High School Math

High school is the time which asks parents and educator to be very careful about the teenager students. High School Math is getting complicated and many teenagers struggle with learning the basics. And, of course, at that age, that’s not the only thing they’re struggling with.

The main topics in the high school math include:

Mastering the order of operations involving fractions, exponents, and parentheses.
Understanding and applying the basic algebraic concepts such as algebraic expressions, polynomials, equations such as linear equations and quadratic equations.
Introduction to trigonometry and application of trigonometric ratios in other areas of math.
Coordinate geometry including lines, circles, and conics. Application of lines such as slopes in daily life situations or in physics.
Mesuration such as finding the surface area and volume of simple three-dimensional shapes and composite figures.

Best method for factoring polynomials

This site makes math easier and easier by using explanations on all topics of math. Our well explained lesson plans are there to help kids in their daily math learning. No doubt math is a challenging subject and it needs special attention and complete focusing of the mind in the class lecture. But most students can’t focus their minds on the teacher’s lectures during the math blocks. As a result, they lost some valuable math skills or problem-solving steps.

When they try to do their homework and can’t solve the homework questions as they missed a few steps of the teacher’s explanations. But as a math-friendly site user, you don’t have to worry about those missed steps or those hard looking math questions, as we are going to deal with them again step by step. If you don’t know how to solve your homework question just go to related lesson plans and worksheets do hands-on practice on that topic.

How Do People Decode Words Anyway?

  • Proficient readers do not decode words by sounding them letter by letter, but by looking for similarities between the unknown word and known words.
  • In letter-by-letter decoding, children are taught the sound or sounds associated with each letter. While this works well for consonants, it does not work with vowels. Traditionally children were taught that each vowel had a long and short sound. This is not very useful because each vowel has numerous sounds, and there are many vowel combinations. Some vowels have as many as 20 different sounds.
    For more information see Suggested Teaching Orders.
  • Proficient readers read the vowel along with the consonants that follow the vowel, called a word chunk/word family. Examples are -inkin think or -op in stop.

Should Phonics Be Taught in Isolation or in Context?

  • The most difficult way to learn phonics is to give young children phonics worksheets or flash letters/words in isolation. This method could be compared to an adult learning a foreign language with flashcards to drill individual words rather than by using the language.
  • The kind of phonics instruction children need is not rules and worksheets, but instruction that reflects current understanding of how the brain works– searching for patterns.
  • Children do need phonics practice. Phonics skills need to be very useful most of the time or be “high utility” and grow out of observations of children as they read and write. Appropriate instruction includes children looking at words for patterns and learning to manipulate letters, sort words, hunt out further examples, and create charts.
  • Teaching explicit phonics must be done strategically. Words can be taken out of context as long as they are put back into context.

What about the Child Who Repeatedly Tries to Sound Out Every Unknown Word?

  • The child may not have been taught other strategies that can be used when encountering unknown words.
  • The child needs to be shown how to use his/her knowledge of language (syntax) and context (meaning) cues.
  • The child needs to learn to use both phonics and context to determine unknown words. A child may be able to correctly pronounce some words but does not know what a word means, such as twittered.
  • Sometimes a child may encounter a word that he/she cannot pronounce, but word meaning can be inferred by using context, such as accomplishment in the sentence, “After months of preparing for the race, completing the race gave Matthew a sense of accomplishment.”

What Can Hinder Children Learning to Read?

From: Building A Knowledge Base in Reading by J. Braunger & J. Lewis

  • Emphasizing only phonics.
  • Drilling on isolated letters or sounds.
  • Teaching letters and words one at a time.
  • Insisting on correctness.
  • Expecting students to spell correctly all the words they can read.
  • Making perfect oral reading the goal of reading instruction.
  • Focusing on skills rather than interpretation and comprehension.
  • Constant use of workbooks and worksheets.
  • Fixed ability grouping.
  • Blind adherence to a basal reading program.

For more information see Struggling Readers.

Systematic, Intensive Phonics Instruction and Commercial Instructional Programs

  • Extensive, intensive phonics programs teach a lot of phonics and teach it in the most difficult way possible, usually in isolation before children are introduced to reading meaningful texts.
  • Teaching children to read words in lists, on word cards, and reading nonsense words is the most difficult way to learn phonics.
  • Teaching children to decode by sounding out letter by letter is an ineffective and often unsuccessful way to decode words.
  • There is no “research-proven” best way for teaching phonics. Any commercial program that guarantees results for all and any struggling reader is suspect.
  • Phonics plays an important role in reading development, but instruction needs to be kept simple, brief, and skills taught must be chosen carefully.

The “Right” Questions about Phonics Skills

  • Am I teaching only the most important and regular letter/sound relationships?
  • Am I teaching children to apply knowledge, rather than state “rules”?
  • Am I teaching children with real words, not nonsense words, and flashcards, in the context of real reading and writing?
    For more information see Suggested Teaching Orders.