 # DCHS ACT Math Question of the Day Yummy Math | We provide teachers and students with mathematics relevant to our world today … Special Right Triangles - 30-60-90 The 30º- 60º- 90º triangle is one of two special right triangles we will be investigating. The "special" nature of these triangles is their ability to yield exact answers instead of decimal approximations when dealing with trigonometric functions. Note: the hypotenuse need not be a length of 2 for these patterns to apply. The patterns will apply with any length hypotenuse. 30º-60º-90º Triangle Pattern Formulas (you do not need to memorize these formulas as such, but you do need to memorize the relationships) Using the patterns to find the lengths of sides: Using the newly found patterns in trig problems: There is always more than one way to tackle a problem. Unfortunately, the Pythagorean Theorem by itself, will not help you find both of the missing sides.

Math Games - from Mangahigh.com Why Is Teaching With Problem Solving Important to Student Learning? Brief Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education of K-12 students. However, knowing how to incorporate problem solving meaningfully into the mathematics curriculum is not necessarily obvious to mathematics teachers. (The term “problem solving” refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development.) Fortunately, a considerable amount of research on teaching and learning mathematical problem solving has been conducted during the past 40 years or so and, taken collectively; this body of work provides useful suggestions for both teachers and curriculum writers. The following brief provides some directions on teaching with problem solving based on research. What kinds of problem-solving activities should students be given? Story or word problems often come to mind in a discussion about problem solving. 1. 2. 3. 4. 5. 6. 7. 8.

Standards for Mathematical Practice "Does this make sense?" Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Illustrations Kindergarten Grade 1 Grade 2 Videos CCSS Chairs in Hall (High School) from Math Department on Vimeo.