# Essay Writing And Their Types Of Triangles

Essay writing is a common school assignment, a part of standardized tests, and a requirement on college applications. Often on tests, choosing the correct type of essay to write in response to a writing prompt is key to getting the question right. Clearly, students can’t afford to remain confused about types of essays. Right triangles have special properties which make it easier to conceptualize and calculate their parameters in many cases. The side opposite of the right angle is called the hypotenuse. The sides adjacent to the right angle are the legs. There were single triangle, double triangles, and some of them had letter printed on their stars. The doubles stars had two meanings. If there was a Jewish Political they would have to wear two triangles overlapping each other red and yellow or Jewish criminals would have to wear green and yellow (Mazal). Types of Triangles Based on Sides and Angles. by Ajay Chavan. we will see how many types of triangles are there in Geometry along with their definitions. The types of triangles are based on their sides and angles. Let’s every type of triangle. Essay on Mahatma Gandhi, Speech, Article for Students. by Ajay Chavan. Triangles are polygons with 3 sides and 3 angles which always add up to °. Types of triangles may be classified by their sides, by their angles or by a combination of both sides and angles. The table below shows the classification of triangles.

- Types of Triangles Based on Sides and Angles
- Writing Persuasive Essays
- The ACT Test: US Students
- Assimilation Through Education: Indian Boarding Schools in the Pacific Northwest

Develop a range of instructional and assessment methods and test preparation methods. Instruction Linda Gojak , former NCTM President, noted that "Over the last three decades a variety of instructional strategies have been introduced with a goal of increasing student achievement in mathematics.

## Types of Triangles Based on Sides and Angles

Such strategies include individualized instruction, cooperative learning, direct instruction, inquiry, scaffolding, computer-assisted instruction, and problem solving" with the flipped classroom being a recent addition to the list para.

Blended learning is also on the rise, which adds online learning to traditional classrooms. Thus, another goal for teachers is to investigate instructional and assessment methods and how they might be incorporated appropriately into lesson plans.

In its Principles to Actions: Ensuring Mathematical Success for All, NCTM indicated the following research-based mathematics teaching practices, which should be "consistent components of every mathematics lesson": Establish mathematics goals to focus learning.

Implement tasks that promote reasoning and problem solving. Use and connect mathematical representations. Facilitate meaningful mathematical discourse.

Build procedural fluency from conceptual understanding. Support productive struggle in learning mathematics. Elicit and use evidence of student thinking. Active student involvement reinforces learning. This is not to minimize the role of direct instruction, however.

Students should become active in the learning process immediately upon entering the classroom. Muschla, Muschla, and Muschla-Berry stated: Losing just the first five minutes daily amounts to 25 lost minutes per week of instruction and could amount to a loss of 20 class periods of instruction per school year. Their solution is using a math-starter problem that students begin immediately upon entering the classroom.

Each is designed to be completed in minutes, which includes reviewing the answer and any follow-up discussion. This strategy is also good for classroom management, as during this time the teacher can take attendance, pass back papers, interact individually with students, and observe students as they work p.

Strategies can help understand the problem, simplify the task, determine the cause of a problem, involve external aids to help identify problem solutions, use logic to help identify possible solutions. Strategies can also identify a possible solution to serve as a starting point to solve a problem, or determine which possible solution is best. Strategies can employ geometric thinking, help you to function optimally while problem solving, and help solve multiple problems.

George Polya's Problem-Solving Techniques contain details of his four principles that have become a classic for math problem-solving: Assessment Assessing student understanding and designing instruction to meet learners' needs are challenging tasks.

Popham noted that assessment is a broad term: Assessments also include the variety of informal techniques a teacher might use to check on the status of students' skills for the purpose of guiding instruction rather than for grade-giving, such as when a teacher periodically projects multiple-choice questions on a screen during a lesson and asks students, "on the count of three," to hold up one of four prepared index cards showing the letter of what each student believes is the correct answer.

Popham, , Preface section, para. See Part 2 of this essay for more on the role of assessment. Specific strategies for math and other content areas are included. CT4ME has an entire section devoted to standardized test preparation. Mathagogy includes several two-minute videos from math educators around the world who are sharing how they approach teaching various topics.

For example, teachers have uploaded how they introduce sine and cosine graphs, teach inquiry, algebraic literacy, prime numbers, proportions, probability, proof, and how they teach using Cuisenaire rods or using one question lessons.

Improving Instruction The following delves into theory and research; learning styles, multiple intelligences and thinking styles; and differentiated instruction and the educator's ideology. Theory and Research Every teacher should have some knowledge on how people learn and be able to connect research to what they do in the classroom. For example, how people learn is influenced by culture, including observations and interactions with individuals and experts, the culture of the school and classroom, and that of the individual student.

