1. Open House
Mrs. Kamerer

2. About Me
Have loved math since I was in Kindergarten and earned my BS in mathematics.
Taught at Weber from 9/1998 – 6/2011.
Received NYS Master Teacher Designation for wanting to continue to evolve as an educator.
Educational Consultant for CC Geometry for NY State
Working toward National Board Certification
AP Calculus BC Reader for College Board
Married 20 years and have two sons, freshman and sophomore.
Teaching isn’t just my job; it’s my hobby too!

3. Conceptual Learning

4. Efficiency Matters

5. Curriculum Vectors Equations of Lines and Planes Surfaces
Cross Product and Dot Product
Partial Derivatives
Tangent and Normal Planes
Double and Triple Integrals
Vector Fields, Line Integrals, and Surface Integrals
Theorems: Greens, Stokes, and Divergence

6. Receive Texts using Remind
Students won’t have the ability to text me or one another. Remind will send out a text if you sign up for it to give you a positive message, reminder, or to inform you I’m sick, out for a personal day, or attending a conference. It’s set to one-way. I can only send messages out.
On one’s phone, text with the message: @6e82c7
Yes, parents may sign up as well.

7. Your Child May Not Know How to Study – Quote from Carol Dweck’s book, Mindset

8. Extra Help Every morning at 7:30 AM in the math office
Period 4-2, except E-day
Students must come knowing exactly what they need help with – this is in their own best interest – it helps them to develop the ability to know what they don’t know, which is the first step to learning
me at and I will try my best to get back to you asap!

9. My Philosophy
We are never too old to become good at something, BUT, it doesn’t just happen. We have to work hard to make it happen. – 10,000
There is better understanding when you have to explain the math to your partner and/or in writing.
Students need to understand the underlining concepts in order for math to stick.
Setbacks are an integral part to learning!!!
Leave your ego outside the door and know that you’re safe and welcome in my class.

10. AP Calculus BC Philosophy
To have the students have the rigor of a college calculus 2 class, but in a high school setting.
The free response questions are culminating and most are application based.
The reading and writing is at a high level.
Oftentimes, it’s not the calculus that is the obstacle, but rather recalling all of the previous math, embedded within the calculus problems.

11. Grading Transparency
90% exams, 10% assignments/participation/preparation
I round 94.5 to an A+ and all grades ending in 0.5 round up.
If a student ends up with an 89.4 and he/she feels they deserve the A, they must come see me and make a case for how they went above and beyond – coming for extra help, participating more than is to be expected, enriching class discussions – punch cards