Math Maker
946 Followers
atlanta, Georgia, United States
About the store
Currently, I am working as a Math Curriculum and Instruction Specialist in Texas. I taught middle school math for 12 years, and have been developing my own curriculum for the past 6 years. I began my teaching career when I joined Teach For America in 2006, and was placed at a middle school in Liberty City Miami. While I taught in beautiful Miami for 3 years, I began leading professional development sessions centered around teaching middle grades math. In 2009, I moved to Chicago to teach at a small charter school on the Southside of the city. During my two years in Chicago, I worked under an amazing leadership team, and was able to really hone my craft of teaching. I began placing a strong emphasis on teaching my students to develop a deep conceptual understanding of the content, and in turn saw my student's achievement sky rocket above many of their more affluent peers. I taught in Atlanta for 7 years now, and have had the opportunity to teach several classes of gifted students each year. This experience has allowed me to develop curriculum that is extremely rigorous and engaging. I take a lot of pride in the curriculum I've created over this time.
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Slope ~ 9 Page Resource
Students take an in-depth look at slope, and the meaning of slope in real life situations and mathematical problems. Once you and your students have completed this worksheet, they should understand the following:
- The slope of a line is the same no matter which two points you use to measure slope.
- Slope is a constant change.
- The relationship between the slope of a line on a graph, and in a table.
- How steepness effects slope.
- Positive vs. Negative slope
- How to find the slope of a
7th - 9th
Algebra, Graphing, Math
Slope of Vertical and Horizontal Lines
This is a short investigation, where students explore and discover the slope of Horizontal and Vertical Lines.
6th - 10th
Algebra, Graphing, Math
Linear Equation Independent vs. Dependent
A situation is provided for the students, and they must write an equation, create a table and graph, and identify the slope, y-intercept, independent and dependent variables. Students will develop a very deep understanding of each part of a linear equation.
7th - 9th
Algebra, Graphing, Math
Graphing Linear Relationship - is it Proportional?
Students must use their critical thinking skills to complete a task in which they are given a real-life situation, and a partially completed table. Students must write an equation to represent the situation, and answer application questions. Students will build a deep understanding of linear equations, their graphs, and will analyze whether or not the relationship is proportional. Students are given a word bank in which they must use all of the words to explain whether or not it is a proporti
7th - 9th
Algebra, Graphing, Math
Linear Relationships Exam or Review
This resource assesses the following skills:
SWBAT complete a pattern by finding the rule (visual, tabular, list).
SWBAT graph a linear function given a table or rule
SWBAT write an equation in slope-intercept form given a table, pattern or graph. Or find the slope of a line given a table, graph, or two points.
SWBAT combine like terms to simplify expressions
SWBAT use the distributive property to simplify expressions
SWBAT solve two-step equations
SWBAT apply functions or linear equations to
7th - 9th
Algebra, Graphing, Math
Also included in: 8th Grade Assessment Bundle
Showing 1-5 of 5 results
About the store
Experience
Currently, I am working as a Math Curriculum and Instruction Specialist in Texas. I taught middle school math for 12 years, and have been developing my own curriculum for the past 6 years. I began my teaching career when I joined Teach For America in 2006, and was placed at a middle school in Liberty City Miami. While I taught in beautiful Miami for 3 years, I began leading professional development sessions centered around teaching middle grades math. In 2009, I moved to Chicago to teach at a small charter school on the Southside of the city. During my two years in Chicago, I worked under an amazing leadership team, and was able to really hone my craft of teaching. I began placing a strong emphasis on teaching my students to develop a deep conceptual understanding of the content, and in turn saw my student's achievement sky rocket above many of their more affluent peers. I taught in Atlanta for 7 years now, and have had the opportunity to teach several classes of gifted students each year. This experience has allowed me to develop curriculum that is extremely rigorous and engaging. I take a lot of pride in the curriculum I've created over this time.
Teaching style
It is my philosophy to teach students to understand math through exploration and discovery. Once students have a basic understanding of a concept, it is my job to lead them to make connections and develop an understanding of the reasons behind the concepts.
Awards & shining teacher moments
My own education history
Undergraduate: University of Missouri-Columbia
Masters in Curriculum and Instruction: University of Kansas
Additional biographical information
After attending a math and science conference in Houston in 2008, my philosophy of math education has changed. Since that conference, I have learned to teach my students to understand the meaning behind the mathematical concepts they are learning. I no longer teach easy tricks that can be used to solve mathematical problems, and now lead students to see the hows and whys of each concept.
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