Common Core

I work for Educational Testing Services writing SAT questions in Math and AP Calculus and AP Statistics as well as teacher licensing Exams and GRE questions since 2013. These questions are based on the Common Core Curriculum. I also help write the state curriculum for the state of Michigan in 2006. This curriculum was used to aid in the writing of the Common Core. I taught all Mathematics courses in for 40 years.

Algebra 1

Algebra I is not only a theoretical tool for analyzing and describing mathematical relationships, it is also a powerful tool for the mathematical modeling and solving of real-world problems. These problems can be found all around us: the workplace, the sciences, technology, engineering, and mathematics. It is expected that students entering Algebra are able to recognize and solve mathematical and real-world problems involving linear relationships and to make sense of and move fluently among the graphic, numeric, symbolic, and verbal representations of these patterns. Algebra builds on this increasingly generalized approach to the study of functions and representations by broadening the study of linear relationships to include; systems of equations with three unknowns, formalized function notation, and the development of bivariate data analysis topics such as linear regression and correlation. In addition, their knowledge of exponential and quadratic function families is extended and deepened with the inclusion of topics such as, rules of exponentiation (including rational exponents), and use of standard and vertex forms for quadratic equations. Students will also develop their knowledge of power (including roots, cubics, and quartics) and polynomial patterns of change and the applications they model. I have taught Algebra 1 and 2 for 40 years.

Algebra 2

The goal of Algebra II is to build upon the concepts taught in Algebra I and Geometry while adding new concepts to the students’ repertoire of mathematics. In Algebra I, students studied the concept of functions in various forms such as linear, quadratic, polynomial, and exponential. In Algebra II, students continue the study of exponential and logarithmic functions and further enlarge their catalog of function families. The topic of conic sections fuses algebra with geometry. Students will also extend their knowledge of sequences and iteration as well as univariate statistical applications. It is also the goal of this model to help students see the connections in the mathematics that they have already learned. I have taught Algebra II for over 40 years.

Geometry

The study of Geometry offers students the opportunity to develop skill in reasoning and formal proof. Additionally, it helps students to describe, analyze and recognize the underlying beauty in the structures that compose our World. Geometric thinking is a powerful tool for understanding and solving both mathematically beyond algebra, including analytical and spatial reasoning. Students will use techniques of ancient mathematicians as well as calculator and computer techniques for solving problems. I have taught geometry for over 40 years in High School and College and have written test question for the SAT.

Prealgebra

Prealgebra is not only a theoretical tool for analyzing and describing mathematical relationships, it is also a powerful tool for the mathematical modeling and solving of real-world problems. These problems can be found all around us: the workplace, the sciences, technology, engineering, and mathematics. It is expected that students entering Prealgebra are able to recognize and solve mathematical and real-world problems involving linear relationships and to make sense of and move fluently among the graphic, numeric, symbolic, and verbal representations of these patterns. Prealgebra builds on this increasingly generalized approach to the study of functions and representations by broadening the study of linear relationships to include; systems of equations with three unknowns, formalized function notation, and the development of bivariate data analysis topics such as linear regression and correlation. In addition, their knowledge of exponential and quadratic function families is extended and deepened with the inclusion of topics such as, rules of exponentiation (including rational exponents), and use of standard and vertex forms for quadratic equations. Students will also develop their knowledge of power (including roots, cubics, and quartics) and polynomial patterns of change and the applications they model. I have taught prealgebra for over 40 years and have written questions for MEAP and SAT.

SAT Math

I worked for 7 years fro Educational Testing Service, the organization that puts together the SAT and AP test as well as sponsors the GRE and PRAXIS. I have worked on, reviewed and written questions for all these tests.

Algebra 1

Algebra I is not only a theoretical tool for analyzing and describing mathematical relationships, it is also a powerful tool for the mathematical modeling and solving of real-world problems. These problems can be found all around us: the workplace, the sciences, technology, engineering, and mathematics. It is expected that students entering Algebra are able to recognize and solve mathematical and real-world problems involving linear relationships and to make sense of and move fluently among the graphic, numeric, symbolic, and verbal representations of these patterns. Algebra builds on this increasingly generalized approach to the study of functions and representations by broadening the study of linear relationships to include; systems of equations with three unknowns, formalized function notation, and the development of bivariate data analysis topics such as linear regression and correlation. In addition, their knowledge of exponential and quadratic function families is extended and deepened with the inclusion of topics such as, rules of exponentiation (including rational exponents), and use of standard and vertex forms for quadratic equations. Students will also develop their knowledge of power (including roots, cubics, and quartics) and polynomial patterns of change and the applications they model. I have taught Algebra 1 and 2 for 40 years.

