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Finding the area of Irregular shapes consists of breaking down complex figures into shapes we can easily identify (and use formulas for), finding each area separately and, finally, adding or subtracting to get the desired outcome. Perimeter is the

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Finding the area of a “shaded region” is largely subtracting one area from another. Students will need similar skills that they needed to find the area of compound shapes.

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Distinguish between dependant and independent events.
Calculate the probability of dependant and independent events using tree diagrams.
Students need to be able to distinguish if the situation involves replacement (independent events) or does not

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• Where do positive and negative numbers go on a number line?
• From any starting point on the line; where are the numbers that are greater?
• From any starting point on the line; where are the numbers that are lesser?
• Why do we need negative

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Display the possible outcomes of a multiple event scenario using a tree diagram, a table or a list.
Determine the probability of multiple, dependent events.
To find the total outcomes of a multiple event, students will eventually be using the

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• Write equivalent ratios.
• Set up proportions in order to complete equivalent ratios.
• Use horizontal multiplication, vertical multiplication, and simplifying to solve for the unknown value.
• Emphasize that equivalent ratios are multiples of

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Students will simplify algebraic equations using distribution and combing like terms before solving.
Students will be able to solve equations with variables on both sides by isolating all the variables to one side.

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When multiplying or dividing integers, have students do the math with the numbers first, then determine whether their answer should be negative or positive depending on the signs of the numbers.
Rules will be introduced for memorization but our

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• Solve consumer math applications while playing the role of “business manager.”
• Difficulty solving percent problems is due to the inability to recognize what the question is asking.
• Consumer math problems do not always ask to find the percent

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Review adding and subtracting decimals and fractions.
What happens when you add two positives? Add two negatives? Add a negative and positive? Does order matter?
What happens when you subtract two positives? Subtract two negatives? Subtract a

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This is a review of the formulas for area and perimeter of basic polygons.
Decide which formula to use, write the formula, plug in what you are given then solve for the desired result (units, units, units).

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Distinguish between dependant and independent events.
Calculate the probability of dependant and independent events using multiplication.

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• “Playing MathMania” is an activity that will:
o Help students visualize where numbers belong on the number line.
o Challenge them find the distance between two numbers.
o Contemplate how to get to a number from zero by moving back

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Use experimental probability to determine all of the possible outcomes for a single event.
By conducting an experiment with repeated single events, we can work backwards to determine all of the possible outcomes of that single event.

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Students will have to not only have to be able to leave answers in terms of pi and calculate rounded answers; they will have to be able to determine when they should be substituting 3.14 for pi.
Watch for students who substitute 3.14 for pi and then

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Reminds students what a variable is and how we use them to represent an unknown number/value.
Reminds students what an expression is and how to translate verbal phrases into algebraic expressions.

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Students will simplify algebraic equations using distribution and combing like terms before solving
Students will be able to solve equations with variables on both sides by isolating all the variables to one side.

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Translate verbal expressions into algebraic expressions.
Translate verbal sentences into algebraic equations.

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Write equations that accurately model real world situations.
Use algebra to find and check the solutions to real world problems.
Evaluate formulas for a given input value (surface area, rate, and density problem).

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Assesses the students' knowledge of probability.

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TEACHING EXPERIENCE

United States Marine Corps, 2001-2006. Sargent - AH/UH helicopter mechanic. Embry Riddle Aeronautical University, B.S. - Aeronautical Engineering. New York University, M.A. - Mathematics Education (Grades 7 - 12, with 5th/6th extension). NYCDOE, 2010 - 2014. Rockland County BOCES, 2015 - Present.

MY TEACHING STYLE

I try very hard to break every concept down to the simplest terms possible in hopes that every child can grasp the basic ideas. Then build from there. I also do my best to place myself in the student's shoes when doing the work I've prepared for them. This helps me to; indintify where they will struggle, what they will struggle with, answer questions that I know they will ask, ask my own leading and follow up questions and revise where I see fit.

HONORS/AWARDS/SHINING TEACHER MOMENT

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MY OWN EDUCATIONAL HISTORY

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ADDITIONAL BIOGRAPHICAL INFORMATION

I am a brand new seller to the site. Whether browsing or purchasing, your feedback would be greatly appreciated. Thank you in advance. I will have a lot more material up over the next few weeks, so please revisit and check that out.

GRADES

5^{th}, 6^{th}, 7^{th}, 8^{th}, 9^{th}, Adult Education, Homeschool

SUBJECTS

Math, Algebra, Arithmetic, Fractions, Geometry, Graphing, Numbers, Other (Math), Word Problems, Decimals