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# Cooperative Discovery Activities for Math Class

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United States - Wisconsin - West Allis
3.8
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Students identify key points of transformed quadratic, absolute value, square root, cubic, exponential, logarithmic, and rational functions to graph accurately. Students must have prior knowledge of: 1. the shapes of the graphs of quadratic,
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CCSS:
\$3.00
2 ratings
3.6
This activity gets the students to see the different forms of parabolas and to problem solve their way through how to find the vertex and intercepts. Students also convert between the different forms (standard, vertex, and intercept) and review
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\$3.00
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This is a simulation I do in Personal Finance that has students reflect on "living on minimum wage". We do this prior to any discussion on income taxes and after watching the documentary "30 days: Minimum Wage". They pick a savings goal card from
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\$3.00
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This investigation is meant to help the students discover the relationships in 45-45-90 triangles and 30-60-90 triangles. Students must have 3 rulers and be able to reduce/simplify a radical using Pythagorean Theorem.
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\$3.00
1 rating
4.0
In this investigation, students: 1. define the different types of quadrilaterals (normally done together as a class), realizing that rhombi, rectangles, and squares are specific types of parallelograms. 2. decipher the meaning of 9
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CCSS:
FREE
1 rating
4.0
This is the investigation I use on day 1 of trigonometry. It relates back to previous discussions of similarity and has the students discover the definitions of sine, cosine, and tangent. I have them use ruler and protractor to investigate, but it
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\$3.00
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This 2 part "gold digging" activity is meant for students to notice that rectangles with the same perimeter can have very different areas. Their goal is to maximize the area and then to explain patterns they observed and their thought processes
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CCSS:
\$5.00
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The excel spreadsheet has 7 boxes that should be cut out. Ask a volunteer to pick a number between 1 and 128 but they shouldn't tell you what the number is. You'll then show them each box and ask if their number is in that box or not. For any box
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\$2.00
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3.8
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TEACHING EXPERIENCE

This is my 9th year teaching in an urban, low-income charter school.

MY TEACHING STYLE

I design my lessons based on inquiry and discovery, instead of lecture and notes. I teach algebraic concepts based on logic (everything has an opposite), not rules or procedures. I teach geometry based on patterns and spatial relationships. I incorporate practical applications and historical events into my lessons as often as possible. I also teach personal finance (budgeting, taxes, banking, credit, insurance, investing, careers) with a math emphasis.

HONORS/AWARDS/SHINING TEACHER MOMENT

MY OWN EDUCATIONAL HISTORY

B.S. in Early Adolescent Education and Mathematics from University of Wisconsin-La Crosse (2007)

I could eat nachos every day.