Final Portfolio

This semester has seen growth in a variety of areas, one of those being my skill with various technological tools and gadgets I may need in the future. Below we will celebrate some particular posts from the last bit that I feel represent and solidify my progress in this course, as well as discuss technological skill that I feel wasn’t contained in any particular exercise.


This post was modeled off of a lesson that I had Geometry Students try before they had been introduced to the technical definitions of congruence and similarity. I enjoyed the learning and creativity it gave students the chance to access as the they get to navigate themselves through this lesson.

This is another post I feel particularly represents my unique ability to blend technological skill and mathematical ability. Students were asked to “tour” downtown Portland and the surrounding suburbs while also calculating various mathematical facts to enhance their journey. This ranged from bills and tips from eating lunch, to how much gas money each student would owe depending on the milage they got.

Final Reflection

This semester has been outside of the norm for several reasons. For one school was yet again full price, and yet nothing happened physically? Still trying to work out the math on that one and I have a feeling I may be stumped on that for a long time. I also made the decision to move back home and let me tell you; doing College from your childhood bedroom does have its advantages. That would be not having to pay rent. And thats about it I think. However it took place, I am very proud to say that I have almost finished up 4 years of an experience like nothing else. If I could do it again admittedly I probably would have done something with less of a ~hey go make the biggest financial decision (or mistake) of your life at the age of 18 because all of the adults around you think its a good idea~ type aura too it, but nevertheless we are here with skills that I would not have been able to get anywhere else.

Mathematically speaking I truly did not think I would be here. Math has always been on the back of my mind as something that I had enjoyed in the past but had never been seen as a tangible career choice until I took it to College and decided to run with it. Math in College taught me valuable lessons both in doing math and how it should be taught. To be frank I learned more about educating and empowering through math from the Mathematics department than I did from the School of Education. As someone who was drawn to the University of Portland because of its Education program, I was pleasantly surprised with the role models both in mathematical thinking and life choices I found within the Math department, and gravitated towards it.

Now while all of this was happening, I was also evaluating my career choice as an educator. I knew I wanted to educate in the mold of the many high school teachers and college professors that I had been influenced with, however I found I got my best experience through the School of Education through my field experience in the classroom. Once there I was able to hone my skills as someone who’s main goal was to foster inquisitive and curious learners with a drive to succeed. During my time in schools around the Portland area was when I felt the most effective in learning and growing as an Instructor.

Screencast: Proving Similar Figures

Lesson Context:

This screencast is a brief YouTube video that I pushed out to 9th and 10th Grade Geometry students in the middle of our Similarity and Congruence Unit. This was intended to give students a chance to review Similarity Flow Charts and was released with practice HW.

Featured Image Credit:

“Group of baboon-figures First or Second Dynasty 3100-2686 BC From the early Osiris-temple at Abydos, Chamber M69 Deposit Similar figures have been found at Hierakonpolis and Elephantine. They may represent the divinity Hedjwer. These are made of glazed” byakhenatenator is marked with CC0 1.0

Visual Mathematics in the City

Hello Students! Today we will be using our math skills to determine various facts and information that will be particularly useful on our next quest… an exploration of Portland!!! After we have finished packing we will pair up with our classmates to embark on our journey and don’t forget your calculators and some scratch paper!


  1. Students will group with their exploration buddies and get access to the Google Maps here. Once access is made, students will make a copy of this map to their own Drive, as edits are required.
  2. Students will be required to answer a variety questions regarding their specific path through the city that are visible below.


This will help our students mesh their mathematical skills with a city that they are familiar with. By creating this exercise for students to “travel” throughout a familiar city while applying mathematical knowledge they have accumulated is crucial for students because of several reasons:

-Students will be able to draw personal connection from the beginning, which will only be strengthened the more mathematical knowledge they apply and gain from the city

-Students will be able to apply their math toolbox to real world scenarios that are relevant in their lives

-Students will be able to show creativity and make this project their own through individual knowledge of the city, furthered by our math understanding

Student Questions and Guide:

