2. Pick an identity Work with polynomials Find/Collect like terms Make a trinomial What is the GCF of your binomial? Multiply your terms What is your coefficient? Who is the leading term? Raise your card if you are the constant ETC…..

3. I like to Move it, Move it Get your students moving and learning—and loving it!

4. IN-FEAR-ior teaching Don’t teach in fear….the lesson you think might be a disaster could be your best one yet

5. Are you a winner? Defining a Linear/Quadratic Function Systems of Equations Graphing Linear Inequalities Reviewing Quadratic Functions

10. C:\Users\Eric\Desktop\Understanding my Brain.pptx

11. My Brain Hurts http://www.youtube.com/watch?v=EGdlpaWi3rc

12. The brain, not hormones, is to blame for the inexplicable behavior of teens. Short term memory increases by about thirty percent during adolescence. The activities teens invest their time and energy in influence what activities they’ll invest in as adults. Teens are ruled far more by their emotions than by logic.

13. Rhonda Marquardt Mariner High School Everett, WA Math Conference 2014 NOVELTY

14. The complex nature of teaching math is difficult to describe to someone not in the world of education……. http://www.youtube.com/watch?v=KdxEAt91D7k

15. Are you functional? Introducing Functions https://teacher.desmos.com/carnival https://teacher.desmos.com/carnival

16. Move it! Discovering Domain and Range with Human Graphs

17. Domain

18. Range

19. Linear: Discrete, finite

20. Linear: continuous, finite

21. Absolute Value: finite, discrete

22. “The adolescent brain really does want to learn more about the world we live in and less about the student who enters the classroom to collect the attendance, but it values novelty and unpredictability.” (Feinstein, p. 16) Novelty and surprise can be planned for any lesson or content! It gives the same release of dopamine, which brings pleasure, that many adolescents get from risky behavior or addictive habits.

23. Is my dog normal?! Standard Deviation

24. Standard Deviation of a small population

25. Dog Weight  What is an average dog weight? Which dogs are above average weight and which are below average weight?  First, we need to know what an average dog’s weight is.  Let’s use some different dogs that I know to see what an average weight is.

26. Charlotte and Buddy  Charlotte is an Australian Cattle Dog, she is small for her breed and weighs 34 pounds.  Buddy is a Vizsla, he is big for his breed and weighs 62 pounds.

27. Charlotte and friends  Charlotte: 34 pounds  Buddy: 62 pounds  Rosey (a Wheaton Terrier) weighs 25 pounds.  A Boxer she know weighs 60 pounds  A Dachshund she knows weighs 15 pounds  Norman, another ACD, weighs 50 pounds.  A Great Dane down the street weighs 120 lbs.

31. Make Marquardt a Loser! Solving Linear Inequalities

32. “Teenagers do not plot their unruliness; they are just trying to cope in a school run and designed by adults from an adult perspective.” (Feinstein, p. 16)

33. https://www.youtube.com/watch?v=OUGc15GPpH8 https://www.youtube.com/watch?v=uU3hpF7XLPghttps://www.youtube.com/watch?v=uU3hpF7XLPg

34. RESOURCES

35. https://www.youtube.com/watch?v=sYSvdXTCd50

36. Find your match Using matching activities to reinforce/introduce concepts

37. Memory Parallel and Perpendicular lines

38. Mix it up! Solving Equations

39. “Educators need to rethink the role of emotions and acknowledge emotions not just as a piece of life, but as a critical part of learning and memory.” “An educator’s time is better spent focusing on a student’s emotional feelings about the content. It’s difficult for content to override emotion.” “Until the student’s emotional disposition toward a topic changes, info has little chance of making it to memory.” (Feinstein, pgs.56-60)

40. The Danger of Flaming Hot Cheetos http://abcnews.go.com/Health/super-spicy-snacks-send-kids-emergency-room/story?id=20899643

41. “Using narratives to explain mathematical concepts resonates because it relates to the structure of stories that children have heard their whole lives. The presentation of the information is familiar, evokes positive memories, and is easy to follow. Studies show that information presented as stories rates as more interesting and has higher content recall than the same information presented in other types of text or verbal formats (Britton, 2008).” (Willis, p. 76)

42. Gossip about it Finding Slope

43. Thank you, Peru Greatest Common Multiple

44. Come visit me Multiplying polynomials Factoring

45. One at a time Simplifying Exponents

46. It wasn’t me!! Simplifying Radicals

47. Cartoon Allies

49. “A strong cerebellum is essential for efficient problem-solving skills and mental planning. Without regular physical activity, the teen brain gets the signal that the neurons in the cerebellum aren’t as important as neurons in other places and they are in danger of being pruned. Without a strong and healthy cerebellum, that multi-step math problem or essay is harder to do.” (Feinstein, p. 36) Boys have a 14% larger cerebellum than girls. Both benefit from movement, but boys love to be in motion.

50. Toddler or Teenager? Solving Absolute Value Equations and Inequalities

51. https://www.healthtap.com/topics/what-are-the-odds-of-two-different-colored-eyes

52. A walk through history… Classifying Numbers