Tips for Beginners: An Impromptu Discovery Lesson in Algebra

1964 ◽  
Vol 57 (6) ◽  
pp. 415-416
Author(s):  
Henry D. Snyder
Keyword(s):  
Lesson Plan ◽  
Quadratic Functions ◽  
Class Session ◽  
Quadratic Equations ◽  
Quadratic Inequalities ◽  
Second Year ◽  
Algebra Class

In a study of quadratic equations and quadratic functions, my second-year algebra class embarked on a discovery lesson which turned out to be the most successful class session I have ever had. The lesson plan called for a consideration of quadratic inequalities and their solutions, but we began as usual by discussing the homework of the previous day.

Exploring Quadratic Functions with Logger Pro

2018 ◽  
Vol 111 (6) ◽  
pp. 454-460 ◽  
Author(s):  
Derek Pope
Keyword(s):  
Quadratic Functions ◽  
Technology Students ◽  
Second Year ◽  
Algebra Class

Using technology, students in an extended second year algebra class engage in an activity that introduces them to quadratic functions.

Implementing the “Professional Standards for Teaching Mathematics”: Empowering Teachers through the Evaluation Process

1995 ◽  
Vol 88 (1) ◽  
pp. 44-47
Author(s):  
Miriam A. Leiva ◽  
Fernand J. Prevost
Keyword(s):  
Student Teaching ◽  
Lesson Plan ◽  
Evaluation Process ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Empowering Teachers ◽  
Second Year ◽  
Algebra Class

Mr. Hille had been student teaching for three weeks when I made an announced observation in his second-year-algebra class. His lesson on ellipses had been carefully planned, and he was ready with models, string, calculators, overhead transparencies, and a lesson plan. Somewhere at the beginning of his enthusiastic presentation, he slipped from equations of ellipses to hyperbolas, while naming and graphing them as ellipses! Suddenly be realized what he was doing and looked at me in horror, but he went on for a few more minutes, “keeping his cool” as he would explain later. He asked questions and assigned a few problems from a previous section. The period ended. To an observer with little or no mathematics background, Mr. Hille's lesson appeared to be excellent.

Model Solutions to Quadratic Equations

1986 ◽  
Vol 79 (5) ◽  
pp. 332-336
Author(s):  
Alastair McNaughton
Keyword(s):  
Three Dimensional ◽  
Quadratic Functions ◽  
Complex Numbers ◽  
Quadratic Equations ◽  
Model Solutions

Here is a method of representing quadratic functions by three-dimensional wire models. It enables one to form a simple geometric concept of the location of the imaginary zeros. I have been using this material with my students and have been delighted with the ease with which they respond to it. As a result, their confidence in dealing with complex numbers has increased, their concept of functions has shown much improvement, and they are attacking problems with real insight.

Finding Quadratic Equations for Real-Life Situations

1996 ◽  
Vol 89 (2) ◽  
pp. 154-157
Author(s):  
Theodor Korithoski
Keyword(s):  
Real Life ◽  
Quadratic Equations ◽  
Integrate Technology ◽  
Algebra Class

What simple techniques are available to integrate technology and real-life mathematics into an algebra class? What useful tools can assist teachers in this task?

scholarly journals LESSON PLAN ON ENGLISH FOR SPECIFIC PURPOSES FOR THE SECOND-YEAR STUDENTS

2021 ◽  
pp. 56-59
Author(s):  
Nataliia Andrieieva
Keyword(s):  
Lesson Plan ◽  
English For Specific Purposes ◽  
Project Work ◽  
Second Year

This lesson sequence deals with the discussion on differenttypes of hotels and includes the project work. Suggested activitiescombine reading, writing, and speaking activities, ensure efficientmastering the topic vocabulary and develop students’ 21stcentury skills.

Sharing Teaching Ideas: If the Product of Two Numbers Is Zero…

1994 ◽  
Vol 87 (2) ◽  
pp. 89
Author(s):  
Richard Forringer
Keyword(s):  
Problem Solving ◽  
First Year ◽  
The Real ◽  
Quadratic Equations ◽  
Knowing That ◽  
Way Of Knowing ◽  
Factoring Polynomials ◽  
To Come ◽  
Teaching Ideas ◽  
Algebra Class

My first-year-algebra class has just finished the topic of factoring polynomials. The groundwork has been laid for problem solving with quadratic equations, one of the real eye-openers in the course. I look forward to teaching this topic with the excitement and anticipation of knowing what is to come. My students sense my excitement but do not fully understand it and have not experienced it for themselves. As Confucius once observed, “Everything has its beauty, but not everyone sees it!” Many students have no way of knowing that this part of algebra is incredibly significant. A short, simple statement, “If the product of two numbers is zero, then one of those numbers must be zero,” seems too easy, too self-evident, and too obvious to be so important!

