Secondary Mathematics for age 12 and above - Algebra, Geometry, Statistics & Probability
From 6.49 C$ /h
Class/Course Description:
The Secondary Mathematics course is designed to build upon the foundational knowledge acquired in earlier years of mathematics education. This course covers three core areas of mathematics: Algebra, Geometry, and Statistics and Probability.
The Algebra section of this course is designed to provide students with the tools and techniques required to solve complex equations and inequalities. Students will learn to manipulate expressions, solve equations, and graph functions. This section of the course will also cover quadratic equations, systems of linear equations, and polynomials.
In the Geometry section of this course, students will explore the properties of two- and three-dimensional figures. They will learn to use geometric formulas to calculate area, volume, and surface area. This section of the course will also cover topics such as congruence, similarity, and trigonometry.
The Statistics and Probability section of this course will provide students with an introduction to basic statistical concepts, such as measures of central tendency and variability. Students will also learn how to calculate probability, use statistical models, and make informed decisions based on data.
Throughout the course, students will be encouraged to think critically and use problem-solving strategies to apply the concepts they learn. The course will also emphasize the importance of mathematical communication and collaboration, both in written and verbal formats.
Course Objectives:
Upon completion of the Secondary Mathematics course, students will be able to:
1. Solve complex algebraic equations and inequalities.
2. Apply mathematical formulas to calculate area, volume, and surface area of two- and three-dimensional figures.
3. Understand the properties of geometric figures and use trigonometry to solve geometric problems.
4. Use statistical concepts and techniques to interpret and analyze data.
5. Evaluate statistical models and make informed decisions based on data.
6. Communicate mathematical concepts effectively in written and verbal formats.
7. Collaborate with peers to solve mathematical problems.
Assessment:
Assessment in this course will be based on a variety of methods, including quizzes, tests, homework assignments, projects, and class participation. These assessments will be designed to measure the student's understanding of the concepts covered in the course and their ability to apply those concepts in real-world situations.
Grading:
Grades in this course will be based on a point system, with each assessment contributing a specific number of points to the student's final grade. The grading scale will be based on a 100-point system, with the following breakdown:
A: 90-100%
B: 80-89%
C: 70-79%
D: 60-69%
F: Below 60%
Course Materials:
Students will need access to a textbook online, a laptop for online discussions and meetings, a scientific calculator, and other materials as necessary. Course materials may also include online resources, such as videos, interactive activities, and practice exercises.
The Secondary Mathematics course is designed to build upon the foundational knowledge acquired in earlier years of mathematics education. This course covers three core areas of mathematics: Algebra, Geometry, and Statistics and Probability.
The Algebra section of this course is designed to provide students with the tools and techniques required to solve complex equations and inequalities. Students will learn to manipulate expressions, solve equations, and graph functions. This section of the course will also cover quadratic equations, systems of linear equations, and polynomials.
In the Geometry section of this course, students will explore the properties of two- and three-dimensional figures. They will learn to use geometric formulas to calculate area, volume, and surface area. This section of the course will also cover topics such as congruence, similarity, and trigonometry.
The Statistics and Probability section of this course will provide students with an introduction to basic statistical concepts, such as measures of central tendency and variability. Students will also learn how to calculate probability, use statistical models, and make informed decisions based on data.
Throughout the course, students will be encouraged to think critically and use problem-solving strategies to apply the concepts they learn. The course will also emphasize the importance of mathematical communication and collaboration, both in written and verbal formats.
Course Objectives:
Upon completion of the Secondary Mathematics course, students will be able to:
1. Solve complex algebraic equations and inequalities.
2. Apply mathematical formulas to calculate area, volume, and surface area of two- and three-dimensional figures.
3. Understand the properties of geometric figures and use trigonometry to solve geometric problems.
4. Use statistical concepts and techniques to interpret and analyze data.
5. Evaluate statistical models and make informed decisions based on data.
6. Communicate mathematical concepts effectively in written and verbal formats.
7. Collaborate with peers to solve mathematical problems.
Assessment:
Assessment in this course will be based on a variety of methods, including quizzes, tests, homework assignments, projects, and class participation. These assessments will be designed to measure the student's understanding of the concepts covered in the course and their ability to apply those concepts in real-world situations.
