# Kristina Clayton

(24)
United States - North Carolina - Durham
4.0
 Making math approachable is the best way to get kids engaged.

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Students work individually on 8 problems. They compare answers to their partner and should get the same answers even though they were working on different sets of problems. If they get different answers, students are supposed to rework their
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\$1.00
20 ratings
4.0
Every student should understand the ins and outs of credit cards and how easily people fall in the trap of interest payments. Students research their own credit cards, you act as the bank which approves a card, then the students pretend to max it
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\$5.00
11 ratings
3.9
Students match an equation to the graph and the table. This activity consists of 4 games with 5 functions each. The first game is linear. The second games is linear and quadratic. The third game is linear, quadratic and absolute value functions
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\$1.50
13 ratings
3.9
Students work in groups and solve problems pertaining to basic matrix operations and creating matrices. When the group finishes a problem, a student brings you the answer to check. If it is incorrect, they continue working on it. If it is correct,
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\$2.00
18 ratings
4.0
This activity is a great way for students to be creative and get up and moving. They are drawing conclusions between the linear functions and their graphs and tables. Students create a poster with 4 representations of their function. They write
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\$2.00
16 ratings
4.0
Sometimes students just need to practice writing equations. Here is a worksheet that allows the students to write linear equations and exponential equations from tables. They then have to decide if the function is linear or exponential and
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\$1.00
7 ratings
4.0
This activity gives an equation of a line (some in intercept form and some in standard form) and the students find the slope and y-intercept. They match pieces end-to-end like a game of dominoes. There are 18 dominoes in the game.
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\$1.50
9 ratings
3.9
Students in rows of 4 work on one problem then pass it to the person behind them to work on the second problem, etc. After the 4th person is finished, they bring you the paper to check it. If everything is correct, they get the next game. If
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\$1.00
6 ratings
4.0
Students practice solving 4 quadratic functions with all three methods. The goal is for them to practice each skill and also make the connection between the different solving methods but still get the same solution. Key is provided. If you have
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\$1.00
3 ratings
4.0
The students use their knowledge of exponents to write expressions in expanded form then condense the expression to one base with one exponent. While doing this, they discover the multiplication property, power property, division property, and the
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\$3.00
3 ratings
4.0
This activity gives the students 10 equations and 10 solutions. They solve the equation on the provided worksheet and find their solution in the pieces. It's a great way for the students to check themselves. I find it helpful to put the cut
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\$1.00
6 ratings
4.0
Somtimes a simple regression function is not the best fit and creating a piecewise function is the better way to write an equation to fit data or a situation. Here is a project to help assess whether they understand how to create a piecewise
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\$3.00
3 ratings
4.0
Students work in groups or pairs to solve problems. When they finish, a student brings you the answer. If it is correct, they get the next problem. If their answer is incorrect, they continue to work with their group to fix it. There are 7
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\$2.00
2 ratings
4.0
I never could find enough piecewise function practice for my students. Therefore, I created these 4 worksheets (15 problems total) for my students to practice graphing, writing, and finding domains/ranges for piecewise functions. All problems
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\$3.50
3 ratings
4.0
This activity introduces students to different functions (linear, quadratic, cubic, exponential, and reciprocal). Students use their graphing calculator to produce the graph and table of 4 different equations and they discover what parts of the
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\$3.00
4 ratings
4.0
My students have always had issues with understanding why we can add two equations together and get the solution to the system. This guided worksheet helps show the students that manipulating the equations will maintain the solution. I like to
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\$2.00
1 rating
4.0
Students in rows or groups of 4, solve their individual problem then pass it to the next person. Last person brings the paper to the teacher to get it checked. If they are incorrect, the students work together to find the mistakes. If they are
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\$2.50
2 ratings
3.9
Every math teacher loves 3.14 so celebrate it on March 14 with your students. Here is an activity to show the relationship with the circumference of circles and their diamters. You need to provide each group with at least 4 circular objects (cups,
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\$1.00
5 ratings
4.0
Students in rows or groups of 4 simplify their problem then pass it to the next person. The last person brings the paper to you and you verify their answers. If they are incorrect, then they can work together to find their mistakes. If they are
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\$1.00
1 rating
4.0
It never fails: I always have a student who is absent on the day I discuss trig proofs. The next day they watch us do the warm-up and go over the homework and are completely baffled. So I created a step-by-step guide on a few proofs with detailed
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\$2.50
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TEACHING EXPERIENCE

I have taught for 14 years in a secondary public school where classes are heterogeneously mixed (for example: in one Algebra 1 class, I had 7th-11th grade with special education students). I have my National Board Certification and a Masters in Education for secondary math education. I have taught Introduction to High School Math, Integrated Math 1 and 2, Algebra 1, Advanced Functions and Modeling, PreCalculus, 8th grade math, and the first year of the Common Core Curriculum.

MY TEACHING STYLE

I believe in facilitating instruction through cooperative group work with investigative and discovery based learning.

HONORS/AWARDS/SHINING TEACHER MOMENT

National Board Certification

MY OWN EDUCATIONAL HISTORY

M.Ed from University of North Carolina (Go Heels!) B.S. in Mathematics from Oglethorpe University

I love the moments when students say "Oh, that makes sense" or "That's cool" when discussing math phenomena.