Mathematical Modeling: Lemonade from Lemons

1989 ◽  
Vol 82 (7) ◽  
pp. 516-519
Author(s):  
David S. Daniels
Keyword(s):  
Mathematical Modeling ◽  
Test Scores ◽  
Class I ◽  
First Year ◽  
Lively Discussion ◽  
Second Year ◽  
Students Attitudes ◽  
Insight Into ◽  
Algebra Class

What teacher has not had the discouraging experience of grading a test and discovering the scores to be depressingly lower than expected? What teacher has not been concerned about the effect of low test scores on students' attitudes and motivation? When this situation happened in my second-year algebra class, I launched an impromptu lesson that captured students' interest and offered them a new opportunity for success. The lesson also gave the class insight into elementary mathematical modeling, review and practice of first-year algebra topics, and a forum for lively discussion about the fairness of scaling, or curving test scores.

Activities: A Graphical Approach to the Quadratic Formula

1996 ◽  
Vol 89 (1) ◽  
pp. 34-46
Keyword(s):  
Quadratic Functions ◽  
Quadratic Formula ◽  
Graphical Approach ◽  
Quadratic Equations

Introduction: Traditionally, the solution of quadratic equations has been taught before, and in isolation from, the study of quadratic functions. The quadratic formula itself has typically been derived by completing the square. Many teachers skip the derivation, and most students who see it do not fully understand it.

scholarly journals ANALISIS TINGKAT KESULITAN SISWA DALAM KEMAMPUAN MENYELESAIKAN MASALAH MATEMATIKA MATERI PERSAMAAN KUADRAT

2020 ◽  
Vol 4 (1) ◽  
pp. 139
Author(s):  
Lala Intan Komalasari
Keyword(s):  
High School ◽  
Quadratic Functions ◽  
Quadratic Equations ◽  
Teachers And Students ◽  
Mathematical Problems ◽  
Factor Theorem

Penelitian ini bertujuan untuk menganalisis kesulitan – kesulitan siswa dalam menyelesaikan masalah matematika pada materi Persamaan Kuadrat Dan Fungsi Kuadrat, Teorema Faktor Dan Teorema Sisa Metode yang digunakan adalah menggunakan tes dan wawancara. Tes dilakukan kepada siswa sedangkan wawacara dilakukan kepada guru dan siswa. Sekolah yang merupakan tempat penelitian adalah SMA Advent Purwodadi sekolah ini adalah merupakan sekolah satu atap (SATAP) yang terdiri dari 300 siswa dari berbagai daerah Hasil wawancara guru menyatakan bahwa guru tidak terlalu mengalami kesulitan dalam mengajar materi Persamaan Kuadrat Dan Fungsi Kuadrat, Teorema Faktor Dan Teorema Sisa guru akan mengalami kesulitan apabila sudah masuk pada bentuk akar, sedangkan kesalahan yang dilakukan siswa bervariasi yaitu kesalahan fakta, kesalahan konsep, kesalahan prinsip dan kesalahan operasi. Solusi yang di tawarkan adalah pembelajaran dengan memberikan soal open- ended pada materi persamaan kuadrat dan untuk menentukan grafik fungsi kuadrat yaitu dengan mengkontruksi prinsip.ABSTRACTThis study aims to analyze the difficulties of students in solving mathematical problems in the material Quadratic Equations and Quadratic Functions, Factor Theorem and Time Theorem The method used is to use tests and interviews. Tests are conducted on students while interviews are conducted on teachers and students. The school which is a place of research is Adventist Purwodadi High School. This school is a one-roof school (SATAP) consisting of 300 students from various regions. The teacher's interview results state that the teacher has no difficulty in teaching the material Quadratic Equations and Quadratic Functions, Theorem Factors and Theorems The rest of the teachers will experience difficulties if they have entered the root form, while the mistakes made by students vary, namely fact errors, concept errors, principle errors and operating errors. The solution offered is learning by giving open-ended questions to the material in quadratic equations and to determine the graph of quadratic functions, namely by constructing the principle.

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