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Wheaton, Illinois, United States
About the store
I have five children of my own. All are married and the grandchildren are beginning their learning processes. Teaching is a third career for me--my chosen career <3
After 9 years of substitute teaching, I acquired my teaching degree, specializing in mathematics. I have been teaching middle school math since 2007 for ELLs and students from low socio-economic homes in the Chicago suburbs. After school, I teach the IMSA FUSION inquiry/STEM program (since 2009) for students interested in math and science exploration beyond the scope of learning in the classroom.
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Analyzing Angle Measures 8.G. 5
Analyzing Angle Measures A Practice Lesson Formative Assessment CCSS 8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. Students can work in pairs, teams, individually (homework) or supported by teacher to solve the "puzzle" of Angle Measures. To be efficient and accurate, students will need to understand: * Al
7th - 10th
Geometry, Math, Measurement
Linear-vs-Non-Linear Equations
Students will need to have prior experience graphing equations in y=mx+b form. They will be exploring the differences between equations and graphs of linear and non-linear functions with and without the use of technology (graphing calculators).
Included in this explorations is a reinforcement of the meaning of slope (m) as a constant rate of change, and the y-intercept (b).
Students will graph 3 linear equations and find that parallel lines have the same slope but different y-intercepets.
Usin
8th - 9th
Algebra, Graphing, Math
CCSS
8.F.A.3
, HSF-IF.C.7
, HSF-LE.A.1
Approximating Square Roots of Irrational Numbers_8.NS.2_8.NS.1
Approximating Square Roots of Irrational Numbers 8.NS.2 & 8.EE.2Students will be supported by the graphic organizer to find an approximate value for the square root of an irrational (non-perfect square number)Students will generate the fractional value and decimal values Students will graph the value on a number line between the roots of the two perfect square numbers the irrational number lies between.Answer KEY is includedAn Introduction Lesson---I hope you Enjoy this GRAPHIC ORGANIZER In my
7th - 9th
Algebra, Math, Numbers
Parallel Lines Cut by a Transversal--Vocabulary using Visuals
Connected to the Common Core Standard 8.G.5, Use this generic model of parallel lines cut by a transversal to identify, define, and visualize the special relationships created. Through the use of this resource, students will be able to understand and identify: · Congruent angles · Supplementary angles [have a sum = 180*= straight line] · Vertical angles · Alternate interior/exterior angles · Consecutive interior angles... · Same-side interior angles · [m < ___] Read: "measure of angle <
7th - 9th
Geometry, Math, Vocabulary
Parallel Lines Cut by a Transversal_Vocabulary Practice_+Application &Reflection
Connected to the Common Core Standard 8.G.5, Use this generic model of parallel lines cut by a transversal to identify, define, and visualize the special relationships created. Through the use of this resource, students will be able to understand and identify: congruent angles supplementary angles [have a sum = 180*= straight line]Vertical anglesAlternate interior/exterior anglesConsecutive interior angles...Same-side interior angles[m<___] Read: "measure of angle <#___Note: that the tr
7th - 9th
Geometry, Math
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About the store
Experience
I have five children of my own. All are married and the grandchildren are beginning their learning processes. Teaching is a third career for me--my chosen career <3
After 9 years of substitute teaching, I acquired my teaching degree, specializing in mathematics. I have been teaching middle school math since 2007 for ELLs and students from low socio-economic homes in the Chicago suburbs. After school, I teach the IMSA FUSION inquiry/STEM program (since 2009) for students interested in math and science exploration beyond the scope of learning in the classroom.
Teaching style
My teaching style stems from relationship-based education with a strong emphasis on real-world applications, STEM, and PBL activities. I know that children remember their learning best when they can explore and the teacher implements Bloom's Taxonomy (higher order thinking and questioning) while consciously embedding as many of the multiple intelligences in each lesson, as possible.
As a teacher, I live for the "Ah-ha" moments!
Awards & shining teacher moments
none
My own education history
BA Taylor University, Upland, IN
MEd. DePaul University, Chicago, IL
Additional biographical information
See Experience and Style, (above)
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