On October 23, 2024, I had the opportunity to teach three distinct classes, each focusing on a unique aspect of mathematics. The first class was with the 8 A students, where we delved into problem-solving strategies. This session was particularly engaging as it encouraged students to think critically and creatively about various mathematical challenges. We explored different approaches to tackling problems, emphasizing the importance of understanding the underlying concepts rather than just memorizing formulas. I presented several real-life scenarios that required problem-solving skills, allowing the students to apply what they learned in a practical context. This not only made the lesson more relatable but also sparked lively discussions among the students as they shared their thought processes and solutions.
The second class was with the 9 C group, focusing on geometrical constructions, specifically the construction of regular polygons using circles. This lesson was designed to deepen the students' understanding of geometry and its applications. We began with a brief review of the properties of regular polygons and the significance of circles in these constructions. I introduced the compass and straightedge as essential tools for creating precise geometric figures. The hands-on aspect of the lesson was particularly exciting; students worked in pairs to construct various regular polygons, such as triangles, squares, and hexagons. As they engaged in this activity, I circulated around the room, offering guidance and encouraging them to think about the relationships between the sides and angles of the shapes they were creating. This practical experience not only reinforced their geometric knowledge but also enhanced their spatial reasoning skills.
The final class of the day was with the 8 D students, where we tackled problems related to calendar math. This subject can often seem abstract, but I aimed to make it accessible and interesting. We started by discussing the concept of time and how calendars are structured. I introduced various types of calendar problems, such as calculating the number of days between two dates, determining day of the week for any given date, and understanding leap years. To engage the students, I presented them with real-world scenarios that required them to apply their calendar math skills. For example, we examined how to plan events over different months, factoring in holidays and varying lengths of months. Students worked in groups to solve these problems, which fostered collaboration and allowed them to learn from one another. This interactive approach made the lesson more dynamic and reinforced their understanding of the material.
Overall, teaching these three classes was a rewarding experience. Each session had its own focus and learning objectives, yet they all shared a common goal: to enhance the students' mathematical thinking and problem-solving abilities. The diversity in topics kept the students engaged, and their enthusiastic participation was a testament to their growing interest in mathematics. By fostering an interactive and supportive learning environment, I aimed to inspire confidence in their skills and a deeper appreciation for the subject. As the day concluded, I reflected on the progress each class had made, excited to continue exploring these concepts in future lessons.
