# Maria Oesterreich Allen

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United States - New York - New York
3.8

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This Study Guide leads students through each of 10 convergence tests. First the student is asked to describe why a particular test is appropriate for a series. They then have a page of practice matching each to test to the appropriate problem.
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\$3.00
2 ratings
3.7
This investigation leads the student, or groups of students, through writing functions for two periodic relationships. Both numerical and graphical approaches are encouraged. Students should have knowledge of amplitude, period and vertical
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CCSS:
\$1.00
1 rating
4.0
This worksheet provides a set of increasingly interesting graphs for which students write the equations. At the end they should be ready to model sinusoidal application problems given maximum and minimum points. There is built-in challenge for
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\$1.00
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This activity uses well-chosen examples to highlight the different features of the graphs of rational functions, including: domain, intercepts, vertical asymptotes, horizontal asymptotes, and holes. There is room for students to explain how these
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CCSS:
\$1.50
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This cooperative learning activity leads students through the analysis of a walk from school to a sandwich shop. Students eventually write a linear equation giving the distance of the walker from school at any time. Students represent the situation
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CCSS:
\$2.00
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In this activity, students will use known trigonometric values to graph each function. Concepts of period and amplitude are explained. Questions after each graph lead students to analyze these new graphs with respect to domain, range, intercepts,
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CCSS:
\$1.50
1 rating
4.0
This lesson introduces students to definite integrals through a rate, time, distance problem. Given a table of values, students try to approximate distance traveled. They should see that rectangles are most convenient. The sheet includes
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This activity approaches rectangular hyperbolas (or reciprocal graphs) from a conic sections perspective. It starts out investigating with plotting points, and then uses the idea of a translated center to graph more interesting rectangular
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CCSS:
\$1.00
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Given data points from a journey, students plot points and determine a line of best fit. They then answer some analytical questions using their line.
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3.8
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3.8
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4 total vote(s)
TEACHING EXPERIENCE

I have taught in a variety of settings: public, parochial, and private. Most of my career has been devoted to teaching girls, and with 5 nieces, this has become quite a passion for me. I have also become passionate about supporting good teaching now that I am a department head.

MY TEACHING STYLE

Every unit needs a balance between student exploration and clear instruction, targeted practice and student reflection. Every day, I get at least one of these. At my best, I not only get to all of them, but in the right order. This is what gets the class to see the beauty of mathematics.

HONORS/AWARDS/SHINING TEACHER MOMENT

MY OWN EDUCATIONAL HISTORY

I am a product of small-scale, traditional education. As a teacher and a daughter of teachers I can't imagine a life without helping teens to learn, grow, and thrive.