tag:blogger.com,1999:blog-8268773079578019071.post3765166605044726559..comments2019-10-14T19:10:31.867-05:00Comments on Mrs. E Teaches Math: 11 Tips for Teaching Geometry ProofsMrs. E Teaches Mathhttp://www.blogger.com/profile/14333418485408024108noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-8268773079578019071.post-43819880212086840282019-09-21T09:31:41.289-05:002019-09-21T09:31:41.289-05:00I haven't taught Geometry in four years, but I...I haven't taught Geometry in four years, but I am teaching it again this year. When I taught it, I did popsicle proofs (similar to your cut out ones), but I organize them in terms of difficulty (great for scaffolding and differentiation). Each reason and statement goes on a popsicle stick and I place the given and prove statements on a index card and place in the baggie with the popsicle sticks. Staci Dombrowskinoreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-48094315030203463592019-09-06T15:01:59.306-05:002019-09-06T15:01:59.306-05:00I am from India. I teach Maths to high school stud...I am from India. I teach Maths to high school students.Thank you very much for your tips on teaching maths .Will try these to teach geometric proofs to my students.Unknownhttps://www.blogger.com/profile/10548973114929892367noreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-25565710050903604552019-08-06T07:23:32.824-05:002019-08-06T07:23:32.824-05:00I'm going into my second year teaching. I made...I'm going into my second year teaching. I made a lot of mistakes teaching Geometry last year- this post is a HUGE help. Thank you!!Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-91568984898731583362018-01-17T07:57:47.428-06:002018-01-17T07:57:47.428-06:00I made up color coded index cards with statements ...I made up color coded index cards with statements on one color and reasons on another color and students work in pairs to get the statements and reasons in the right order for each proof Unknownhttps://www.blogger.com/profile/06170858363117104348noreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-78133095822639030682017-11-18T04:26:24.596-06:002017-11-18T04:26:24.596-06:00I'm a first year geometry teacher. I have been...I'm a first year geometry teacher. I have been dreading geometric proofs, but I can't avoid it at this point and this post was GREAT!!! I am going to use every tip you suggested and then some. Thank you for this.Marks CRBnoreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-9474987358849262412017-11-04T19:21:11.720-05:002017-11-04T19:21:11.720-05:00Depending on the proof, one strategy I tell my sch...Depending on the proof, one strategy I tell my scholars is to highlight what they are trying to prove (especially if it's something like proving two sides are congruent AFTER proving the triangles are congruent). So they know what they are "aiming" for.Lisa Randallnoreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-59209423983434810822017-10-30T19:19:31.151-05:002017-10-30T19:19:31.151-05:00When I teach overlapping triangle proofs, I have m...When I teach overlapping triangle proofs, I have my students redraw the triangles apart form each other.Adam Backmanhttps://www.blogger.com/profile/08116028931691396703noreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-31529874682125321212017-10-17T12:41:23.607-05:002017-10-17T12:41:23.607-05:00Thank you everyone for the great ideas.Thank you everyone for the great ideas.Unknownhttps://www.blogger.com/profile/05424887163483260396noreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-74827642239177543162017-09-26T21:42:56.754-05:002017-09-26T21:42:56.754-05:00When looking for parallel lines I have my students...When looking for parallel lines I have my students look for the "Z-knees". If you can make a Z with the top and bottom as the 2 parallel lines (transversal as the diagonal) the angles in the "knee" part are the alternate interior angles.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-376861393497065502016-10-26T16:11:50.402-05:002016-10-26T16:11:50.402-05:00Those are great tips! I love the outlining the tr...Those are great tips! I love the outlining the triangles in color. I'm going to show that to my students tomorrow!Mrs. E Teaches Mathhttps://www.blogger.com/profile/14333418485408024108noreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-53475155254443262972016-10-26T16:11:04.458-05:002016-10-26T16:11:04.458-05:00I have several activities where I do that too! It...I have several activities where I do that too! It's so helpful for them to be able to move the pieces around without fear of erasing and being wrong.Mrs. E Teaches Mathhttps://www.blogger.com/profile/14333418485408024108noreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-89308464773120671242016-10-25T20:37:15.378-05:002016-10-25T20:37:15.378-05:00Love this post and found some awesome tips that I ...Love this post and found some awesome tips that I will totally be incorporating this time around. Have wrestled with teaching proofs for years now and see a lot of overlap with what your tips. One thing I do as well is I have students draw each triangle that is part of the proof in two different colors. If any segments have two colors on them, they know this requires the reflexive/symmetric property to show the shared side is congruent. I also focused on circling any vocabulary words that are in the givens and explain that they should absolutely have a reason that contains the same word. So if a given says "M is the midpoint of AB", then they have to have some kind of statement that has a reason "definition of a midpoint". One last thing I do is as they are working through the proof, I have them mark to the left of the statements little a's and s's whenever they have proven an a or an s congruent in a step. This helps them both know when the proof is completed as well as help them pick a triangle congruence theorem to end with. Thank you for your awesome blog! :)Jillometryhttps://www.blogger.com/profile/09092561768252050872noreply@blogger.comtag:blogger.com,1999:blog-8268773079578019071.post-84118662092544603722016-10-25T19:55:07.163-05:002016-10-25T19:55:07.163-05:00I would also cut out proofs into each step --state...I would also cut out proofs into each step --statement separate from reason. Then groups of students would assemble the statements and reasons into a 2 column proof. Unknownhttps://www.blogger.com/profile/03809534634950257504noreply@blogger.com