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
Parallel Lines Cut by a Transversal ~ Angle Relationships~ 8th Grade Math
4 page resource that introduces students to the angle relationships that are formed when parallel lines are cut by a transversal. Students must also set up equations to solve for a variable when expressions are given for an angle measure.
8th - 9th
Geometry, Math
Discrete Vs. Continuous Data ~ Algebraic Functions
In this lesson, students begin developing a conceptual understanding of discrete and continuous data. This is an inquiry or investigative lesson that will push students’ critical thinking and ability to draw conclusions. One of the key parts of this lesson is that students are learning to struggle through building understanding on their own. Building inquiry skills in students is difficult, but extremely valuable. Includes:Do Now Inquiry Activity Student Practice Exit Ticket Homework
8th - 9th
Algebra, Math
CCSS
HSF-IF.A.1
Pythagorean Theorem Bundle 8th Grade Math
Great resources for teaching the pythagorean theorem.
~ Discovery Activity
~ Guided Notes
~ Application
~ Matching Activity
~ Homework Assignment
~ Hits all levels of DOK (Blooms)
By using these resources, students will build an understanding of the pythagorean theorem from the ground up. They will be able to apply their understanding to many different scenarios.
8th - 10th
Geometry, Math
Domain and Range of Continuous Relations
In this lesson, students will explore the difference between discrete and continuous data by identifying the domain and range of the data.The lesson slowly progresses through different levels of complexity by starting with a segment in which all points on the graph are included in the data. Included: Do Now Inteaction to New Material Student Practice Exit Ticket Homework
8th - 9th
Algebra, Math
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
Relations and Their Representations
SWBAT identify the domain and range of a relation and represent a relation using ordered pairs, tables, graphs, and mapping diagrams. This lesson focuses4 on using any representation of a relation (set of ordered pairs, table of values, graph, or mapping diagram) to produce a different representation of that relation as well as producing the domain and range from any. Includes: Do Now Interdiction to New Material Student Practice Exit Ticket Homework
8th - 9th
Algebra, Math
CCSS
8.F.A.2
, HSF-IF.A.1
Showing 1-7 of 7 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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