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Algebra Connection
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S.ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean, mode) and spread (range, interquartile range, variance, and standard deviation) of two or more different sets.
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\$3.00
8 ratings
4.0
A guided exploration for students to analyze the relationship between transformations of functions and building new functions algebraically from existing functions. Students use multiple representations of functions in order to discover the
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\$1.50
4 ratings
4.0
Students will use what they know about two-way frequency tables, dot plots, histograms, scatter plots, measures of central tendency, and surveys to determine if the media is reliable or misleading. Rubric included! Can be aligned to S-ID standard
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\$2.00
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Students will sort systems of equations by cutting and pasting onto an organizer. Students will understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of
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\$3.00
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This assessment incorporates the calculations of statistics as well as their application and the analysis of statistics.
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\$2.50
1 rating
4.0
Students are given 6 answer sheets. Make several copies of the problem cards and place them in labeled envelopes. Students estimate the product by rounding, find the exact product by long multiplication and array multiplication, and find multiples
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This assessment is intended to be used at the end of a statistics unit. It is divided into three parts that can be split. It requires the students to calculate, analyze, and apply statistics in a real-world context.
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\$4.00
\$2.75
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This resource is great for building math fluency in your student's discourse and precision. Use the complete pages on a word wall or to give to absent students. The partially completed pages are great as open ended warm-ups or enrichment. The blank
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\$4.00
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A creative way to 'build' and 'fold' your way to understanding. It serves as a great study tool to review the content. Build new functions from existing functions. F.BF.B.3 Identify the effect of the graph of replacing f(x) by f(x) + k, k f(x),
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FREE
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These guided notes are designed to help students understand the objective, explore the standard, and apply the concepts. This is designed to be used along with teacher led discussions, instruction, and facilitation. An answer key is included. Thank
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\$2.25
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Students practice estimating products and multiplying 2,3, and 4 digit factors by 2 digit factors. Students start with the "Start Climbing Here" problem. The next rung of the ladder has the answer to the previous problem. This rung also has the
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3rd, 4th, 5th, 6th
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CCSS:
\$1.50
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Graphic organizers designed to help students with vocabulary attainment in mathematics. In order to attend to precision and make viable arguments, students must have a strong foundation in the technical vocabulary of mathematics. These are designed
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3rd, 4th, 5th, 6th, 7th
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CCSS:
\$10.00
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Use beats per minute from songs and pulses to relate prior knowledge of ratios and fractions to modeling linear equations.
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\$2.50
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TEACHING EXPERIENCE

Secondary Mathematics Teacher (US): Grades 7 - 8 Primary Teacher (CR): Grade 3 Primary School IB Math Teacher and Team Math Resource Teacher at a Bilingual School (CR)

MY TEACHING STYLE

Students rise to high expectations when adequately encouraged to engage in discourse, utilize their resources, and problem solve. Teach like a coach. Plan on winning the championships. Mind the road that leads to victory. Cognitively practice every day. Even when you fall short at the semi-finals, playoffs, season, pre-season, or practice... you always have next practice, game, or season to reflect and improve. Failure is a process that helps us learn. An equal exchange of information from student to teacher is vital to a learning environment geared towards collective progress and innovation.

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MY OWN EDUCATIONAL HISTORY

Bachelors of Science in Mathematics with a track in Education

Pura Vida

3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th

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