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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Direct Variation and Constant of Proportionality
Students explore the relationship between proportional and non-proportional relationships/direct variation. Students learn what the constant of proportionality is, and how to identify it in a graph, table, and equation Students will explore real-life situations that are proportional, and situations that are not proportional, and draw conclusions. Students will discover: -Proportional tables have a constant ratio, change at a constant rate, and x and y will both equal zero at the same time.
7th - 10th
Algebra, Math
CCSS
7.RP.A.2a
Factoring Expressions Using GCF 7.EE.A.!
This worksheet will allow students to rewrite expressions by factoring out the GCF. Worksheet scaffolds, from basic to more difficult factoring. Great for guided practice and independent practice. Aligned to 7.EE.A.1
6th - 8th
Algebra, Math
CCSS
7.EE.A.1
Slope Packet ~ 9 pages of Slope
Begins with guided notes that describe the meaning of slope, and how to calculate slope. Introduces students to slope as the rate of change, and a ratio of the change in the y-value to the change in the x-value. Includes many real-life examples so that students develop a deep understanding of the meaning of slope. After completing this packet students will understand:
- Slope is a ratio that describes how fast or slow, and in which direction something changes.
- The steeper the line, or the
7th - 9th
Algebra, Geometry, Math
Exponent Laws 8.EE.A.1 Exploratory notes, practice and application
4 page resource in which students will discover the laws of exponents by exploring patterns, and writing exponents in expanded form.
Once students have discovered each law, they will practice simplifying expressions involving that law.
- Zero Power Rule
- Negative Exponents
- Product Rule
- Quotient Rule
- Power of a Power Rule
The last page takes students to a higher level of rigor by asking them to apply their knowledge, justify their answers, and create expressions with a given solutio
8th - 9th
Algebra, Math
CCSS
8.EE.A.1
Inequalities Building a Deep Understanding
This is a 14 page resource that will build a deep understanding of writing, graphing, and solving inequalities. Students will build an understanding that an inequality represents a range of answers, and that a number-line can be used to show all of the solutions to an inequality. Students will explore solving one-step inequalities by first determining what numbers could be solutions for the variable, and what numbers could not be solutions for the variable. Students will discover themselves t
6th - 8th
Algebra, Math
CCSS
7.EE.B.4b
Laws of Exponents and Scientific Notation
Multiple choice and open-ended questions assessing students' understanding of simplifying exponential expressions, and converting between scientific notation and standard notation.
Covers:
- Product Law
- Quotient Law
- Power of a Power
- Power of a Quotient
- Negative Exponents
- Zero Exponent
- Scientific Notation
Can be used as practice, or an assessment.
Includes answer key
7th - 9th
Algebra, Math
CCSS
8.EE.A.1
, HSN-RN.A.2
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
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
Scientific Notation Guided Notes and Practice
Introduces students to Scientific Notation as a way of writing very big or very small numbers. Students explore how multiplying by powers of 10 changes a number. Includes step by step instructions for students once they have explored. You could take some key words out of the notes to make it into guided notes that the students complete. Includes guided practice and independent practice.
7th - 9th
Algebra, Math
CCSS
8.EE.A.3
Introduction to Functions Lesson Resources
In this lesson, students work with multiple representations of relations in order to determine if they represent functions. This is for the first time students are being exposed to the concept of functions and non-functions. Students work with tables and ordered pairs before moving on to graphs in order to derive the vertical line test as a means of identifying functions. Students utilize vocabulary from the previous topics of relations in order to speak about functions in terms of input and ou
8th - 9th
Algebra, Math
CCSS, TEKS
8.F.A.1
, MA.8-9.A1.12.A
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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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