Algebra 2

The goal of Algebra II is to build upon the concepts taught in Algebra I and Geometry while adding new concepts to the students’ repertoire of mathematics. In Algebra I, students studied the concept of functions in various forms such as linear, quadratic, polynomial, and exponential. In Algebra II, students continue the study of exponential and logarithmic functions and further enlarge their catalog of function families. The topic of conic sections fuses algebra with geometry. Students will also extend their knowledge of sequences and iteration as well as univariate statistical applications. It is also the goal of this model to help students see the connections in the mathematics that they have already learned. I have taught Algebra II for over 40 years.

Finite Math

I have taught ,Finite Mathematics at Kellogg Community College, Jackson Community College and Western Michigan University, and have tutored it for over 30 years. I now work for Educational Testing Service as an Assessment Specialist assembling test and writing questions that include Common Core and Finite Mathematics questions.

Geometry

The study of Geometry offers students the opportunity to develop skill in reasoning and formal proof. Additionally, it helps students to describe, analyze and recognize the underlying beauty in the structures that compose our World. Geometric thinking is a powerful tool for understanding and solving both mathematically beyond algebra, including analytical and spatial reasoning. Students will use techniques of ancient mathematicians as well as calculator and computer techniques for solving problems. I have taught geometry for over 40 years in High School and College and have written test question for the SAT.

Prealgebra

Prealgebra is not only a theoretical tool for analyzing and describing mathematical relationships, it is also a powerful tool for the mathematical modeling and solving of real-world problems. These problems can be found all around us: the workplace, the sciences, technology, engineering, and mathematics. It is expected that students entering Prealgebra are able to recognize and solve mathematical and real-world problems involving linear relationships and to make sense of and move fluently among the graphic, numeric, symbolic, and verbal representations of these patterns. Prealgebra builds on this increasingly generalized approach to the study of functions and representations by broadening the study of linear relationships to include; systems of equations with three unknowns, formalized function notation, and the development of bivariate data analysis topics such as linear regression and correlation. In addition, their knowledge of exponential and quadratic function families is extended and deepened with the inclusion of topics such as, rules of exponentiation (including rational exponents), and use of standard and vertex forms for quadratic equations. Students will also develop their knowledge of power (including roots, cubics, and quartics) and polynomial patterns of change and the applications they model. I have taught prealgebra for over 40 years and have written questions for MEAP and SAT.

SAT Math

I worked for 7 years fro Educational Testing Service, the organization that puts together the SAT and AP test as well as sponsors the GRE and PRAXIS. I have worked on, reviewed and written questions for all these tests.

Algebra 1

Algebra I is not only a theoretical tool for analyzing and describing mathematical relationships, it is also a powerful tool for the mathematical modeling and solving of real-world problems. These problems can be found all around us: the workplace, the sciences, technology, engineering, and mathematics. It is expected that students entering Algebra are able to recognize and solve mathematical and real-world problems involving linear relationships and to make sense of and move fluently among the graphic, numeric, symbolic, and verbal representations of these patterns. Algebra builds on this increasingly generalized approach to the study of functions and representations by broadening the study of linear relationships to include; systems of equations with three unknowns, formalized function notation, and the development of bivariate data analysis topics such as linear regression and correlation. In addition, their knowledge of exponential and quadratic function families is extended and deepened with the inclusion of topics such as, rules of exponentiation (including rational exponents), and use of standard and vertex forms for quadratic equations. Students will also develop their knowledge of power (including roots, cubics, and quartics) and polynomial patterns of change and the applications they model. I have taught Algebra 1 and 2 for 40 years.

Algebra 2

The goal of Algebra II is to build upon the concepts taught in Algebra I and Geometry while adding new concepts to the students’ repertoire of mathematics. In Algebra I, students studied the concept of functions in various forms such as linear, quadratic, polynomial, and exponential. In Algebra II, students continue the study of exponential and logarithmic functions and further enlarge their catalog of function families. The topic of conic sections fuses algebra with geometry. Students will also extend their knowledge of sequences and iteration as well as univariate statistical applications. It is also the goal of this model to help students see the connections in the mathematics that they have already learned. I have taught Algebra II for over 40 years.

