Jump to content

Menu

Christy Walters

Members
  • Posts

    16
  • Joined

  • Last visited

Reputation

18 Good
  1. I've uploaded to my website a copy of two pages from my Geometry book that might help you. http://www.aplusses.com/documents/Area_of_Trapezoid_and_Kite.pdf This document references the Mdisegment of a Trapezoid Theorem, which was discussed earlier in the book. Hopefully, you've seen that in AoPS, but if not, you need to know that the midsegment of a trapezoid (also sometimes called the median of the trapezoid) connects the midpoints of the two sides that are not parallel. This segment is parallel to the bases, and its length is equal to half the average of the lengths of the other two bases. Also, you might also find the following videos on my website helpful: http://www.aplusses.com/zencart/index.php?main_page=page_4 They probably won't help you a lot with Chapters 12-15 of AoPS Pre-Algebra, but they might help fill in a few gaps from the earlier chapters. And they're free. Finally, please feel free to send me a private message if you want to ask a specific question about why we do something else. ETA: I'm not sure why the link for the area of a trapezoid and kite didn't work, but I'm trying again.... http://www.aplusses.com/documents/Area_of_Trapezoid_and_Kite.pdf Christy Walters
  2. One of the things I usually suggest for students who make lots of careless mistakes is that they need to work the problem a second time with fresh eyes. If he's looking over a problem he's just worked and reading it one line at a time, he's probably not going to catch a careless mistake such as a missed negative sign. But if he isn't allowed to look at his first attempt, he might fix it. This probably wouldn't be good advice for homework assignments because they would take two or three times as long, but I would suggest that you try it for tests and quizzes. I would suggest that you have your son take the test or quiz, then take a break for 15 minutes (or maybe take a break from math until tomorrow, depending on how severe his ADHD is and how much you have left to do in the day). Then have him come back and take the test or quiz again. Don't let him look at the previous version. Then, after he's done that, have him compare his answers. If he got the same answer both times for question #1, it's probably correct. If not, have him figure out why not and correct any mistakes. Then do the same thing for question #2 and the rest of the test. I hope this helps, and please feel free to send me a private message if you have further questions or comments. Christy Walters
  3. I would love to know what you and your daughter think about the videos on fractions (and decimals, if she also struggles with those) on my website: http://www.aplusses.com/zencart/index.php?main_page=page_3 This doesn't give you worksheets and practice problems, but I explain how to do most of the operations with fractions in a half hour. One of the things I do with these videos is explain WHY the rules work. I think that, once the students understand why the rules work, they are more likely to apply the rules correctly and in the correct situation. I hope this helps, and please feel free to send me a private message if you have comments or questions. Christy Walters
  4. First, I would suggest that you and your daughter watch the video on proofs on the DVD that came with your copy of A Fresh Approach. Or, if you've lost the DVD, here's a link to the same video: http://aplusses.com/zencart/index.php?main_page=page_2 Please watch the video with her, and pause it frequently while the two of you discuss it. And please make sure to print the document that it tells you to print. That may help her understand how to dissect what the different definitions, postulates, and theorems tell her in the future. Second, I think you might find the Quick Reference Guides I sell on my website useful. I can't say that they cover everything in the book, but they probably cover about 3/4 of it. Also, some of statements of the definitions, postulates, and theorems will vary from book to book, but, for the most part, they can be used with any curriculum. I hope this helps! ETA: As far as your question about memorization, I made my students memorize everything when I taught Geometry fifteen years ago. But things have changed because many books and teachers don't teach proofs any longer. Here in Georgia, for instance, the Department of Education expects the teachers to cover almost all of Geometry in one semester, and proofs often get skipped. I had a (public school) tutoring student that I saw last week who told me that her teacher had told the class that there would be a proof on the upcoming test, but, because he didn't have time to teach the concept, the students were supposed to memorize the proof and write the proof as they saw it on the study guide. So, here's what I would suggest. I would ask your daughter to do all the parts of the tests that don't require her to write a definition, postulate, or theorem without the help of note cards (or, if you choose to purchase them, my Quick Reference Guides). This will help her do better on the SAT and/or ACT. Then give her any note cards she's made (or, if you have them, my Quick Reference Guides) and let her do the problems that require her to quote the definition, postulate, or theorem.
  5. I would love to know what you think of the videos on my website: http://www.aplusses.com/zencart/index.php?main_page=page_3 One of the things that I try to do in these videos is explain WHY the rules work. I have found that, if students understand why the rules say what they do, they are more likely to apply the correct rule in the correct situation. And Ellie, there's a video on positive and negative numbers that you might find helpful too. You might also like the chart on page 8 of my Algebra I book (Chapter 1 is online at http://www.aplusses.com/sample/Alg1Ch1_2016.pdf). Please feel free to send me a private message if you think I can help you further. Christy Walters
  6. You might find it helpful to have your son watch my video on an introduction to proofs: http://aplusses.com/zencart/index.php?main_page=page_2 Please note that you have to click on the first video and then press the play button. The examples I discuss in this video are not probably going to be as advanced as the proofs he's been doing lately. However, if you feel that he doesn't understand what proofs are and why we do them, he may find it helpful to watch the video at least once (and probably two or three times). If you think that I can help him further, please send me a private message and include a picture of some of the proofs that he has gotten wrong. HTH! Christy Walters
  7. Katilac and Nemom, I'm glad I could help you. Nemom, I will be interested to hear his grade. If he didn't do well, you can send me a private message and talk to me about what he missed. I don't mind answering a few questions for free. Christy Walters
  8. You may find it helpful to watch the video on proofs at my website: http://aplusses.com/zencart/index.php?main_page=page_2 I agree with everything Jann said here. Christy Walters
