# Miss Zahn's Algebra Arena

(25)
United States - Virginia - Norfolk
3.9
 I cannot teach anybody anything, I can only make them think.

My Products
sort by:
Best Seller
view:
Guided notes teaching students how to determine the slope and y-intercept from an equation and graph lines in slope-intercept form. Performance of Understanding question at the end has students evaluate how transformations done to linear equations
Subjects:
Types:
\$2.00
6 ratings
3.7
Fully interactive Jeopardy-style end of course review. All you need is a computer attached to any kind of multi-media projector. My students really like this every year; it breaks up the monotony of state test review packets. Plus, by setting the
Subjects:
Types:
\$15.00
3 ratings
3.5
Guided notes teaching students how to convert linear equations from standard form to slope-intercept form, as well as how to find x- and y-intercepts algebraically to graph lines and determine the slope-intercept form. The performance question at
Subjects:
Types:
\$3.00
1 rating
4.0
Guided notes teaching how to graph quadratic equations in (h, k) or vertex form. Notes start with graphing the parent function, and then continue with how a, h, and k affect and translate a quadratic graph. Important aspects like domain, range,
Subjects:
Types:
\$3.00
2 ratings
4.0
Assignment checking the ability to simplify, multiply, and divide rational (fraction) expressions by cancelling "like" monomials, binomials, and trinomials, including factoring quadratic and cubic functions. The assignment includes the sum and
Subjects:
Types:
\$1.00
2 ratings
4.0
Guided notes teaching students how to graph linear inequalities on a coordinate plane. Emphasis is on "pulling out important information" first, such as slope, y-intercept, type of line (dotted/solid), and shading location, and then using that
Subjects:
Types:
\$3.00
5 ratings
4.0
Assignment testing knowledge of how to go to/from an algebraic inequality to/from a verbal expression and to/from a graph on a number line. The assignment also contains examples of finding numbers that are in and not in the solution set from the
Subjects:
Types:
\$2.00
2 ratings
4.0
Assignment checking the ability to graph square root and cube root functions by translating the parent function and solving for x- and y-intercepts algebraically. I teach my students to use the "base points" [ (0, 0), (1, 1), and (4, 2) or (-1, -1)
Subjects:
Types:
\$2.00
6 ratings
4.0
Guided Notes teaching students how to solve rational (fraction) expressions by getting common denominators and then cancelling the denominators, including factoring quadratic functions. The notes begin with a review of multiplying, dividing, adding,
Subjects:
Types:
\$2.00
1 rating
4.0
Guided notes teaching how to graph square root and cube root functions by translating the parent function. I teach my students to use the "base points" [ (0, 0), (1, 1), and (4, 2) or (-1, -1) for square/cube root] and then transform them using (h,
Subjects:
Types:
\$3.00
4 ratings
4.0
Common PTC sign-in sheet that I use every year. It has editable time slots and a break for lunch (since we all need lunch!), as well as a section below for parents who don't have time to wait for a designated time and are fine with just leaving
Subjects:
Types:
\$1.00
3 ratings
4.0
Assignment testing the ability to determine the slope and y-intercept from an equation and graph lines in slope-intercept form. Challenging questions at the end have students evaluate how transformations done to linear equations changes the graphs
Subjects:
Types:
\$1.00
not yet rated
Assignment testing the ability to graph linear inequalities on a coordinate plane. Emphasis is on "pulling out important information" first, such as slope, y-intercept, type of line (dotted/solid), and shading location, and then using that
Subjects:
Types:
\$2.00
2 ratings
4.0
Guided notes teaching students how to write equations in slope-intercept form when given a graph, a slope and a y-intercept, and a verbal explanation. The notes also teach how to transform equations in slope-intercept form when given vertical shifts
Subjects:
Types:
\$3.00
3 ratings
4.0
Assignment checking the ability to write equations in slope-intercept form when given a graph, a slope and a y-intercept, and a verbal explanation. The assignment also checks the ability to transform equations in slope-intercept form when given
Subjects:
Types:
\$2.00
1 rating
4.0
Assignment testing the ability to add, subtract, and simplify rational (fraction) expressions by getting common denominators, including factoring quadratic functions, including the difference of perfect squares as well. Emphasis is on factoring
Subjects:
Types:
\$1.00
1 rating
4.0
Guided notes teaching students how to find domain, range, and values in each when given a set of coordinates, a function map, a table, and a graph. Values are written using function notation, as in find f(3) or find x when f(x) = 0, and students
Subjects:
Types:
\$3.00
2 ratings
4.0
Guided notes and corresponding assignment teaching students how to write equations in point-slope form when given a point and a slope, a graph, and a table, as well as converting from point-slope form to slope-intercept form. The beginning of the
Subjects:
Types:
\$3.00
not yet rated
Guided Notes teaching students how to simplify, multiply, and divide rational (fraction) expressions by cancelling "like" monomials, binomials, and trinomials, including factoring quadratic and cubic functions. The notes include sum and difference
Subjects:
Types:
\$2.00
not yet rated
Assignment assessing student knowledge on how to graph quadratic equations in (h, k) or vertex form. Assignment tests how a, h, and k affect and translate a quadratic graph, as well as important graph aspects such as domain, range, finding x- and
Subjects:
Types:
\$2.00
2 ratings
3.9
showing 1-20 of 124

### Ratings

Digital Items
3.9
Overall Quality:
3.9
Accuracy:
3.9
Practicality:
3.9
Thoroughness:
3.9
Creativity:
4.0
Clarity:

3.9
Total:
87 total vote(s)
TEACHING EXPERIENCE

I taught for 6 years in a high-needs school in southeastern Virginia. I taught Algebra 1 for all 6 of those years and Algebra 2 for 5 of those years.

MY TEACHING STYLE

I believe that students learn best by exploring and discovering rules and patterns than being told to memorize something. I also encourage my students to work together through difficult material in pairs/groups so that they can build confidence and interpersonal skills.

HONORS/AWARDS/SHINING TEACHER MOMENT

I was the Algebra 1 team leader of my school for 4 years.

MY OWN EDUCATIONAL HISTORY

I graduated from SUNY Cortland in upstate New York in 2010 with a B.S. in Adolescent Education: Mathematics (7-12) and with an additional major in Physics. I am currently working towards a Masters in Aerospace Engineering.

I am wildly obsessed with bears and big cats and other very dangerous, furry animals. I would definitely be that crazy person who gets mauled while trying to cuddle with them. Stuffed animals and a cat who is intolerant of too much love has had to suffice so far.