  1. Our starting point is… the Convention Center! We need to do our part and get tested for COVID-19 before we venture into the rest of the city. Once done there, one of our group members has the hankering for some food. Decide as a group which of our food options available is most interesting, and calculate how long it would take to get there by driving, and on foot using Google Maps.
  2. We have arrived at our food destination! Make a decision with your group as to what sounds tasty, and calculate how much you owe said eatery before and after a 20% tip.
  3. As you finish up your meal the sun starts to peek out from behind the clouds. You and your group mates agree that it would be a great time to visit a park, or a wooded area. The only requirement is that you must cross at least one bridge to get to your next destination. Once you have picked this destination, calculate how many miles away it is from where you are. If you want to get there in 15 minutes, what average MPH must you travel at? 10 minutes? 20 minutes?
  4. You have been thoroughly enjoying your outside adventure when it starts to rain! Because people are starting to get hungry again. You and your group gather up and decide where to eat. Calculate the milage from this destination to your chosen eatery.
  5. Once at the eatery, you and your friends are required to a total of 5 items off the menu. Calculate how much you owe this restaurant after a 25% tip. Enjoy your meal!
  6. After our food has been gobbled down, we have to decide what the nights entertainment will be. Portland is running a unique night life program where it costs $20 to get into any event happening in the city, per person. Once you have chosen from our list if entertainment on the map, calculate the milage between your previous food stop, and chosen nightlife destination.
  7. Once your show/game has finished you are all done! Be sure to answer the reflection questions below.

Reflection Questions:

  1. What was the total milage driven throughout the day? If gas was $3.00 a gallon, and you averaged 20 miles to the gallon, how much would each group member owe in gas money?
  2. What was your favorite stop, and why?
  3. How much money did you owe in food expenses, before and after tip?
  4. How much do you tip on average when you go out to eat, and why?
  5. Overall how much money was spent in the day, including gas and tips? How much does each of your group members owe?

Image Credit:

Photo by on Unsplash

Similar Figures and Scale Factors

Target Group:

This lesson is designed for Geometry Students (9th-10th Grade) who are ideally at the beginning of a Unit on Similarity and Congruence between shapes, specifically triangles.


-Get yourself situated into a learning mindset and collect questions to ask from last nights homework

-Once we have addressed all relevant homework questions we will move on to independent review time before we attempt the quiz

-Click the link to attempt the quiz. Quiz expectations are that you are doing your own work and not consulting any outside sources. Please don’t hesitate to ask me any questions!

Lesson Goals:

Students will be able to identify acronyms for Similarity Conjectures

Students will be able to justify with proper conjecture when given similar figures

Direct Link:

Click here for a direct link to our Google Forms Quiz

Image Credit:

“Similar-Looking Ridges on Mars Have Diverse Origins” by NASA’s Marshall Space Flight Centeris licensed under CC BY-NC 2.0

Parent (Trap) Functions

Target Audience:

Students in Algebra I, or Algebra II in need of some function review. This lesson and activity is designed students ranging from 8th-11th grade depending on their mathematical skill set.

Lesson Objectives :

Students will be able to identify parent functions and their related “offspring”.

Students will be able to sort and identify the qualities of functions that make them belong to specific groups of functions.


  1. Make a copy of the Google Draw by clicking here.
  2. Once you have made a copy, read directions and start to sort functions into their given parent function category. See pictures below for reference.

Image Credits:

“10.24.2010 – No parents!” by dougbutchy is licensed under CC BY 2.0

Trigonometry Tools: Jamboard Warm-Up


Students will be asked to complete this warm-up activity to identify missing sides of specific triangles and apply trigonometry tools to refresh them on the work we have been doing during this Unit.

Target Group:

High School Geometry, ninth and tenth graders.


Students will be able to identify and solve for missing sides using our trigonometric ratios and tools.

Jamboard Link

Title Image: Photo by JF Martin on Unsplash

How Lebron James Gave Me a New Look on Technology (No Seriously)

Lebron James shooting a Jump shot

If you knew me in high school you may have heard me spouting off about Lebron James, heard me try and convince people to call me “Domlebron”, or you may have even muted me on twitter come NBA playoffs. If you didn’t, you probably have still heard me talk about Lebron James. Now while most of the times it can be rather annoying, I have found some serious relevance within him, especially when it comes to technological use.

“Dennis Rodman (1997)” by iccsports is licensed under CC BY-NC-ND 2.0

As the first born child in my family, I was exposed to technology and personally electronics pretty late into my childhood. I didn’t even regularly start watching TV until middle school. Because of this when I got my first cell phone I was mesmerized. Even more so when I had a smartphone with web capabilities. This lead to me having an increasingly unproductive and unhealthy relationship with technology. I relied heavily on social media to fill my time and build relationships, as well as a distraction from my homework and other tasks.