  9. This is still very much in the preliminary stages. Please do not plan your schedule around this being out any time in the next 12 months. When it is ready, I will send you a private message through the board here, but I will not create a new thread. The board rules say that I can respond to posts, but I am not allowed to advertise a product unless someone else asks a question about it. Christy Walters
  10. There is now a video on my website that explains what a proof is and gives you some examples. The video can be viewed for free at http://aplusses.com/zencart/index.php?main_page=page_2. I'm glad to hear it. Before your daughter takes the test for Chapter 2, she may find it helpful to watch the introduction and slides 10-12 and 14 from the first video at the website below. You are welcome to watch the rest of the video too, but those are the parts of the video that are relevant to the concepts in Chapter 2. http://aplusses.com/zencart/index.php?main_page=page_4 This video addresses some of the most common errors I've seen in the past 20 years as a private tutor. I can't say anything for sure because everyone is different, but I think that you would be unhappy if you bought my Geometry book for this purpose. I think that you will find that most of the material is probably more advanced than what you're looking for. You are welcome to buy my test packet and look over the material in each test. If you think that ds can do well on a test without doing the practice problems, you are welcome to give him the test for that chapter first and have him work the practice problems only if he does not do well on the test. The only exception to this statement is the sixth section of Chapter 2. If your ds does not practice the problems in this section and understand any problems he gets wrong (or at least watch the parts of the video I mentioned earlier to rivendellmom), he will probably miss those problems on the test. If you order your books from my website, they will usually ship within two business days via USPS Priority Mail. And finally, we are looking into at putting our books on the iPad. Christy Walters
  11. Most students in traditional schools in the U.S. take Algebra I in 8th grade and then, if they struggled with it, repeat it in 9th grade. There are obviously some students who take it earlier than that and some that take it later, but that should give you a general idea. You can purchase the books from my website: http://www.aplusses.com/textbooks.php The website will probably give you an error when you put your shipping address in, but you can ignore it. If you don't have a PayPal account, you can choose the PayPal option and then checkout as a guest. And finally, I'm glad that you like what you've seen so far! Christy Walters (678) 315-7201
  12. I've looked at the Table of Contents for Rod and Staff. Depending on how well your dd understands the material in the R&S 7th grade book, you may be able to move into my Algebra I book after that, but it would obviously be easier if you did their 8th grade book too. You're welcome. I'm glad I could help, and please feel free to send me a private message if I can help you further. Christy Walters
  13. I strongly recommend that students complete a Pre-Algebra course before starting my Algebra I book, but it is not completely necessary. Many of the concepts in the first eight chapters of my Algebra I book are covered in most Pre-Algebra books, but they are covered at a slower pace than in my Algebra I book. If your student has not successfully completed a Pre-Algebra course, you can find a placement test for my Algebra I book at http://www.aplusses.com/zencart/documents/Algebra_I_A_Fresh_Approach_Placement.pdf. However, please use caution when using this test. It is a test that shows you whether or not your student has mastered the skills that he or she has been taught so far; it does not test whether or not the student is ready to think algebraically.
  14. Everything that Kiana said here is correct. A proof is a set of statements and reasons that should convince someone looking at the proof that a statement is true. I included proofs in my book because I believe that they are an important part of Geometry because they teach students how to think, reason, and communicate their thoughts. However, they are not tested on the ACT or SAT, and most students will not see them in college. I am currently working on a video that explains proofs in further detail, and I hope that I will be posting it on my website within the next week. Perhaps, especially if your student has a good foundation and you skip the proofs in Geometry. I think that you will probably get very frustrated in the later chapters if you try to do one complete Algebra I lesson every day, but, if you can average more than one lesson each day in the early chapters, you may be able to finish in March. If you decide that you would like to do the two subjects concurrently, please realize that there are some Algebra I skills she will need to have mastered before she can successfully complete my Geometry book. There is an appendix (with practice problems) that reviews these concepts in my Geometry book, but these concepts will obviously be much easier if she has seen them in Algebra I. You may also want to read the FAQ on my website that talks about questions that you can skip in the Algebra I book. We stopped offering the softcover edition because we found that these books were not as durable as we wanted them to be. And finally, DSHMom, I'm glad that your son liked the books. Christy Walters
  15. I have a few suggestions for you. First, it sounds to me like your daughter doesn't understand what a proof is. When I ask a student, "Why did you do that?", I seldom want him or her to answer, "That's what the book told me to do." So, when we want to prove a statement, we must go through a set of statements (that say what we know) and reasons (that say why we know that it has to be true). Here's a link to the first chapter of my Geometry book: http://www.aplusses.com/sample/GeomCh1.pdf . You are welcome to download it and print it out. Beginning with page 29, you will find some examples of algebraic proofs, which should be easier for her because she should be more familiar with how to solve algebraic problems. Hopefully, if she understands what a proof is and what she is trying to do with a proof, she will be able to work the harder ones. My second suggestion is this. If you decide that your daughter is never going to understand proofs, you can generally skip the problems in the textbook that ask you to prove statements. She will not see this type of problem on the ACT or SAT, and she will not see it in college unless she decides to take a math class beyond the basic College Algebra class. Just note on your daughter's transcript that you did not do proofs (or, if you feel that you've completed one full semester, that you did proofs for the first semester but not the second). However, I believe that a huge majority of the problems in the Jacobs book ask you to prove statements, so I would suggest that, if you choose this option, you may want to find a different curriculum. My third suggestion is to do as you suggested and work on Algebra II for a semester. Then, if you come back to Geometry before she takes the SAT and/or ACT tests, it will be fresher in her mind. And finally, you are welcome to email me at christyATaplussesDOTcom or send me a private message if you would like to talk to me further. Christy Walters
×
×
  • Create New...