MY FEATURED ITEMS

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Students work to solve quadratic equations by factoring. This is a variation on a traditional matching activity. The problem pages are posted around the room, and students circulate the room answering the problems and matching their answers.

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Students use SSS and SAS only to prove triangles congruent. They are given four diagrams and room below to complete the proof. The second page gives students a list of statements and reasons they can use to complete the four proofs. Students cut and

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Students build and fly their own kite out of household materials. They research and design a kite of a chosen shape. You may assign different shapes or allow students to choose.
Included in this project are a rubric, student handout/instructions,

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A test with four proofs on triangle congruency. There are also four questions that are not proofs, but ask students to find the missing information needed to prove congruency. Two of the proofs have several options to prove congruency.

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This can be set up in stations. There are four different worksheets, each with four problems on them. The problems are solved already, some correctly and some have mistakes. Students must examine the work to determine if it is correct or not. If

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An introduction to proving that a quadrilateral is a parallelogram. This activity allows students to have an open discussion with their peers and their teacher about their level of understanding of properties of parallelograms.
This can be used

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This foldable can be used with interactive notebooks or on its own. You can edit the file to allow for functions other than quadratic. You can also edit the a, h, and k information so that students can fill it in completely on their own or

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This game can be played with students who have some experience with the properties of exponents. There are 25 questions. Have students write in the answers on their Bingo card. Encourage them not to put them in the order they appear, so that

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These two activities allow students to interact with three forms of quadratics: factors, zeroes, and quadratics in standard form. Students will find their group by matching their zeroes to factors to the standard form quadratic. The second activity

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This lesson gives students the opportunity to solve systems of equations using any method. There are specific instructions as to which method to use for each problem. This could easily serve as a review of Systems for students.

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This activity will allow students to see the relationship between factoring a quadratic expression and multiplying polynomials. Students who are familiar with the Guess and Check method or the Area Model for factoring will be able to complete this

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This activity teaches students how to use an area model, or the Box and Diamond Method. Students use Algebra tiles first to create rectangles based on their area. Then, they work backwards to find the dimensions of the rectangle. This leads into the

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A Scavenger Hunt for students working on Combining Like Terms. The answers are at the top of each page. The problem at the bottom of the page does not match the answer on that same page. In this document the first answer matches the last problem.

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Students investigate the graphs and solutions to two different polynomials. They will compare and contrast the polynomials. Students will graph, evaluate, identify key features and solve.
Students can work in pairs or individually. This

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Students work with relations in a table and a list of ordered pairs. They must match the correct domain and range to the relation. The pairs read left to right. These would need to be cut apart prior to being given to the students.

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TEACHING EXPERIENCE

I have a Bachelor of Science in Integrated Mathematics Education from Miami University and a Masters of Education in Teacher Leadership from the University of Louisville. I taught Algebra 2 for five years at a public high school in Louisville, KY. I have taught Algebra 1 and Geometry for one year at a public high school near Dayton, OH.

MY TEACHING STYLE

My teaching style is a mixture of types. I do some whole class instruction with lots of individual learning time for students. Students sometime participate in activities or complete projects. Other times, they are working in pairs on worksheets or working together to problem solve.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

I have a Bachelor of Science in Integrated Mathematics Education from Miami University and a Masters of Education from the University of Louisville.

ADDITIONAL BIOGRAPHICAL INFORMATION

Yet to be added