Context plays a role, as do social interactions, physical exercise, sleep, nutrition, mental models, and motivation National Academies of Sciences, Engineering, and Medicine, In the Science of Learning , the Deans for Impact provide a valuable summary of cognitive science research on how learning takes place.

In it you'll find cognitive principles and practical implications for the classroom related to six key questions on how students understand new ideas, learn and retain new information, and solve problems; how learning transfers to new situations; what motivates students to learn; and common misconceptions about how students think and learn About section.

Likewise, the Centre for Education Statistics and Evaluation in New South Wales, Australia elaborates on research that teachers really need to understand about cognitive load theory: For example, when teaching, you'll learn about the effect of using worked examples with novices and learners who gain expertise, the effect of redundancy unnecessary information might actually lead to instructional failure , the negative effect of split-attention processing multiple separate sources of information simultaneously in order to understand the material , and the benefit of using supporting visual and auditory modalities.

In their review of over studies in What makes great teaching? In order of strength, those factors included: As they might never have seen what it looks like to implement such problems effectively, they tend to turn making connections problems into procedural exercises. There is much to be learned about improving instruction by examining initiatives within the U.

Inside Mathematics , which grew out of the Noyce Foundation's Silicon Valley Mathematics Initiative, is exemplary as a professional resource for educators passionate about improving students' mathematics learning and performance. This site features tools for educators, problems of the month, classroom videos, Common Core resources, and performance assessment tasks.

Teachers can also improve instruction by examining what takes place in other countries. Details and videos are available at http: Japanese Lesson Study is growing in the U. The process involves teachers working together to develop, observe, analyze, and revise lessons and focuses on preparing students to think better mathematically through more effective lessons.

Effective lessons incorporate best-practice. Further, Mike Schmoker stated that "the most well-established elements of good instruction [include]: In mathematics classrooms, teachers might tend to ignore writing about the discipline; however, to develop complex knowledge, "students need opportunities to read, reason, investigate, speak, and write about the overarching concepts within that discipline" McConachie et al.

Are you new to teaching? Consider these four tips to help improve your math instruction. Small changes in math instruction can help students to make sense of mathematics and empower them as mathematicians. In her work with novice teachers, Corey Drake emphasizes the following strategies, which are easily managed within the classroom, and meaningful to students: Why did that strategy work?

## Writing Persuasive Essays

Why does that strategy make sense? Why would this work for all numbers? Then build on what the student did understand in your next discussion and next task. Use your textbook as a tool.

Find meaningful tasks in the materials — or tasks that could be meaningful and accessible for students with small changes in numbers or contexts. Provide at least one opportunity each day for students to solve and explain problems mentally without pencils, paper, calculators, or computers. Much of this stems from a one style fits all approach to teaching.

## The ACT Test: US Students

Traditionally, approaches to teaching mathematics have focused on linguistic and logical teaching methods, with a limited range of teaching strategies. Some students learn best, however, when surrounded by movement and sound, others need to work with their peers, some need demonstrations and applications that show connections of mathematics to other areas e. Thus, a profile consists of strengths and weaknesses among "linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalistic, interpersonal, intrapersonal, and at least provisionally existential" p.

Overall, the theory has been misunderstood in application. The multiple intelligences approach does not require a teacher to design a lesson in nine different ways to that all students can access the material In ideal multiple intelligences instruction, rich experiences and collaboration provide a context for students to become aware of their own intelligence profiles, to develop self-regulation, and to participate more actively in their own learning. Indeed, Howard Gardner has stated that multiple intelligences are not learning styles.

In Gardner's view, a style or learning style "is a hypothesis of how an individual approaches the range of materials. First, "the notion of 'learning styles' is itself not coherent. Putting a label on it does not mean the "style" fits all learning scenarios Gardner, in Strauss, Knowledge of how students learn best assists teachers in developing lessons that appeal to all learners. However, determining a student's learning "style" cannot be done strictly by observation.

## Assimilation Through Education: Indian Boarding Schools in the Pacific Northwest

Various models and inventories have been designed to determine a learning style. Labeling a "style" poses an additional problem in that a style does not remain fixed over time. The following are among those inventories: The Dunn and Dunn Model includes "environmental, emotional, sociological, physiological, and cognitive processing preferences" International Learning Styles Network , About Us section.

David Kolb's Learning Styles Inventory categorizes in four dimensions converger, diverger, assimilator, or accommodator based on the degrees to which one possesses "concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities" Smith, , David Kolb on Learning Styles section.

Experienced Based Learning Systems, Inc includes his inventory and more information on learning styles.