Grading:
Grades in this course will be based on a point system, with each assessment contributing a specific number of points to the student's final grade. The grading scale will be based on a 100-point system, with the following breakdown:
A: 90-100%
B: 80-89%
C: 70-79%
D: 60-69%
F: Below 60%
Course Materials:
Students will need access to a textbook online, a laptop for online discussions and meetings, a scientific calculator, and other materials as necessary. Course materials may also include online resources, such as videos, interactive activities, and practice exercises.
Extra information
Scientific Calculator is necessary.
Suggestions:
Casio FX-991EX Scientific Calculator
Sharp EL-W506T Scientific Calculator
Casio FX-991ES 2nd Edition Scientific Calculator
Casio FX-5800P Scientific Calculator
Sharp EL-501T Scientific Calculator
Canon F-789SGA Scientific Calculator
Suggestions:
Casio FX-991EX Scientific Calculator
Sharp EL-W506T Scientific Calculator
Casio FX-991ES 2nd Edition Scientific Calculator
Casio FX-5800P Scientific Calculator
Sharp EL-501T Scientific Calculator
Canon F-789SGA Scientific Calculator
Location
Online from Philippines
About Me
I am a Math teacher in the making who teach math in a fun way. We always start with an Ice Breaker! (that includes points!)
I love how my students will understand even the very complicated ones with the help of my teaching strategies. (I do it in the simplest way!)
About my teaching experiences, I have taught one-on-one virtual classes with my student in Mathematics (Statistics and Probability to be specific).
I also attend seminars and got my on-the-job training in public schools for 2 months.
I love how my students will understand even the very complicated ones with the help of my teaching strategies. (I do it in the simplest way!)
About my teaching experiences, I have taught one-on-one virtual classes with my student in Mathematics (Statistics and Probability to be specific).
I also attend seminars and got my on-the-job training in public schools for 2 months.
Education
I have pursued academic excellence throughout my educational journey, consistently achieving high grades and receiving recognition for my accomplishments. Specifically, I completed a Bachelor's degree in Secondary Education with a major in Mathematics from Manuel S. Enverga University Foundation and maintained a record of academic achievement from primary school through to my tertiary studies.
Experience / Qualifications
3 years Mathematics Tutor
3 months of on-the-job training in Public school.
Skills Experiences
Collaborative: Throughout my teaching experiences, I have had the opportunity to work closely with other educators, including classroom teachers, administrators, and fellow interns. Collaborating with others has allowed me to share ideas, learn new teaching strategies, and receive feedback on my own teaching.
Dynamic: Teaching is a dynamic process, and every day brings new challenges and opportunities to engage with students. From developing lesson plans to adapting to unexpected changes in the classroom, I have learned to be flexible and responsive to the needs of my students.
Reflective: Reflecting on my teaching experiences has been an important part of my growth as an educator. I regularly evaluate my teaching strategies, assess student learning, and seek feedback from colleagues and mentors. This has helped me identify areas for improvement and refine my approach to teaching.
Student-centered: Above all, my teaching experiences have been focused on meeting the needs of my students. I strive to create a learning environment that is supportive, engaging, and inclusive, and I work to tailor my instruction to the diverse needs and interests of my students.
3 months of on-the-job training in Public school.
Skills Experiences
Collaborative: Throughout my teaching experiences, I have had the opportunity to work closely with other educators, including classroom teachers, administrators, and fellow interns. Collaborating with others has allowed me to share ideas, learn new teaching strategies, and receive feedback on my own teaching.
Dynamic: Teaching is a dynamic process, and every day brings new challenges and opportunities to engage with students. From developing lesson plans to adapting to unexpected changes in the classroom, I have learned to be flexible and responsive to the needs of my students.
Reflective: Reflecting on my teaching experiences has been an important part of my growth as an educator. I regularly evaluate my teaching strategies, assess student learning, and seek feedback from colleagues and mentors. This has helped me identify areas for improvement and refine my approach to teaching.
Student-centered: Above all, my teaching experiences have been focused on meeting the needs of my students. I strive to create a learning environment that is supportive, engaging, and inclusive, and I work to tailor my instruction to the diverse needs and interests of my students.
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
60 minutes
The class is taught in
English
Skills
Availability of a typical week
(GMT -05:00)
New York
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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