Sarah Rainsberger
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Canada - Prince Edward Island - Summerside
Sarah Rainsberger
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Topics 1. Definition of Integers 2. Comparing Integers on a number line 3. Explanation of Adding/Subtracting Integers 4. Explanation of Multiplying/Dividing Integers This is a self-teaching, narrative introduction to integers and their operations
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INTRODUCTION TO THE PROBLEM TO BE INVESTIGATED A fast food chain is offering a free hockey card with every order of fries (alone, or as part of a combo). When you purchase fries, you will receive a card for a player on the hockey team. Of course,
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3.9
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This document clearly explains the process for solving simple questions (and simple word problems) involving percents of the form: What is 15% of 28? What percent is 12 of 84? 16 is 10% of what number? It is intended to be self-explanatory for
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7 ratings
4.0
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TOPICS COVERED: 1. Writing equations of lines 2. Finding x- and y- intercepts of lines 3. Graphing lines from their given equations This package describes the procedure for writing and graphing equations of lines. It can be used as a lecture,
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14 ratings
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FRESHLY UPDATED IN 2014! This document explains how several "more complicated" word problems involving percents can actually be reduced to simpler questions by ensuring that you are trying to solve a problem of the form: What is 15% of 28? What
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This package of worksheets and FULL SOLUTIONS provides exercises to reinforce the mini-lesson "Equations of Lines - Instructional Sheet" ( http://www.teacherspayteachers.com/Product/Equations-of-lines-instructional-sheets-692 ) The worksheets allow
$4.50
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This document is the long-awaited follow up to my popular "Solving One-Step Equations" (available for free in my store) which explains the process for solving one step equations in the form x + a = b, x - a = b, ax = b and a/x = b. This document
$8.50
3 ratings
4.0
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This document explains the process for solving one step equations in the form x + a = b, x - a = b, ax = b and a/x = b. It is intended to be self-explanatory for students, but could be used by teachers/parents who are teaching this topic. This
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This document explains the basic idea behind cross multiplication: in two equivalent fractions, the cross multiplications are equal. It is intended to be self-explanatory for students, but could be used by teachers/parents who are teaching this
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3.9
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TEACHING EXPERIENCE

I'm a retired professional math tutor from Toronto, Ontario, Canada with 18 years of experience tutoring, teaching and advising high school and university students. ***************************************************************************** Most of my files are not creative classroom lesson plans. These are detailed, annotated "how-to" pages, usually with blank worksheets and then the same worksheet fully solved. In my solutions, I use consistent colour and phrases so that patterns and repeated steps are easily visible. ***************************************************************************** These pages are meant to be used by: 1. TEACHERS looking for a thorough, complete and accurate way to describe mathematical concepts and skills to their students. 2. PARENTS wanting to understand the math their children are doing in school so they can provide additional support and guidance at home. 3. HOMESCHOOLING PARENTS wanting to supplement their math curriculum or as stand-alone learning material. 4. SELF-DIRECTED LEARNERS of any age looking to teach themselves (or review) middle and high school math concepts with well-thought-out explanations and some self-test material. 5. TUTORS who need high quality, tried-and-true tested explanations of mathematical concepts for their students.

MY TEACHING STYLE

Although I did teach at a high school, most of my 18 years of experience is as a private tutor, owner of a tutoring centre and trainer of tutors. So, my teaching style reflects connecting to learners on a very personal, conversational level. ***************************************************************************** Working with hundreds of students (who are taught by dozens of different teachers) has allowed me to incorporate the best of what I've seen into my work. Unit circles or special triangles? Solve equations by "moving terms to the other side" or "doing the same thing to both sides"? There aren't too many methods I haven't seen, so I always take into account the variety of techniques that can lead to the same results. Therefore, my methods may be different from yours. They simply reflect the models, analogies and explanations that I've found will resonate most strongly with the greatest percentage of students.

HONORS/AWARDS/SHINING TEACHER MOMENT

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MY OWN EDUCATIONAL HISTORY

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ADDITIONAL BIOGRAPHICAL INFORMATION

http://about.me/sarahrainsberger

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