume, circles, angles, trigonometry, logic and more. This is a MEGA bundle! It includes over 70 products! This is one of my few products at a 30% discount! Save big and get tons of Geometry products in

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Quadrilateral and Polygon Collaborative Problem Based Learning Project Google Do

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In this PBL geometry students will create a visual in small groups regarding a different aspect of quadrilaterals or polygons. They will then have to present to their "planning board." Rubric is focused on knowledge over quality of their presentation materials. Typically this CPBL is completed durin...

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Student will be able to list three facts about the Pyramids of Giza.

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Students will be able to list and identify the characteristics of both isosceles and equilateral triangles.

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Doritos Commercial 2022 Triangles They're Everywhere - YouTube

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Doritos Commercial 2022 Triangles They're Everywhere

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Good Alternative To Kahoot! (Formative Assessments)

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Good Alternative To Kahoot! (Formative Assessments)

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Gimkit Pro annual: $59.88.

Gimkit Pro monthly: $9.99.

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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1. Share your student-centered write up from E-Learning #1 with your group members on the discussion board.

2. Watch the Problem-based Learning videos below with your group:

https://www.youtube.com/watch?v=-hBZBTYRxuM
https://www.youtube.com/watch?v=I8lFvPrQf8w
https://www.youtube.com/watch?v=0pPriKf1f2o

3. Brainstorm and come up with information (in bullet forms) that you would include in your multi-day lesson plan (See the direction for planning your Student-centered, problem-based multi-day lesson plan in the syllabus).

4. Post your group group’s bullet form of multi-day lesson plan on Bb. Bb. Due: 10/10

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I love these types of exercises because it requires students to use a different POV to recognize the error and it might lead to an "Aha! Moment."

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This game can build social skills, teamwork, and content knowledge at the same time!

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Polygon Angle Sum Standardized Test Prep

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Polygon Angle Sum Standardized Test Prep

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I like the activity where the students try to define the new vocabulary in their own words, but I forgot the name of the activity.

Using https://www.mentimeter.com/ or assign one vocabulary word to small groups to present to class.

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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Sample Summative Assessment (Numbers 19-23)

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Sample Summative Assessment (Numbers 19-23)

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This is a project based assessment I created for polygons/angles.

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"Flip n Fold" Notes Hands on Activity Angle Relationships
-Jasmine

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A Worksheet on Angle Relationships where students look at work and need to find the mistake
- Jasmine

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Thoughts On Assessments: Google Forms vs. Kahoot!

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Thoughts On Assessments: Google Forms vs. Kahoot!

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Can be used for both summative and formative assessments, however many of the premium features on Kahoot! are locked behind a paywall.

Google Forms offers everything for free, however our CSUDH accounts won't let us share with people outside the organization. Work-around for this problem would be to just use Google Forms on a non-CSUDH account.

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I Do - You Do - We Do (Teaching Strategy During Lecture)

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I Do - You Do - We Do (Teaching Strategy During Lecture)

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https://www.gcu.edu/blog/engineering-technology/how-use-i-do-we-do-you-do-teaching

This will be our primary instructional method during the lecture portion of our "multi-day lesson."

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By Mark K. Reha
Faculty, College of Science, Engineering and Technology

Have you ever heard of the "I Do - We Do - You Do" teaching strategy? If this is a new term to you here is a nice definition and how this applies to teaching: The gradual release of responsibility (also known as I do, we do, you do) is a teaching strategy that includes demonstration, prompt and practice.

At the beginning of a lesson or when new material is being introduced, the teacher has a prominent role in the delivery of the content. This is the "I do" phase. But as the student acquires the new information and skills, the responsibility of learning shifts from teacher directed instruction to student processing activities. In the "we do" phase of learning, the teacher continues to model, question, prompt and cue students; but as student move into the "you do" phases, they rely more on themselves and less on the teacher to complete the learning task.

The gradual release of responsibly supports a varied approach to content, process and product over the course of a unit. Learner diversity is embraced by supporting interests, learning profiles and readiness. Gradual release is a way to apply differentiated instruction principles to all content areas of instruction as the responsibility for independent learning shifts to the learners.

Applying I Do - We Do - You Do

One teaching strategy, as shown in the figure below, classroom illustrates the "I Do - We Do -You Do" teaching strategy. This strategy works extremely well for students who are learning new programming languages or web application frameworks, which is where my primary teaching focus is for my classes. The strategy works by first showing the students how something is done, typically by walking through code and demonstrating industry best practices (via Lectures, Videos, etc.), then having the students code a problem together with the teacher (via Hands On Activities) and then having the students solve a more complex problem on their own or in a team (via Assignments). The activities and assignments are then assessed by the teacher using standard rubrics to ensure proper learning objectives were achieved.

Final Thoughts

Although this is not the only strategy you can use in your classroom, the "I Do - We Do - You Do" teaching strategy is a very effective tool in the classroom. This strategy gives the students the opportunity to first learn a new concept along with the theory behind a concept, learn by performing actual hands on coding activities and then learning how to solve harder problems on their own or within a team. This strategy also lends itself well where project-based learning is leveraged. This strategy is highly recommended if you are teaching technical topics such as those often included as part of engineering and technology related classes.
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References:

Strategies For Special Interventions. (2018). What is I Do We Do You Do?

Retrieved May 30, 2020 from https://strategiesforspecialinterventions.weebly.com/i-dowe-do-you-do.html

Levy, E. (2007). Gradual Release of Responsibility: I do, We do, You do.

Retrieved October 12, 2015, from http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD.

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How to Use "I Do - We Do - You Do" in Teaching

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By Mark K. Reha Faculty, College of Science, Engineering and Technology Have you ever heard of the "I Do - We Do - You Do" teaching strategy? If this is a new term to you here is a nice definition and how this applies to teaching: The gradual release of responsibility (also known as I do, we do, you do) is a teaching strategy that includes demonstration, prompt and practice.

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http://www.corestandards.org/Math/Content/HSG/CO/C/9/
http://www.corestandards.org/Math/Content/HSG/CO/C/10/
http://www.corestandards.org/Math/Content/HSG/CO/C/11/

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Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.

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High School: Geometry " Congruence " Prove geometric theorems " 9

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Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.

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Hi, just wanted to added the notes from today as well as a picture of the poster we made in class today!

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Classwork: Finding Interior Angles of Polygons

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Classwork: Finding Interior Angles of Polygons

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1. Quiz
2. Exam
3. Project-based Exam

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1. Mentimeter Activity
2. Class Discussion

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1. Thumbs up/down
2. Kahoot! (requires phone bc QR code)
2. Individual whiteboard check
3. Observing students during classwork
4. Exit ticket

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1. Gallery Walk
2. Think-Pair-Share
3. Warm Up
4. Small Groups
5. Outside Project