Therein lies esoteric gnosis of the inner-workings of reality through analyzing the first principle of the Quadrivium, Number. The reciprocals of the natural numbers reveal patterns that are visible only when we put on our goggles of decimal expansion and peer deep into the realms of numeric possibilities. The reciprocal of a number is simply one divided by that number.
Fibonacci Day - 11/23
Types of Lines While parallel and perpendicular lines will be the primary focus of this chapter, there are other types of lines. Use the Types of Lines Foldable to distinguish between them. Types
A prism is a solid geometric figure with two identical ends and all flat sides. The prism is named after the shape of its base, so a prism with a
Everything you need to know about the 5 Platonic Solids, including history, the platonic solids elements, and the platonic solids sacred geometry relationship. This post includes in-depth explanations and images of the five Platonic Solids.
“If you only knew the magnificence of the 3, 6 and 9, then you would have the key to the universe." Nikola Tesla A set of original Nikola Tesla drawings were discovered this past year in a Phoenix Arizona antique shop that are believed to have been created during the last years of Tesla’s Free
Algebra resources for teaching and learning mathematics. Fun and visual resources for maths teachers and kids.
Making It As A Middle School Teacher shares her favorite math related pins on Endless Pinabilities!
Triangle Similarity Interactive Notebook Lessons for Geometry
Get to know your complementary angles with this helpful practice sheet! Remember, complementary angles add up to make 90 degrees. Download to complete online or as a printable!
Sacred geometry and Light language images More Light Language Images >
The number of terms that students are expected to learn in geometry is a little crazy. We counted 30 different new vocabulary words at the end of four days of instruction. So I checked out an iPa…
Good hour everyone! In this post: https://tuzlay-art.blogspot.com/2020/12/my-first-369-design.html I briefly wrote that in 2018 I discovere...
We split up our circles unit into 2 parts (Part 1: Circle Basics, Circumference & Area, Area of Shaded Regions, & Tangent Lines; Part 2: Arcs, Central Angles, Chords, Sector Area, Arc Length, and Segment Area). I know a majority of schools teach circles as one big unit but I don't think that most of my special education students could remember all of those theorems and rules and be successful. For those that teach circles as one big unit and your students are successful, can you show me a sample of your unit outline? :) Day 1: We used the foldable below to learn about the basic parts of a circle. I LOVE this foldable and have used the same one for the past 3 years. Students choose one color to represent each vocabulary word and color-code accordingly. I found that this helps students out A LOT! I really emphasized the difference between a secant and a chord. Also, when listing chords, some students forget to write down the diameter down so I reminded students that the diameter is the longest chord in a circle. Identifying all the radii in the circle helped students realize that even though a line is not drawn, it is still a radius! After the notes on our foldable, I told students to close their foldable and attempt the blue sheet (vocabulary review) by themselves. I told them to read through the definition and draw a picture. About 85% matched the vocabulary word with the definition correctly with the most common mistakes of switching tangent and secant. I had too much time left in class so I decided to start circumference and area notes. I labeled the purple sheet with the students before introducing the flip-book. On the purple sheet I had students write down d=2•r and r = 1/2•d (even though it is not shown in the pictures). We only went through the vocabulary, circumference, and area sections of their flip-book. These examples were easy and a quick review of what they already know about circumference and area. Overall, the vocabulary, circumference, and area section took about 15 minutes to complete (and most students finished the examples before I was even done!) After the notes, I handed them the following homework to complete over circle basics. I did have to to remind students again that the diameter is a chord in problem #4. Day 2: Students walked in and opened up to their circumference and area foldable. Before we got started, I cold called on several students and asked them questions over circumference and area. Some sample questions that I asked students were, "If the diameter of a circle is 10m, then what is the length of the radius?" "If the circumference of a circle is 56⫪, then what is the radius of the circle?" "If the area of a circle is 49⫪m², then what is the circumference of the circle?" After I had several students answer my questions, we started on the more circumference and more area sections in our flipbook. Many students got stuck/had questions on the square inscribed in the circle problem (on finding the diameter). After the notes, I handed students the following circumference and area homework. Students had the most questions on the diameter on question #8 since we have not practiced 45-45-90 triangles in a minute :) Day 3: Students walked in and cut out their area of shaded regions foldable and taped it down next to their review of area formula chart. I am so glad that I made this review of area formula chart to place next to their area of shaded regions foldable because many students referenced this when we got to the homework. In many of my classes, I have to tell students how to find the area in very clear and concise ways or I will lose/confuse many of them. For example, I told students that to find the area of the shaded region in example 4 we will use the following formula: "area of the big circle - area of medium circle - area of the small circle." After the notes, I had students complete the following area of shaded regions homework. Again, most students had questions on how to find the diameter of the circle in question 4 (just like circumference & area) so in my lower level classes, we went over question #4 together. Day 4: Today we did the following tangent lines foldable together as a class. We completed the foldable first and then summarized our findings on the blue graphic organizer. Students really understood the concept of tangent lines after this lesson. Question #3 was definitely my favorite question on this foldable :) After the foldable, we completed the following worksheet over tangent lines and students did GREAT on this formative assessment. Most of my special education students could complete #5 correctly, even though there was not a question like this on our notes (big deal in my class). Here are some of the files that I used: Circle Basics Foldable Circles Vocabulary Review Circumference & Area Foldable Circumference & Area Graphic Organizer Area of Shaded Regions Foldable Review of Area Formula Chart Tangent Lines Foldable Tangent Lines Graphic Organizer
File for Post: Angle Relationships Flipbook This post is an idea for an Angle Relationships foldable. I love making flip-books that fit in student's notebook for so many reasons! I made the flip-book last year and the wheel a couple of weeks ago. For the wheel, you can pick up some brads for less than $2 at Walmart (200 in a pack). I will probably make copies of the Angle Relationships flip-book on white paper so students can color code their notes and see highlighted key concepts. Last year, I split this lesson up into 2 days and did the odds on the first day and the evens on the second day. I'm not sure yet on what I am going to do this year... I have an awesome cut and paste activity that goes well with this that I really want to use. If you need help setting up the pages, let me know and I can update this post with how to make the flip-book. Please leave a comment if you are going to use this and have any feedback to share. Are there any awesome angle relationships discovery activities in the #MTBoS?
sacred numbers Vortex Based Mathematics transcends our myopic quantitative understanding for the way Number operates in our holographic universe. Numbers are not just mere quantities. Each has its own unique quality, archetype, and behavior. Vortex Based Math (VBM) is the study of Number in and of itself. Numeronomy as opposed to Numerology. The bedrock of the Quadrivium, Number structures our conceptual waking reality. As Pythagoras once so aptly put it, “All is Number”. Number was not i
