Middle+School+Math

=Middle School Math=

I have taught math for grades 4-8, including algebra. I currently teach 6th grade basic math, 7th grade advanced Pre-Algebra, and 8th grade basic Pre-Algebra. For the current school year, I have used a combination of the Flipped Classroom Model and problem based learning.

For the Flipped Classroom Model, students complete the instructional part of class at home by watching videos, and work on problem solving in the classroom. This model allows for students to have more assistance when practicing new skills. Below are two sample videos that were created by me for use in my Pre-Algebra classes.

Combine Like Terms Video media type="custom" key="16790824" width="64" height="64" align="left"

Exponents Review

media type="custom" key="16790890" width="96" height="96" align="left"

Throughout the year, students have completed several PBL units. These have included fantasy football, March Madness, Snack Mix Development, and Integers Narratives. Below are links and sample student work for these projects.


 * Fantasy Football**- Students were managers fo their own teams, and selected players with a $40 million dollar salary cap. Each week, students submitted a lineup, and calculated their points for the week and cumulative totals, based on the performance of their lineup.

[|Student Resources]


 * March Madness**- Students were presented with historical data for the NCAA March Madness tournament. Students completed an online bracket. Throughout the project, students used a spreadsheet to write a formula to calculate the percentage of games won in the current season, the percent increase or decrease in number of wins between 2011 and 2012, and the percent of correct predictions they made on their brackets.

Sample Student Work


 * Snack Mix Development-** Pre-Algebra students are developing a snack mix. Students were randomly assigned to groups. Each group selected 6 ingredients, and created a survey for students in all grades to determine which ingredients would be most popular. The groups researched the price of ingredients, and used a spreadsheet to calculate unit cost per ounce. Using these two sets of data, the groups selected three ingredients to include in their snack mix. The groups determined the quantity of each item in their mixture to develop a 3.5 ounce serving. Using proportions, the studetns determined the quantitites of each item to make an 8 ounce serving, and a 10.5 ounce serving with the same proportions as their original. Each group had to submit their proposal and interview with me before their snack mix was approved.

After their snack mix is approved, students will create a package for the 3.5 ounce serving. Students will study volume and surface area, and construct their packaging using poster board. Students will also create all labels for their packaging, including logos, nutrition information, and a QR code to represent a UPC code. The QR code will link to a website that students will create in Google Sites, that will contain an advertisement for their product and their documentation for the lessons in this unit.

[|Student survey] [|Snack Mix Part 2 directions]