Junior High School Math Teaching Video - Space and Shape(S)
Triangle Origami
feature: Helping students to discover the geometrical relationships between “moving sides”, “iterating angles”, and “axes of symmetry” by folding an quilateral triangle from a square.
The Square Puzzles and the Pythagorean Theorem
feature: Using the square puzzles to make triangles, realizing the relations between the squares of the sides of triangles and acute, obtuse and right triangles; then conducting graphical argumentation by the Pythagorean theorem.
Master of Dim Sum
feature: Where is the centern point of the classroom? Circle, square and isosceles triangle..
Point at the center of any shape from my point of view.
When Circles Meet Triangles
feature: The cycle of conjecturing – argumentation – speculation – refletion.
Folding Papers by Using the Pythagorean Theorem
feature: Learning the application of triangle congruence through origami activities.
Spatial Reasoning of View of Solid Shapes
feature: Identifying the view of shape and use views to reason the shape.
Triangle Castle
feature: Through game-based manipulation, leading students to inquire automatically. Trying more conditions to less conditions and vice versa, students gradually recognized the property of triangle congruence.
Transforming for establishing inclusive relations
feature:Learn relationship between quardrilaterals by DIY.
The Diagonals of Special Quadrilaterals
feature: By operating sticks and intiating math guessing to guide students to find quadrilateral sufficient condition.
Catching the Light and Shadow
feature: Through the projection experiment, students will experience that the enlarged diagrams are similar only when the cards are parallel to the screen, and actually observe that the corresponding angles are equal and t corresponding sides are proportional.
Scale Drawing
feature: The foundation of the “Scaling Drawing” activity is “the center of the scaling can be any point”, “the center of the scaling is aligned with all corresponding points of the scaling diagram”, and “the length of the scaling is proportional to any corresponding length of the scaling diagram”.。