tag:blogger.com,1999:blog-969821499728229660.post8355295882594700929..comments2017-03-26T20:26:22.465-04:00Comments on Scaffolded Math and Science: Introducing Quadratic Factoring with Conspiracy Theory in Special Ed Algebra 2ScaffoldedMathhttp://www.blogger.com/profile/12991099683629425350noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-969821499728229660.post-16531383891892437572017-01-01T17:43:03.385-05:002017-01-01T17:43:03.385-05:00Absolutely, and I explain this to my students. Fli...Absolutely, and I explain this to my students. Flipping the signs confuses them to where the process is lost, so I explain that the ( ) are just used as a tool to move to the next step. Do you have your students change the signs? ScaffoldedMathhttp://www.blogger.com/profile/12991099683629425350noreply@blogger.comtag:blogger.com,1999:blog-969821499728229660.post-50231308124382960652017-01-01T17:41:51.723-05:002017-01-01T17:41:51.723-05:00I love AC/grouping. I know a lot of teachers like ...I love AC/grouping. I know a lot of teachers like the Punnett Square method but my kids really seem to like how direct AC/grouping is. Thanks for commenting! I'll have to check out that Berry method... ScaffoldedMathhttp://www.blogger.com/profile/12991099683629425350noreply@blogger.comtag:blogger.com,1999:blog-969821499728229660.post-8890579868174007802017-01-01T17:39:29.582-05:002017-01-01T17:39:29.582-05:00Hi Laura, thanks so much for commenting. I'm a...Hi Laura, thanks so much for commenting. I'm a big fan of prime factoring using prime numbers, taking my number and dividing it by 2, 3, 5, 7, 11... each as many times as I can until moving to the next larger prime number. For 24 I'd do 24/2 = 12 ; 12/2 = 6 ; 6/2 = 3 to get (2, 2, 2, 3). Combining this with divisibility rules would help kids skip some of the numbers that they know won't divide evenly into the given number.<br /><br />There's a really cool way to find GCF that I learned about in grad school. It's called the Euclidean Algorithm. Here is a video: https://www.youtube.com/watch?v=AJn843kplDw<br /><br />Finding the LCM is a lot harder for me. It feels so counterintuitive! Here's a Khan video I found that helped explain it to me when I needed to make a math pennant for GCF, LCM and prime factors. http://bit.ly/2iWicws<br /><br />I also have this free flowchart that can help kids make prime factor trees. Then from there they can find GCF or LCM... http://bit.ly/2hHRJ5D<br /><br />I hope I helped in even a small way! ScaffoldedMathhttp://www.blogger.com/profile/12991099683629425350noreply@blogger.comtag:blogger.com,1999:blog-969821499728229660.post-68046094381427792642017-01-01T16:47:59.806-05:002017-01-01T16:47:59.806-05:00Do you have a way for 5th grade math students to m...Do you have a way for 5th grade math students to make the connection/difference between factors and multiples? And a way to figure out factors? I've tried a few different ways, but none of them have seemed to stick. I know this is a basic understanding they will need as they progress.Laura Schulkindhttp://www.blogger.com/profile/09733492073770291350noreply@blogger.comtag:blogger.com,1999:blog-969821499728229660.post-60566389954651544202016-12-30T01:50:56.017-05:002016-12-30T01:50:56.017-05:00I teach my students to underline the terms they ar...I teach my students to underline the terms they are grouping with a wavy underline. That way there is no misleading () and they can keep their signs straight. <br /><br />Also, I use my own version of the "Berry" method from the Yay math website. Very similar to AC/ grouping but organizes it a little differently with less room for error. You MUST be sure that any GCFs are removed first, though. Dena Farrellhttp://www.blogger.com/profile/17856488888377515243noreply@blogger.comtag:blogger.com,1999:blog-969821499728229660.post-31322141605253994902016-12-29T04:28:04.069-05:002016-12-29T04:28:04.069-05:00Steps 6 and 7 aren't equivalent. Step 7 should...Steps 6 and 7 aren't equivalent. Step 7 should read: (6x^2+4x)-(15x+10) or (6x^2+4x)+(-15x-10)Heatherhttp://www.blogger.com/profile/07261642276423807227noreply@blogger.comtag:blogger.com,1999:blog-969821499728229660.post-33840375877133153092016-12-27T23:24:48.431-05:002016-12-27T23:24:48.431-05:00The hardest part for my kids is the factors of C. ...The hardest part for my kids is the factors of C. Do you find that to be true? It's hard working around my students' multiplication facts without making them feel self-conscious. I did give out a multiplication chart again this year and no one complained. My aunt has said that skip counting is the best way to teach the multiplication facts to kids who struggle to memorize, but I am not sure how to work this in.ScaffoldedMathhttp://www.blogger.com/profile/12991099683629425350noreply@blogger.comtag:blogger.com,1999:blog-969821499728229660.post-87226376567365496522016-12-27T19:45:23.361-05:002016-12-27T19:45:23.361-05:00I pretty much only use this method for factoring. ...I pretty much only use this method for factoring. It works so well, and I'll start using the quick check for warm ups since this is a skill they lose if they aren't using it often enough.Shareehttp://www.blogger.com/profile/02735902553271822929noreply@blogger.com