Geometry

The study of Geometry offers students the opportunity to develop skill in reasoning and formal proof. Additionally, it helps students to describe, analyze and recognize the underlying beauty in the structures that compose our World. Geometric thinking is a powerful tool for understanding and solving both mathematically beyond algebra, including analytical and spatial reasoning. Students will use techniques of ancient mathematicians as well as calculator and computer techniques for solving problems. I have taught geometry for over 40 years in High School and College and have written test question for the SAT.

Prealgebra

Prealgebra is not only a theoretical tool for analyzing and describing mathematical relationships, it is also a powerful tool for the mathematical modeling and solving of real-world problems. These problems can be found all around us: the workplace, the sciences, technology, engineering, and mathematics. It is expected that students entering Prealgebra are able to recognize and solve mathematical and real-world problems involving linear relationships and to make sense of and move fluently among the graphic, numeric, symbolic, and verbal representations of these patterns. Prealgebra builds on this increasingly generalized approach to the study of functions and representations by broadening the study of linear relationships to include; systems of equations with three unknowns, formalized function notation, and the development of bivariate data analysis topics such as linear regression and correlation. In addition, their knowledge of exponential and quadratic function families is extended and deepened with the inclusion of topics such as, rules of exponentiation (including rational exponents), and use of standard and vertex forms for quadratic equations. Students will also develop their knowledge of power (including roots, cubics, and quartics) and polynomial patterns of change and the applications they model. I have taught prealgebra for over 40 years and have written questions for MEAP and SAT.

Algebra 1

Algebra I is not only a theoretical tool for analyzing and describing mathematical relationships, it is also a powerful tool for the mathematical modeling and solving of real-world problems. These problems can be found all around us: the workplace, the sciences, technology, engineering, and mathematics. It is expected that students entering Algebra are able to recognize and solve mathematical and real-world problems involving linear relationships and to make sense of and move fluently among the graphic, numeric, symbolic, and verbal representations of these patterns. Algebra builds on this increasingly generalized approach to the study of functions and representations by broadening the study of linear relationships to include; systems of equations with three unknowns, formalized function notation, and the development of bivariate data analysis topics such as linear regression and correlation. In addition, their knowledge of exponential and quadratic function families is extended and deepened with the inclusion of topics such as, rules of exponentiation (including rational exponents), and use of standard and vertex forms for quadratic equations. Students will also develop their knowledge of power (including roots, cubics, and quartics) and polynomial patterns of change and the applications they model. I have taught Algebra 1 and 2 for 40 years.

Algebra 2

The goal of Algebra II is to build upon the concepts taught in Algebra I and Geometry while adding new concepts to the students’ repertoire of mathematics. In Algebra I, students studied the concept of functions in various forms such as linear, quadratic, polynomial, and exponential. In Algebra II, students continue the study of exponential and logarithmic functions and further enlarge their catalog of function families. The topic of conic sections fuses algebra with geometry. Students will also extend their knowledge of sequences and iteration as well as univariate statistical applications. It is also the goal of this model to help students see the connections in the mathematics that they have already learned. I have taught Algebra II for over 40 years.

Geometry

The study of Geometry offers students the opportunity to develop skill in reasoning and formal proof. Additionally, it helps students to describe, analyze and recognize the underlying beauty in the structures that compose our World. Geometric thinking is a powerful tool for understanding and solving both mathematically beyond algebra, including analytical and spatial reasoning. Students will use techniques of ancient mathematicians as well as calculator and computer techniques for solving problems. I have taught geometry for over 40 years in High School and College and have written test question for the SAT.

SAT Math

I worked for 7 years fro Educational Testing Service, the organization that puts together the SAT and AP test as well as sponsors the GRE and PRAXIS. I have worked on, reviewed and written questions for all these tests.

Common Core

I work for Educational Testing Services writing SAT questions in Math and AP Calculus and AP Statistics as well as teacher licensing Exams and GRE questions since 2013. These questions are based on the Common Core Curriculum. I also help write the state curriculum for the state of Michigan in 2006. This curriculum was used to aid in the writing of the Common Core. I taught all Mathematics courses in for 40 years.

SAT Math

I worked for 7 years fro Educational Testing Service, the organization that puts together the SAT and AP test as well as sponsors the GRE and PRAXIS. I have worked on, reviewed and written questions for all these tests.