Collection of Maths Resources

Image result for Maths :image

Conceptual ideas are important. In a sense, there is a need to develop an intuitive ‘feel’ for mathematics (e.g. the ability to visualise the ideas of proportion in relation to many settings rather than simply being able to mechanically share quantities in a given ratio), which would probably not be developed via a solely procedural-based curriculum.

  1. Teacher Support Material from IB
  2. Paid MyMaths Website 
  3. Polyup - Experiential Learning 
  4. Homeschool Maths 
  5. YouCubed - Experiential Maths 
  6. Desmos Teacher Activities 
  7. Brilliant - Experiential Learning 


Image result for function images




Introduction


With the amount of Mathematics content online now a days,  I often find the biggest challenge is sorting through what to share with my students in class. Often resources appear usable at first, but then as you dig down deeper there are issues with alignment to the curriculum, notational differences or just confusing accents. However every now and again, you find a stand alone unit of work that has been handled particularly well and is ideally suited to being used in your class. In this case I try to do a blog post about it, so I don’t forget to use it in Future!  The content below is taken from the Khan Academy program on Algebra 1 and is a fantastic introduction to the concept of a Function in Mathematics. This is a foundational concept but can be tricky to explain. This unit allows students to proceed at their own pace and build up a solid understanding of the concept.

Using this unit in your class

Concept of a Function – History







Simplifying square roots

Quiz 1

https://www.mathopolis.com/questions/q.html?id=8805&t=mif&qs=8805_8806_8807_8808_8809_8810_8811_8812_8813_8814&site=1&ref=2f6e756d626572732f73696d706c6966792d7371756172652d726f6f74732e68746d6c&title=53696d706c696679696e672053717561726520526f6f7473

Quiz 2

Irrationals

https://www.mathopolis.com/questions/q.html?id=434&t=mif&qs=434_435_1064_2022_3987_1065_3988_2023_2990_2991&site=1&ref=2f6972726174696f6e616c2d6e756d626572732e68746d6c&title=4972726174696f6e616c204e756d62657273

Quiz 3 Surds

https://www.mathopolis.com/questions/q.html?id=2043&t=mif&qs=2043_320_2044_3162_3163_3865_3866_3867_3868_3869&site=1&ref=2f73757264732e68746d6c&title=5375726473

Quiz 4 exponents in algebra

https://www.mathopolis.com/questions/q.html?id=455&t=mif&qs=455_456_1080_1081_2058_2059_2060_2061_3870_3871&site=1&ref=2f616c67656272612f6578706f6e656e74732d7573696e672e68746d6c&title=5573696e67204578706f6e656e747320696e20416c6765627261

Quiz 5 Exponent Laws

https://www.mathopolis.com/questions/q.html?id=323&t=mif&qs=323_2215_2306_324_2216_2307_371_2217_2308_2309&site=1&ref=2f616c67656272612f6578706f6e656e742d6c6177732e68746d6c&title=4c617773206f66204578706f6e656e7473

Quiz 6 Fractional exponents

https://www.mathopolis.com/questions/q.html?id=321&t=mif&qs=321_322_1089_1090_1091_1092_2266_3997_17_2267&site=1&ref=2f616c67656272612f6578706f6e656e742d6672616374696f6e616c2e68746d6c&title=4672616374696f6e616c204578706f6e656e7473

Scientific Notation Notes

https://www.mathsisfun.com/numbers/scientific-notation.html

Quiz  7

https://www.mathopolis.com/questions/q.html?id=1340&t=mif&qs=1340_1341_1342_1344_1345_5077_5078_5079_1343_1346_1347_5080&site=1&ref=2f6e756d626572732f736369656e74696669632d6e6f746174696f6e2e68746d6c&title=536369656e7469666963204e6f746174696f6e



February 11, 2017

Animated Youtube Series on Euclid & Kahoot's that cover relevant material 


Image result for euclid image cartoon

A while ago I found the most delightful animated series on YouTube that explained the foundations of Euclidean Geometry delightfully. I decided it was so good  that I needed to start off my GR9 unit, showing these videos to my learners. Below are the videos together with some other resources I have collected, related to this unit of work Euclidean Geometry.

