HSA-CED.A
Create equations that describe numbers or relationships.

HSA-CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

HSA-CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

HSA-CED.A.3
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

HSA-CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

HSA-REI.B.4
Solve quadratic equations in one variable.

HSA-REI.B.4.a
Use the method of completing the square to transform any quadratic equation in into an equation of the form that has the same solutions. Derive the quadratic formula from this form.

HSA-REI.B.4.b
Solve quadratic equations by inspection (e.g., for ), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as for real numbers and .

HSA-SSE.B
Write expressions in equivalent forms to solve problems.

HSA-SSE.B.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

HSA-SSE.B.3.a
Factor a quadratic expression to reveal the zeros of the function it defines.

HSA-SSE.B.3.b
Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.HSF-IF.B
Interpret functions that arise in applications in terms of the context.

HSF-IF.B.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

HSF-IF.B.5
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function gives the number of person-hours it takes to assemble engines in a factory, then the positive integers would be an appropriate domain for the function.

HSF-IF.B.6
Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

HSF-IF.C
Analyze functions using different representations.

HSF-IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

HSF-IF.C.7.a
Graph linear and quadratic functions and show intercepts, maxima, and minima.

Professional Experience:
I have been a math tutor for over 12 years and have worked with students from ages 5-25 in small group and academic settings including serving as a primary teacher for home educated learners. I have received training and tutoring certification/awards from nationally recognized organizations. I was a group supplemental instruction leader for math at the collegiate level for four years at ETSU including working with dual enrolled and accelerated learners. I have taught and tutored math up to a graduate level in algebra, geometry, probability, and quantitative reasoning. 
Academic Experience: 
Constructivism and Mathematics, Science, and Technology Education
	This graduate level online course for educators used practical examples and empirical research to connect the educational philosophy of constructivism to best practices in STEM education and demonstrated online teaching strategies for this endeavor. It highlighted the power of solving problems through building and applying understandings rather than rote processes which influences the problem-centered curriculum This class also addressed common misconceptions or alternative schemas students develop for math and science prior to instruction and provided ideas for experiments and explorations to adjust these conceptions. 
Math 1410 Numbers, Concepts, and Algebra for Math Teachers
      This in-person semester long coursed prepared students to teach common core mathematics to students in grades kindergarten through eight including early access to algebra. It included practical teaching experience, ensuring the personal math conceptual fluency of each educator, and demonstrating expertise on the Praxis math exam for educators. 
Math 1420: Logic, Problems, and Geometry for Math Teachers
      This in-person semester long course prepared teacher candidates to teach common core mathematics to students in grades kindergarten through eighth including advanced ideas of logic, problem solving, and geometry using a constructivist lens. 

Homework Offered
Students will complete one mathematical modeling project.
Assessments Offered
Students will receive regular written feedback. 
Grades Offered

The scope and sequence of this course is based on the open source Illustrative Mathematics curriculum and has been adapted for 2e, neurodiverse, and home-based learners. Illustrated Mathematics is licensed under a creative commons attribution license: https://creativecommons.org/licenses/by/4.0/
Pedagological Resources:
Gravemeijer, K. (2020). A socio-constructivist elaboration of realistic mathematics education. In National reflections on the Netherlands didactics of mathematics (pp. 217-233). Springer, Cham.
Vintere, A. (2018). A constructivist approach to the teaching of mathematics to boost competences needed for sustainable development. Rural Sustainability Research, 39(334), 1-7.
Briscoe, L., & Van Kesteren, J. (2018). THE ART OF MATH. Gazette-Ontario Association for Mathematics, 57(2), 21-24.