StefBub
756 Followers
Ohio, United States
About the store
I have been teaching HS math since 2001. I have a Bachelor's degree in Secondary Math Ed and a Master's Degree in Technology in the Classroom.
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Proof Tips Foldable Notes
Students struggle with proofs for many reasons. Often, when given information, they do not know where start. Students need to think that if they are proving triangles are congruent, “how can I use SSS, SAS, ASA, or AAS”. If they are showing lines are parallel on a graph, “how can I use slope”, etc.
This resource can be used a variety of ways to help students determine where to go with the given information. Pages 3 & 4 can be given to students as a handout. Pages 5-8 are designed to be used
8th - 11th
Geometry, Math
CCSS
HSG-CO.C.9
, HSG-CO.C.10
, HSG-CO.C.11
Dilations: A Student Investigation
For this inquiry activity, students create their own design on a coordinate plane and use this design to explore properties of dilation. They will be asked to shrink and expand their design by a given scale factor, compare the coordinates of each design, and finally be given an opportunity to prove the properties of similarity and dilation on a coordinate plane. Students will use the distance formula to demonstrate corresponding sides are proportional and a protractor to demonstrate correspondi
7th - 10th
Fractions, Geometry, Math
CCSS
HSG-SRT.A.1
Also included in: Transformations Bundle
Highly Effective Strategy for Teaching Right Triangles - FREEBIE!
Give students a transparent tool to help them label triangles!
Students often have trouble labeling parts (such as x, 2x, a, b, c, opposite, adjacent, hypotenuse, etc) of triangles for Special Triangles, Pythagorean Theorem, and Trigonometry. To help my students do this correctly, I give each student a labeled triangle printed on transparency film.
Then when students are working on one of these types of problems, they line up their transparency with the problem on their paper. They line up
7th - 11th
Geometry, Other (Math), PreCalculus
How students spend their 168 hours/week - a circle graph activity
Students generate data on how they use their time in a week (168 hours) to create a circle graph. This activity is designed with several objectives in mind.
1) It can help students realize how and where they spend their time. This can be the springboard for time management conversations.
2) In this activity students are asked to calculate the percent of time they spend doing activities and to translate that into degrees of central angles.
3) This activity reinforces the use of a protractor,
6th - 9th
Algebra, Geometry, Statistics
CCSS
7.SP.A.1
, 7.RP.A.2
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About the store
Experience
I have been teaching HS math since 2001. I have a Bachelor's degree in Secondary Math Ed and a Master's Degree in Technology in the Classroom.
Teaching style
My philosophy of teaching is to find different ways for students to learn. I believe it is important to show students that math does apply to the "real world" and that yes, indeed, math can be fun.
Awards & shining teacher moments
Master Teacher 2012
My own education history
Bachelors Secondary Math Education BSEd
Masters Degree Technology in the Classroom
Additional biographical information
I enjoy trying new strategies with my students and 'trying' to keep up with them and technology in the classroom.
I have also started working with my mom to create TpT resources. She has been teaching in the elementary grades for over 40 years!
<a href="https://www.facebook.com/pages/Stefbubs-Classsroom/347424748778763?ref=bookmarks">Keep up with my new products on FACEBOOK!</a>
<a href="https://www.pinterest.com/stefbub/stefbub-teachers-pay-teachers-store/">Keep up with my new products on PINTEREST!</a>
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