Around this time Lebron was on his dominant eight straight finals run. He would do something that he called “Zero Dark Thirty-23”, essentially meaning that he deleted all social media applications off of his cell phone, or even go without his phone for the entirety of the playoffs. When asked about it he said that not only did it block out negative fan interactions, but it also did wonders for his focus. Without his cellphone to emit its untimely buzzes and beeps, he was able to commit himself fully to putting his team on his back and getting them to the finals.

Now my mom is a teacher. Like many teachers, she has a pretty good handle on what is taking her students focus; even more so for her own children. She had suggested to me that maybe it makes sense for me to put my phone up for periods of the day for me to enhance my productivity and lessen the impact that screens had on my eyes. Now I’m in high school and listening to my mom was considered pretty uncool…. Until Lebron had the same opinion as her.

A picture of Dom and his Mom

Junior year of high school, I decided to take a stab at Lebron’s way of doing things. I would take deliberate breaks from my phone during the time I was doing homework, preparing for sports games, and on specific times during the weekend. It worked wonders! To this day I still subscribe to this idea of putting technology away to accomplish work that I set out to do. This came out especially during the recent stint in quarantine. I had to work to remain diligent to get my work done, and resist the temptation of my cell phone. Lebron’s mode of work paid of for me however, as I was able to convince myself to get work done on one screen (my laptop) and put the other screen down for a while.

Image Lesson: Triangle Exploration

Side view of the Apple Store decorated by various BLM Activists to honor George Floyd, who was murdered by the police in late May of 2020

By Dominic Nouwens

Today we are going to dive into a couple lessons involving how we can use triangles features and characteristics to learn more about them and the world around us. This lesson will be directed for any traditional geometry class, which occurs anywhere from 8th-10th grade. Triangles specifically are a major milestone for students to understand and contextualize, due to their usefulness in other higher order mathematics.

Lesson 1: Recognizing Triangles

In this lesson students will get the chance to view various images, and identify triangles based of of their characteristics. Students will be asked to copy triangle examples down in their notebooks, and make educated guesses regarding how the specific shapes will be named.

Student Tasks:

View all of these triangle images in the slide show. Once done, copy these into your notebook paying close attention to your shapes, making sure that each side length is of correct proportion. After this, I would like you to follow a series of tasks:

  1. Organize your triangles however you please! This could be with regard to angle measure, side length, or general look/feel of the triangle
  2. If you had to name these triangles, what would you name them? Keep in mind the side lengths and angle measures and use them to justify your naming protocol
  3. Take a closer look at all 4 of these shapes. Is there a way to create one of these shapes with the others provided? Draw examples in your notebook with lines added, intending to create triangles from other triangles.

Image Credit (In order of appearance):

Photo by Cristofer Jeschke on Unsplash

Triangle by Imam from the Noun Project

Triangle by Mochamad Frans Kurnia from the Noun Project

Triangle by Imam from the Noun Project

Scalene Triangle by Med Marki from the Noun Project

Lesson 2: Tools to compare triangles

Students will be asked to extend on knowledge built during the previous lesson to attempt to identify different triangles and terms in the example before. This lesson would also be taught to a geometry class anywhere from 8th-10th grade.

Image by Gerd Altmann from Pixabay 

Student Tasks:

View the triangle above. Your tasks are:

-Identify how many triangles are in this picture

-Name each triangle that you find, using the letters presented in the picture

-Justify your naming criteria

Your Portal to my Mind! Well…. Some of it anyway.

A kayaker navigates the falls in Great Falls Park in Virginia

By Dominic Nouwens

The last year has brought drastic change to my life, with a lot of things worth remembering and reflecting on, and others not as much. Below I will take you through some highlights of my year through a series of different media.


One joy of this year is that I have been able to experience and engage with a plethora of new music. Since I was young I have always been drawn to the artistry that people create with instruments and their voices alike. Listed below are some of my favorite tracks that I have been groovin with:

Social Media

This year I finally decided to shut down my Facebook and Instagram as I found myself falling into the vortex of consuming post after post until my brain quite literally stopped comprehending the content I was force feeding it. Fortunately for the world I made my return to the Twitter verse and was welcomed back with open arms. Below are some posts, articles, and/or words that I felt impacted me so much that I would like to share with you all!

What is Dom watching?

As many of us were stuck at home attempting to find ways to keep ourselves entertained, I would be wrong to not include some of my favorite shows, movies, and overall watches that I couldn’t get enough of! Below are some gifs taken from some visual media I consumed in 2020. If you are looking for a challenge, try and guess which shows/movies these are from!