Newman Infinity
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United States - New York - Rochester
Newman Infinity
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Students solve linear and quadratic systems of equations graphically, using substitution and using elimination (addition/subtraction). The elimination method is important here because it is used the next day with a system of three linear
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NYS CCSM A2 F-BF.4 Includes defining one-to-one and finding inverses of relations and functions, and the Horizontal Line Test.
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If you have sets of Algebra Tiles, this is a great time to use them! Students use algebra tiles (or just draw a little picture) to illustrate completing the square and determining what number must be added to the quadratic to make it a perfect
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Students practice new vocabulary and skills: domain, range, relation, function, one-to-one, finding an inverse. I use this in preparation for a quiz the following day.
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Students watch a football trick shot video to model the path of the ball using parabolas. Students use their prior knowledge of axis of symmetry (innately) to adjust how long it will take the ball to reach its maximum from different points in the
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Students have some knowledge of the inverse relationship between exponential and logarithmic functions. While the derivative of each is fairly easy to memorize, applying a chain rule to both requires some careful algebra skills. Students are
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Students work independently or in pairs to fill in the domain and range on their sheet based on the graphs hanging around the room.
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After two days of factoring quadratic expressions, students learn how to solve a quadratic equation. This doubles an extra day of factoring for students who have still not mastered the idea. This lesson includes notes, homework, and an exit
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This is an introduction to the basic components of the Sine Curve. Students learn the new vocabulary (amplitude, midline, frequency and period). This does not include phase shifts. This file includes class notes file, homework file, and homework
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An introduction of Rolle's Theorem after learning about the MVT the previous day. Students use their knowledge of both theorems to answer questions and determine if the theorem can be used.
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Students review the theorems learn about f(x) and f'(x) as well as learn the new theorems of what f''(x) indicates about f(x). This uses AP Style questions as well as shorter questions. Includes notes, homework and answer keys.
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This powerpoint presentation goes along with my reducing radicals lesson. I have animated how to reduce each radical that students have on their paper. the animation shows the breaking down of the integers and variables underneath, and the
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This includes guided notes, a formative assessment and a homework assignment.
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Identify the effect of vertical and horizontal transformations on the absolute value function. Include Nspire directions. Student experiment with cases and illustrate the effects on the graph using the calculator.
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Determine characteristics of the graph: intercepts, slope, increasing/decreasing, average rate of change over a given interval. Determine the domain and range. Determine if the inverse is a function. **Includes guided notes and Homework**
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this lesson looks at the key features of the graph of a quadratic function and a circle. It also allows students time in class to use the graphing calculator and table to graph their functions. Both graphing parabolas and circles are review for
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A new topic in the NYS Common Core Curriculum for Algebra 2. The lesson includes notes and homework as well as typed answer keys for both.
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In this lesson students look at the end behavior of quadratic and linear functions and relate their prior knowledge to the new polynomial functions. Students draw connections between linear and odd functions, quadratic and even functions, and
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While memorizing the trig derivatives is relatively easy, applying the chain rule, product rule and quotient rule within trig derivatives tends to prove messy for students. This lesson eases students into the trig derivatives with chain rules.
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A summary of the derivatives unit, and what to study! Great for students to have a quick reference when answering review questions in class and for homework.
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TEACHING EXPERIENCE

I have been teaching A2/Trig (in all of its forms) for 12 years in a New York State suburban school. The past several years, I have had over 90% of my A2/Trig students pass the Regents exam. This year is the second year of the Common Core Algebra 2 course- and it has been a lot of work. I am teaching the course by function, with Unit 1 being an introduction to functions. My last three units will be Statistics and Probability.

MY TEACHING STYLE

A lot of math has to be direct instruction, however I love to find discovery lessons when applicable and allow students to work in groups when the topic permits. I try to assess students daily, using mini-quizzes or exit cards in order to adjust my own instruction if needed.

HONORS/AWARDS/SHINING TEACHER MOMENT

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MY OWN EDUCATIONAL HISTORY

Ithaca College, degree in Mathematics (teaching option) SUNY Brockport, degree Masters in Adolescent Mathematics

ADDITIONAL BIOGRAPHICAL INFORMATION

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