Math Maker
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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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Theoretical Probability Guided Notes, Practice, and Application w/ Answer Key
This 4 page resource introduces students to theoretical probability as the ratio of favorable events to possible events. Students will complete guided notes, and answer questions that scaffold from basic to application. Answer Key is included.
Introduces students to:
- Probability sums
- The compliment of an event, and finding its probability
- Probability as a fraction decimal, and percent
- Having students make inferences/predictions based of theoretical probability.
*Also see my lesso
5th - 7th
Math
Circles ~ Radius, Diameter, or Chord
This worksheet covers identifying weather a segment is a radius, diameter or chord, then has students find measures of the radius or diameter when given one. The last problem on the worksheet is a higher-order thinking problem that will challenge your higher-level students.
4th - 7th
Geometry, Math
Probability: Theoretical vs. Experimental
Scaffolded class notes, practice problems, independent practice, and homework all included.
Allows students to develop a deep understanding of the two different types of probability. Students will compare and contrast experimental results from tables, graphs and verbal descriptions with theoretical probability.
** Also see my individual lessons on calculating the two types of probability. **
You will need one coin for each group of students for this activity.
Answer Key for everything
5th - 7th
Math
CCSS
7.SP.C.6
Mean ~ Finding a missing data piece when given the mean/average
3 page worksheet to practice finding missing data points when given the mean/average.
Can be used as guided practice, independent practice and homework, or as an extension for kids that are ready to be pushed beyond just calculating the measures of center.
5th - 8th
Math
Theoretical Probability Guided Notes, Practice, and Application
This 2 page resource introduces students to theoretical probability as the ratio of favorable events to possible events. Students will complete guided notes, and answer questions that scaffold from basic to application. Answer Key is included.
Introduces students to:
- Theoretical Probability
- Probability as a fraction decimal, and percent
- Having students make inferences/predictions based of theoretical probability.
Answer Key included
If you are looking for a comprehensive resource fo
5th - 7th
Math
Integers and Absolute Value Packet
This 11 page packet introduced students to integers and absolute value. Students will explore what an integer is, integers and their opposites, comparing and ordering integers, and absolute value.
Includes:
-Graphic organizers
- Multiple choice questions
- Open-ended questions
- Reflection questions
- Guided notes
- basic to higher-order questions
5th - 7th
Math, Numbers
CCSS
6.NS.C.7
Multiplying Using an Array: MCC4.NBT.5
In this lesson, students will learn to multiply numbers using an array. Students will multiply one-digit by up to four digits, and two digit by two digit numbers.
Multiplying with arrays gives students a better understanding of the concept of multiplication, and of place values.
Models and manipulative materials can help make multiplication with integers more tangible. They provide a visual representation of the algorithms we use to perform these operations and help us see how the algorithms
4th
Math
CCSS
4.NBT.B.5
Area and Perimeter 2 day resource 4.MD.A.3
This is a two day lesson that teaches students to apply the area and perimeter formulas of a rectangle to answer real-world applications. The lessons scaffold from a basic understanding of the concepts to an advanced understanding.
Students will be given a variety of information about the rectangle, and asked to find all other measures using the given information. This lesson will build a deep understanding of the concept, and will meet the needs of all level learners.
An exit slip is inclu
4th - 7th
Geometry, Math
CCSS
4.MD.A.3
Understanding Bar Graphs
Quick 2 page review of analyzing data in bar graphs. Students are asked to calculate percents and compare categories in bar graphs. Answer Key Included
5th - 7th
Math
Fraction, Decimal, percent conversion
This is just a one-page worksheet in which students convert between fractions, decimals, and percents.
5th - 7th
Decimals, Fractions, Math
Multiplying Decimals - Teaching for Understanding
Build a deep understanding of multiplying multi-digit numbers and multi-digit decimals using this resource. Students will be exposed to several different strategies that will show them the meaning of what is actually happening when they perform the computation. Great for guided instruction.
5th - 7th
Math
CCSS
6.NS.B.3
Percent of a Number
Includes computation and application question. An example is provided at the top of the worksheet.
Great for homework or Independent practice.
5th - 7th
Math, Other (Math)
Representing Percents
Quick one-pager on converting between fractions, decimals, and percents. Students decide what percent of an object is shaded, and shade in a given percent.
5th - 7th
Math
Showing 1-14 of 14 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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