Podcast Link

Mathematician of the Day Podcast

By Elba Andrade and Susan Mejia

[https://screencast-o-matic.com/watch/cbXjD12le1]

Mathematician
of the Day!

Elba Andrade & Susan Mejia

[Street Address]
ELBA ANDRADE & SUSAN MEJIA
[City, ST ZIP Code] EDSC 330
Table of Contents References
Introduction ............................................................................................................. 1 References:
Suggestions ............................................................................................................... 2 Buehl, D. (2014). Classroom Strategies for Interactive Learning,
4th edition, Newark, DE: International Reading Association.
Things to think about! ...................................................................................... 2
*Listening Keys adapted from Buehl (2014)
Listening Keys* ................................................................................................... 2

Reading Strategies: Common Core State Standards. (n.d.). Retrieved November 4,

2017, from http://www.cde.ca.gov/re/cc/
Before Reading ................................................................................................... 3
Gibbons, P. (2002). Scaffolding language, scaffolding learning:
During Reading ................................................................................................... 4 Teaching second language learners in the mainstream
classroom. 77-101. Portsmouth, NH: Heinemann.
During Reading ................................................................................................... 4
Neufeld, P. (2005), Comprehension Instruction in Content Area
After-Reading ...................................................................................................... 4 Classes. The Reading Teacher, 59: 302312.
doi:10.1598/RT.59.4.1
References ................................................................................................................. 5
Schipper, A., & Spoelstra, S. (2010, June 18). Illustrating the
Quadratic Formula with Al-Khwarizmis Algebra [PDF].

5
Reading Strategies
These strategies are aimed towards helping students receive a greater
understanding in the world of mathematics. These strategies will help
relate the concept of Al-Khwarizmis method to real life applications.
During Reading (Gibbons, 2002, 89)
Pause and Predict: Pause at min 1:59 Write the following question on
the board and allow them to answer: why do we need to divide 2 +
+ = 0 by ? Pause at min 2:54 and ask why do we need to divide
by 4? What does stand for? Resume playing. Pause again at min 3:28
4
and ask: Why do we need to add the four smaller squares? Pause at min
3:36 and ask: What is the area of the four smaller squares that are added
to complete the bigger square?
After Reading
Frayer Model/Concept Definition Mapping (Buehl, 2014, pg 86)
Hand out an Adapted Frayer model Template. The topic would be Al-
Khwarizmi Method. The subtopics would be Essential Characteristics,
Historic Facts, Examples, and, Real Life Applications. Using this model
will help students better understand
Al-Khwarizmis completing the square
method through examples and real-life applications.
4 1
Introduction
Things to think about
Students often see Mathematics as a boring subject with no real
application to the world around us. Fact is, we all use math in ev
eryday applications whether were aware of it or not. Our goal is
to prove to students that mathematics is very much connected t
o the world. To do this, we will approach the quadratic formula,
which is one of the most abstract formulas in high school in a
geometric way and in turn make it easier to remember and
more accessible to students.
Mathematics Common Core Standards
CCSS.MATH.CONTENT.HSA.REI.B.4
Solve quadratic equations in one variable.
CCSS.MATH.CONTENT.HSA.REI.B.4.A
Use the method of completing the square to transform any quadratic
equation in x into an equation of the form (x - p)^2 = q that has the
same solutions. Derive the quadratic formula from this form.
CCSS.MATH.CONTENT.HSA.REI.B.4.B
Solve quadratic equations by inspection (e.g., for x^2 = 49), taking squar
e roots, completing the square, the quadratic formula and factoring, as a
ppropriate to the initial form of the equation. Recognize when the quadr
atic formula gives complex solutions and write them as a bi for real
numbers a and b
Suggestions
Reading Strategies
Things to Think About
1. Familiarize yourself with the Babylonian influence in Al- Before Reading Strategies
Khwarizmis approach
2. Al-Khwarizmis Geometric Solutions of Quadratics only consider Brainstorm- Mind map technique (Buehl, 2014, pg.148)
positive roots. Write the topic Solving Quadratic Equations on the white board and as
3. How can you explain and modify Al-Khwarizmis geometric k students to volunteer words or phrases that come to mind. Write
approach to fit equations with imaginary roots and negative the words on the board and after
roots?
3 -5 minutes, discuss in groups what method to

solve quadratic equations they know/learned.

Suggest to Students the Following Listening
In this way we use mind maps to organize problem solving tools. In
Keys*
constructing the tool map, they remember a lot about solving
Listen carefully make sure each point makes sense.
quadratic equations. This mind map acts as a tool for remembrance.
What do the authors assume I already know?
Utilizing this method would activate students schema.
What concepts mentioned have I learned?

Listen and with a pencil ready, work any example provided.

During Reading Strategies
Construct a Flow Chart (Neufield, 2005, 306)

Create a flow chart: Along with the podcast, pause where necessary
and create a flow chart that shows the process of completing the
square using Al-Khwarizmis method. Have students follow along and
then pause at min 4:38 and ask them to explain the process to a
neighbor.

2 3