Data Driven Teaching and Learning

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Data Driven Teaching and Learning
3.8
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In learning there is no right or wrong.  There is only correct and incorrect...
 
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This activity requires students to create diagonals in various polygons to determine the sum of the measures of the angles in those polygons and the total number of diagonals that can be constructed in each polygon. In addition to pattern
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This activity requires students to flip a coin 100 times and calculate the cumulative probability for each trial of ten. Students should begin to develop the concept of theoretical versus experimental probability as the cumulative number of flips
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What kind of mathematics happens in teaching and learning? Logic, Functions, and Probability are just a few of the topics that this eBook covers. It is written to include many practical examples for both the non-mathematically minded and the
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In this activity, students use the definition of a group to examine more closely the abstract properties of closure, inverse, identity, and commutativity. As these properties are often introduced in younger grades, but have no practical
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In this lesson: Worksheet included in the preview. If it works, then send some love my way and buy the thing. Procedure: Students work with partner to record times that each move across a fixed distance using varying forms of locomotion-walk,
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Conditions: This file will be free in the preview. Donate money if you find it helpful. Procedure: Students measure the ratio of their arm length to their forearm length to be proportional to the ratio of their height to their leg length. This
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This activity requires students to flip a coin 100 times, exchange data with other students, and create a frequency table based on the results. Students should be able to recognize the structure of a normal distribution curve and explain how the
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In this activity students are asked to graph various linear equations - each with a different slope. The slopes are positive, negative, between 0 and 1 and between -1 and 0.
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Student will slope formula as he or she computes it in terms of rise over run and the ratio of the differences between the respective x and y coordinates.
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Students are given a table with arbitrary symbols from which they are to determine the meaning of the multiplicative identity.
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Students use the definition of closure to determine if an set of numbers is closed under a particular operation.
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When students have not yet developed the distance formula on the Cartesian plane, finding the area of a triangle whose does not have two endpoints with the same respective x-value or y-value is difficult. Here we introduce the difference method
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Students use squares to estimate the area of a circle and determine which area is the best estimate.
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Students look at the family of quadrilaterals and analyze their features based upon pictures of each member of the family. They organize the information in several different ways and then answer true and false questions about the family members
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Students read about the additive inverse - the property of numbers that allows us to convert subtraction to addition. In this activity, students read about the additive inverse and identity to better understand how subtraction works. Students are
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Students compute currency exchange rates using the cross product method.
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Conditions: This file is provided free of charge in the preview. If you find it helpful, then please donate. Procedure: Students examine a linear pattern. They record data in a table. They graph the data. They compute the slope ratio between
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TEACHING EXPERIENCE

Academic Tutor - Otterbein Academic Support Center (2007-2009) Substitute Math Teacher - Various Districts in Central Ohio (2007-2009) Lead Math Instructor - Focus Learning Academy North (2009-2011) Math Teacher - Kingman High School (2011-2012) Teaching Associate - California State University, Los Angeles (2012 - 2014) Middle School Math Specialist - Alta Vista School, San Francisco (2015-2016) Math Curriculum Designer and Instructor - Bridges Academy (2016 - present) Adjunct Math Instructor - Glendale Community College (2015 - present)

MY TEACHING STYLE

I try to structure most of my lessons to encourage inquiry and reflection. I often incorporate skills and information from across the content areas to add depth and character to my instruction. I prefer to use technology as a means of engagement.

HONORS/AWARDS/SHINING TEACHER MOMENT

Teacher of the Month - Focus Learning Academy North (September 2010)

MY OWN EDUCATIONAL HISTORY

The Ohio State University - B.A. German (2006) Otterbein University - Ohio Teacher License (2009) - B.A. Mathematics (2010) California State University - M.S. Mathematics (2014)

ADDITIONAL BIOGRAPHICAL INFORMATION

In addition to teaching and learning my interests include, TV, food , philosophy, quantum physics, photography, exercise and fitness, and spirituality. I like to travel near and far. My research interests include: Mathematical Models in Teaching and Learning, Mathematical Applications to Social Media, and Algebraic Graph Theory.

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