My own history of learning math is a little strange. When I was in 5th grade we lived in Europe and I taught myself Algebra out of of an Italian algebra book. My elementary school didn’t really know what to do with me in 6th grade, so I ended up learning algebra again from a tutor from the University of Nebraska at Omaha. In 7th grade me Junior High also didn’t know what to do with me, and I was place in – you guessed it – algebra.
I don’t remember much from that class in jr. high. The teacher’s name was Mr. Stribley. The class was out in one of the portable classrooms that were constructed after the school was hit by a tornado in 1975. My girlfriend in high school was also in the class, though I doubt she knew my name then.
Anyway, I’ve always wondered whether or not that three year tour of algebra was useful or not. If nothing else, though, it left me with a reasonably good base in basic algebra!
I bring this little bit of history up because last week I noticed that my son was struggling a little with similar triangles. We covered the similar triangles chapter in our book a few months ago and maybe we just haven’t returned to the topic enough in the interim so the topic wasn’t fresh in his mind. Likely a much better explanation is that the ideas didn’t really sink in the first time around and I failed to notice. But, thinking about how to best learn the topic and also thinking about my own history of learning math, I decided that it would be worth spending a little time going back over that chapter again. Not as a review, but just starting from scratch. Hopefully this idea isn’t a huge mistake, but we have already had some good discussions about similar triangles, so I think the re-do is going to be useful.
Today we worked through a really challenging example in the section about “Side / Angle / Side” similarity. For me anyway, this type of similarity is the most difficult to see in problems. The picture for this particular problem makes the similarity especially hard to see because the two similar triangles are not oriented the same way. Our first time through the problem this morning probably took 30 minutes. The videos below are the 2nd time through. I thought that talking through the problem a second time would help him digest a few of the ideas in his mind. It takes most of the first video to get our arms around the picture:
Once we have a good picture, the problem becomes much easier to solve:
Definitely a hard problem, but definitely a good lesson in similar triangles. Hopefully this second time through the section on similar triangles will help him build up a good base in geometry.