Weapon of Math Instruction

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United States - District of Columbia - Washington
Weapon of Math Instruction
4.0
4 votes
"The classroom should not be about direct instruction. Human beings should not be passive...they should be interacting with each other, solving problems, or making things." -Sir Ken Robinson
 
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A project that feels like a game! Students must create their own game, using probability to ensure THEY are favored to win....much like the house in a casino. Students can make games involving dice, spinners, cards, "fishing" ducks out of a pond,
$4.00
1 rating
4.0
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This is an exploratory experiment/activity about basic probability. Students discover the differences between theoretical probability, experimental probability, and reality by taking a hard look at Stop and Frisk in urban areas. Students also deal
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1 rating
3.9
Digital Download DOCX (0.05 MB)
Use this graphic organizer to help students remember how to find the 5 main features of a parabola so they can graph it by hand. This document can serve as class notes, a study guide, or an extra support. The answer key for the teacher is
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This is the answer key to the Stop and Frisk experiment/activity that can be found in my store.
$4.00
1 rating
4.0
Digital Download DOCX (0.05 MB)
This is the color-coded, fully work-out answer key that accompanies the blank student foldable.
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1 rating
4.0
Digital Download DOCX (1.09 MB)
Use this graphic organizer to help you analyze student performance on any quiz, test, project, or assignment. I begin by grading every assignment, then calculating the measures of central tendency (mean, median, mode, etc.). Then, I write each
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This is a group/individual activity where students get to see exponential decay in real life, understand why it happens, find growth rates, and practice calculating expected values. By the end of the activity, students will be ready to have a rich
$3.00
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This is the answer key to the activity named "Exponential Function - Car depreciation." I highly, highly recommend purchasing this because, not only are the answers including, but 4 additional tips for enriching instruction and incorporating
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TEACHING EXPERIENCE

I believe that classrooms, even in high school, should be run by students who are driving their own learning. Everything we do should foster curiosity, encourage students to discover, and be culturally relevant. I specialize in urban, public ed. and private ed. My experience includes: 7th-12th NCTM and CCSS, 8th-10th grade integrated math, and Phillips Exeter Harkness Math 1 & 2. Currently, I'm an instructional coach for Career and Technical Education teachers (applied math!).

MY TEACHING STYLE

I live for project based learning and using Math to better understand real world scenarios. Most of my resources are exploratory; students must look for patterns to help them solve problems or draw conclusions. I never give away an answer!

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

I attended a private school from 2nd to 12th grade. I received my Bachelor's degree from Illinois Wesleyan University and my Masters in Secondary Math Education from Johns Hopkins University.

ADDITIONAL BIOGRAPHICAL INFORMATION

I am proud to be a Teach For America alumna who continues to educate.

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