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Students will write linear equations in slope intercept form from brief contextual situations. They will also examine the relationship between positive and negative rates and initial values as they pertain to real world contexts.
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This is a quadratic gravity modeling assignment where height is a function of time. Each context requires students to use graphing calculators to approximate maximum heights, starting heights, flight times, and other points of interest. Students

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Students draw a triangle in the coordinate plane. They copy their triangle via SAS or ASA constructions and verify their copyâ€™s validity with transformations and SSS coordinate proof. Students also use corresponding parts of congruent triangle to

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This product contains a three separate versions of a full-page exponential graph quiz. You could use the different versions to protect academic integrity (minimize cheating) or to offer multiple re-takes. Students are asked to graph two exponential

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This product contains a "complete the square" warm-up (that could be used as a quiz or check point). Students follow a guided, five step process to solve the quadratic equation using this strategy and work space is provided.
It is a single sheet of

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Students will have the chance to practice using lines of reflection in quadrilaterals in the coordinate plane and answer concept questions about using rotational symmetry and lines of symmetry to verify statements about quadrilaterals.
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This is a quiz over absolute value that uses transformations of functions and addresses questions about domain and range of absolute value functions. The quiz includes simple graphs from transformations as well as graphs using tables.
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This is a practice activity where students use a compass and straight edge to construct various regular polygons as well as inscribed/circumscribed figures. The assignment also contains quadrilateral constructions that can be achieved by extending

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Students apply the rational zeros theorem, fundamental theorem of algebra and remainder theorem to find zeros for polynomial functions. The first question can also be factored in quadratic form. This requires students to show the relationship

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This bundle contains three products:
1. Using Properties of Logs Check Point
- A brief checkpoint to uses properties of logs to condense and expand log functions. The short assessment also requires students to evaluate logs for important features,

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Students define a simple parent function of the same base and use basic transformations to graph a log function. Students also define vertical asymptotes as well as x-intercepts and show how asymptotes and undefined domain values relate to the log

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Students use corresponding parts of congruent triangles to verify the validity of several constructions and statements about quadrilaterals including: Angle Copy, Angle Bisector, Segment Bisector and statements about diagonals in a parallelogram.

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This assignment builds on the skills of writing linear equations that share the same variables and using knowledge of linear equations to find a common solution to a system of linear equations.
This is a great introduction and lead in to learning

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This is set of practice questions for rational functions. The assignment is best given at the beginning of a rational functions unit. Questions are intended to help students build confidence with rational functions by relating them to their

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Students use a set of given log functions and operations to condense the log functions into a single function. Then students evaluate their functions for a given set of criteria. This assignment requires that students have prior experience with

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Students will use an exponential model for a contextual situation involving radioactive half-life. Each version uses a half-life model; N(t) = No 2^(-t/t1/2) where No is the initial amount, t is the time of decay and t1/2 is the half life of the

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Students will write quadratic models from contextual situations involving coefficients in both metric and standard units. Students use the models to graph and answer questions that require them to work out zeroes and vertices of the functions, and

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TEACHING EXPERIENCE

I have taught mathematics at the high school level for eight years, and I have taught Algebra, Algebra II, Geometry, Pre-AP Geometry, Pre-AP Algebra II, and Integrated Math.

MY TEACHING STYLE

Yet to be added

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

Northern Arizona University: B.A. in Science and Mathematics Education and M.A. in Educational Leadership with a Principal/K-12 Certification

ADDITIONAL BIOGRAPHICAL INFORMATION

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GRADES

7^{th}, 8^{th}, 9^{th}, 10^{th}, 11^{th}, 12^{th}, Higher Education, Adult Education, Homeschool

SUBJECTS