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Teaching Rational, Irrational, and Pythagorean Theorem online
Get PDFThis unit consists of two parts. The first part is a study of the numbers system. The second part is a study of the Pythagorean Theorem. The central focus of this unit involves students deepening their understanding of rational and irrational numbers though simplifying and estimating numbers. In this unit, students must have the ability to identify what rational and irrational numbers are (NY-NS.1). Then students learn about perfect squares and cubes (NY-EE.2). Students are going to need that knowledge to estimate the value of non-perfect squares and cubes. Then to conclude the unit, students must place rational and irrational numbers on a number line (NY-NS.2). In the second half of the unit, we dive into the Pythagorean Theorem. The central focus for this half of the unit is for students to conceptually understand the Pythagorean Theorem and be able to use it in different situations. However, before we can talk about the Pythagorean Theorem, students need to have the ability to solve equations with 2 and 3(NY-EE.2). Then we can talk about the Pythagorean Theorem and how to find the length of the hypotenuse (NY-G.6). Then students must be able to explain what the converse of the Pythagorean Theorem is. This leads students to determine the length of the missing side. Students will then determine if a triangle is a right triangle given the side lengths (NY-G.6). Then students will use the Pythagorean Theorem to find the distance of a diagonal line in the coordinate plane (NY-G.8). Finally, students will use the knowledge of the Pythagorean Theorem to solve real-life problems (NY-G.7). The structure of the lesso
Thomas Beyer, interviewed by Alexander L. Berardi
Get PDFAs of Fall 2020, Thomas Beyer is currently a student at SUNY Brockport, enrolled in the 3+3 Doctor of Physical Therapy Program. He currently works as a Resident Assistant at McFarlane Hall
Structures and Strategies for Students with Autism Spectrum Disorder in the Eighth Grade Mathematics Classroom
Get PDFThis curriculum project addresses the challenges students with Autism Spectrum Disorder (ASD) face in the general education classroom and provides integrated research based instructional strategies aligned with accommodations and/or modifications. Specific challenges addressed in this project include structuring lessons with routines for challenges with social interactions, modifying curriculum for use with technological devices for a deficiency in fine motor skills, and adapting classroom procedures in the mathematics classroom for ASD students with Attention-Deficit/ Hyperactivity Disorder (ADHD). The accommodations and modifications are blended into the eighth-grade mathematics curriculum according to the Common Core State Standards and New York State’s Next Generation Standards. The curriculum provided has been adapted to the middle school mathematics content for the volume of geometric solids unit
Solving Systems of Equations and Inequalities using Technology and Virtual Manipulatives
Get PDFThis curriculum project was developed to assist teachers to utilize virtual manipulatives and technology in the New York State Next Generation Algebra I curriculum, specifically systems of equations and systems of inequalities. Technology has become an integral part of students’ lives and research has shown that incorporating technology in the classroom can impact student learning. This curriculum project includes lessons from the Algebra I curriculum through a variety of technological applications
George and Rosie Rich, interviewed by Bruce Leslie
Get PDFRosie A. Rich worked at SUNY Brockport for six years from 1958 to 1964. She taught health and served as a faculty advisor for women\u27s bowling, field hockey, swimming, water ballet, and in many more sports in Brockport\u27s athletics and physical education department.
George Rich is an alumnus of SUNY Brockport, and was in the Class of 1954 and Class of 1962 for his BS, MS, and his CERT. He attended the Campus School as a child, as he is a Brockport native. He received his Bachelor’s Degree in Education from Brockport as well as his Master’s Degree in Education. He was inducted into the Hall of Heritage in 2004. He served as the President of the Brockport Alumni Association from 1998-2004. He has also served on the Board of the Association
Improving Abstract Reasoning Skills Using the Integration of Proof within a Historical Context
No full textThis Curriculum Project presents a collection of lessons designed to incorporate the history of mathematics and proof in the New York State Next Generation Algebra 1 Standards with the goal of providing teachers with an alternative instructional approach to teaching Algebra 1. The lessons were constructed to assist Algebra 1 teachers in engineering lessons that develop mathematical concepts within their historical context, that is, how concepts were discovered, proven, and used throughout the course of history. Proof is an essential part of mathematics, especially as students reach higher level mathematics. Since proof and abstract reasoning are interconnected, and abstract reasoning is a standard required by the Next Generation Standards for high school mathematics, this Curriculum Project was designed to support the teaching of proofs to make abstract reasoning more attainable
The Promethean Fall 2020
No full textFall 2020 edition of The Promethean
Contents:
Student Spotlight 2 Featured Emeritus Faculty 3 Alumna Spotlight 5 Thesis Spotlight 7https://digitalcommons.brockport.edu/promethean/1033/thumbnail.jp
Creating Affirming Spaces for LGBTQ Youth: An ELA Based Approach
No full textLGBTQ students throughout the country attend schools that are not affirming or safe spaces for them. Many LGBTQ students face harassment, bullying, and general mistreatment within their school communities. Peers, educators, and school personnel often cause detrimental emotional, psychological, and physical harm to LGBTQ students. Legislation surrounding LGBTQ rights - in schools and in general - is vague, exclusionary, or even non-existent. When LGBTQ students do not feel safe and secure in their school communities, the opportunity for learning and growth is minimal. Students need spaces where they feel respected, represented, and understood. Through the introduction of GSAs, a curriculum that shows LGBTQ individuals in a positive light, and legislation that protects LGBTQ students, educators can develop LGBTQ affirming spaces for LGBTQ youth. No matter the scale of these efforts, the positive outcomes for LGBTQ students are great
The Importance of Student Choice, and Culturally Responsive Pedagogy
No full textThere are many problems that our education system has. The most complained about is lack of student choice and understanding who your students are on a different level. Educators tend to forget that our role is not just based on teaching kids’ information from a text, but we are exemplifying how an adult should interact with others. By getting to know our students, we are teaching them how to express themselves and communicate. And by giving our students choice, we are allowing them to feel as important as they truly are, and we are showing them that we respect and value their preference. These simple rules will allow trust to build between the student and the educator, and will benefit both by ensuring that the student feels comfortable and willing to learn
The Effects of Caffeine on Performance of Trained Cycling Athletes
No full textWith many methods being used in cycling to gain an edge on the competition, researchers wanted to find the effects of caffeine on performance of trained cycling athletes. While most researchers realize that caffeine has an impact, further determining what ergogenic effects caffeine has, the process of caffeine methods, and comparing methods to other options lead to various studies on purpose of this study. Fifteen articles were found to be delimited enough to gain access to a vast amount of knowledge on types of caffeine cycling studies. Results showed that caffeine had a significant positive impact on time and power output performance. Throughout this, caffeine supplements were concluded as the most consistent option, especially when taken an hour before the trial. Still, other methods like caffeinated gum, and a study that focused on caffeine withdrawal were also important foci for furthering caffeine’s impact and future research