We Teach Math

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United States - Illinois - Pittsfield
We Teach Math
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Students are required to find slope in everyday life and create a visual representation. Rubric is included and editable.
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Divide students into groups of four. Each group will receive a set of placements (1-5, depending on time). Each student will complete his/her problem that is closest to them on a whiteboard.After all members of the group have finished, the group
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With this activity, each student will receive a problem to crumple up into a paper ball. The teacher will turn the lights off to signal to the students to through their problem, creating the snowball fight. Once the lights are turned back on, the
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This coloring page has students solving a variety of multi-step equations including word problems. Key is included as cover page.
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This activity gets students up and moving around the room. This product includes a powerpoint which displays a problem and students must identify whether the function is linear or non-linear by moving to the appropriate side of the room. Once
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Directions: Each student will randomly select a small sheet of paper, 1-6, (make sure you have enough for each student) which will be used to group them. Each student will work individually on the problem that is on his/her small sheet of paper.
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Included are two worksheets each containing 7 different problems and a key. Each problem asks the student to find both rate of change and initial value of a table, function, or graph. The two worksheet's answers correspond. Pair students in groups
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Print two copies of this off. One will serve as your key. The other should be copied, laminated, and cut into sets for each group. Pair students, give each group a set, and have them match the graph to the scenario described.
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This activity requires students to determine, with explanation, if the given statement is linear or non-linear.
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1. Divide students into pairs or groups. 2. Give each group a wheel and a bag of clothespins with the answer written on the clothespins. 3. The students will solve the different problems and match the correct
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With this worksheet, the students will compare three different pieces of information (ex: graph, slope, equation, points, intercepts, etc). After analyzing the information, they will determine the criteria to make one of the problems the odd one
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Each partner will solve the absolute value equation located in their column. When each partner has found their solutions, place the solutions in the middle three columns of table. If solved correctly, there will be one "shared" solution - to be
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Pair students into groups of four. Each person will start with a paper and complete step one. After completing step one, they will pass their paper to the left and complete step 2. Repeat this process until all steps are complete. Students should
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These flashcards covering function vocabulary can folded back to back and then laminated to help students memorize vocabulary terms.
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A problem will be displayed. Based on the problem given, students will move to the appropriate side of the room which is designated as "Function" or "Not a Function". Once they have chosen a side, they will discuss their reasoning with a partner and
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Print out two copies of this activity. One should serve as your key. Make copies of the other, laminate, and cut based on how many groups will be working on the activity. Students will solve 10 inequality problems and find the answer and graph that
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This is a formative assessment which can show teachers who has a procedural understanding of writing equations when given a point and slope and which students have a conceptual understanding.
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Pair students into groups of 4. Give each student a paper. Each student should complete number one on their paper. Once number one is completed, they will pass their papers to the left. Each student will then complete number 2 on the paper in front
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Each student will take out a piece of paper to do their work on. Each Student will be given one question to crumple up. When the lights are turned off, students will begin throwing the "snowballs". There will be a 3-2-1 warning when the lights are
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Directions: • Students will be divided up and separated based on their ability levels. o Wheels are ordered easy to hard. • #1 • #2 • #3 • #4 • #5 • #6 • Give the group the difficulty level that you feel is appropriate based on the numbers listed
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TEACHING EXPERIENCE

Both Kathryn and Erin were selected as Golden Apple Scholars in their preservice years of teaching. As Golden Apple Scholars, Kathryn and Erin spent their summer teaching in inner-city Chicago schools while obtaining 180 hours of professional development each summer. They are both getting ready to begin their fourth year of teaching high school mathematics and business. Kathryn recently obtained her masters in Secondary Mathematics with hopes to teach both college and high school math. Erin recently obtained her masters in Business Administration in order to obtain a second certificate in business. This allows her to teach both math and business at the high school level and business level college level.

MY TEACHING STYLE

Both Erin and Kathryn believe in the "I do, we do, you do" style of teaching. On a typical day, their lessons include a warm up, lecture, pair/group activity, check for understanding, and a short homework assignment will be given. Kathryn teaches block schedule (85 minute periods) while Erin teaches traditional schedule (50 minute periods).

HONORS/AWARDS/SHINING TEACHER MOMENT

Golden Apple Scholars-Masters in Secondary Mathematics-Masters in Business Administration

MY OWN EDUCATIONAL HISTORY

[Erin: Undergraduate -Mathematics (Eastern Illinois University)-Graduate - Business Administration (Southern Illinois University Edwardsville)] [Kathryn: Undergraduate - Mathematics (Eastern Illinois University) Graduate - Secondary Mathematics (Eastern Illinois University)]

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