## Overlearning for Automaticity

June 2, 2009This is going to be my motto for next year! I’m especially going to drill into their heads (i.e. venting from this year):

- Pythagorean triples — on the last day of school, students should not still have to think through !
- If , then
- Understanding
*why*it makes sense to solve the equation by multiplying both sides by 2 first. (Not to mention,*how*to multiply both sides by 2.) - Learning to see right triangles in problems.
- Identifying the hypotenuse of a right triangle.
- Understanding the difference between angle measure and lengths on triangles.
- Linear pairs and vertical angles —
*without*my having to say, “Notice the straight line …” - Area, circumference, and volume formulas
- The arcs of a circle add up to 360°
- The difference between perimeter and area — especially on a rectangle

I may come up with more later, but these are the ones that are especially frustrating for me right now. I *know* it’s not all the kids’ fault — I haven’t (apparently) taught it enough or in such a way that it has sunk into their heads, but it’s still annoying to have more than one student stare at a right triangle with legs of 3, x, and 5, and not realize that the missing leg is 4.

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