Kahoots

Collection of Maths Resources

May 14, 2016
June 07, 2016




Image result for calculus image


I recently put together a collection of Calculus Resources for GR12 Maths in the SA Curriculum, using the tool EDpuzzle and learning content available by Mindset Learn as the base. Hopefully they can prove useful to other Maths Teachers out there.
Calculus Intro + Functions
Average Gradient
Understanding Limits
Definition of Derivative
Example of Derivative first principles y = 1/x

Trig Resources 


Math, Trigonometry, Mathematics, Mathematical, Geometry


A while ago I started compiling a collection of fun resources related to the basics of Trigonometry. They will be most useful when acting as a supplementary resource to classroom instruction.

Kahoots
Google Quizzes




Why do co ordinates switch when reflecting over line y = x

September 14, 2016
RECENTLY I HAD A VERY INTERESTING DISCUSSION WITH ONE OF MY GRADE 9 STUDENTS AROUND THE IDEA OF WHY CO-ORDINATES SWITCH POSITIONS WHEN REFLECTING OVER THE LINE Y = X . THIS SECTION IS COVERED IN GR9 MATHS UNDER TRANSFORMATIONS. HOWEVER A LOT OF THE TIME STUDENTS TEND TO MEMORISE THE FORMULA WITH VERY LITTLE CURIOSITY AS TO WHY IT ACTUALLY WORKS. WHAT FOLLOWS IN THE REST OF THIS BLOG POST IS BITS FROM OUR DISCUSSION, TOGETHER WITH ARTIFACTS OF THE LEARNING PROCESS.

CONSIDER OBJECT A, WHEN IT GETS REFLECTED OVER THE LINE Y = X , IT FOLLOWS A PATH PERPENDICULAR TO THAT LINE AND REAPPEARS ON THE OPPOSITE SIDE AS A’ THE IMAGE. IT IS A REFLECTION THEREFORE AE = A’E.

NOW CONSIDER TRIANGLES AEB & A’EB, THEY MUST BE CONGRUENT DUE TO (SAS)

1) BE IS COMMON

2) ANGLE BEA = ANGLE BEA’ = 90 DEGREES

3) AE = A’E

NOW CONSIDER TRIANGLE ABC & A’BD, THEY MUST ALSO BE CONGRUENT DUE TO (AACS)

1) LENGTH G = LENGTH H – CONGRUENCY ABOVE

2) ANGLE ABC = ANGLE A’BD – SUM OF ANGLES

3) ANGLE ACB = ANGLE A’BD = 90 DEGREES – CONSTRUCTION

SO WHY DO CO-ORDINATES SWITCH WHEN GOING FROM GETTING THE REFLECTION OVER THE LINE Y = X

EG A(5;1) TO A’ (1;5)

TAKE ABC AND IMAGINE TRYING TO PLACE IT ON TOP OF CONGRUENT TRIANGLE A’BD. CAN YOU SEE BC NOW LINES UP WITH BD & AC WITH A’D. WHEN THAT HAPPENS, BC WHICH USED TO BE ON THE X AXIS GOES TO THE Y AXIS AND AC WHICH USED TO BE PARALLEL TO THE Y AXIS IS NOW PARALLEL TO THE X AXIS.

THE EFFECT OF THIS IS THAT X BECOMES THE Y AND THE Y BECOMES THE X, HENCE THE RULE IS:

(X;Y) -> (Y;X)

I WILL HAVE A CRACK AT A FORMULA FOR THE MORE GENERAL CONCEPT OF A FORMULA FOR REFLECTING OVER ANY ARBITARY LINE IN A LATER POST , BUT I HAVE A FEELING IT MAY HAVE SOME FAIRLY INTERESTING MATHEMATICS IN IT … (:

IF YOU ENJOYED THE POST OR JUST WANT TO CLARIFY ANYTHING YOU READ, PLEASE FEEL TO LEAVE A COMMENT

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