Welcome to my classroom.
I'm Jazmine Song, a maths teacher in Taipei. Everything in this room is something I built for my students.
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The hook for my Grade 11 Statistics summative. Students played interns at Netflix Taiwan, choosing a thumbnail for Night Study, a horror drama I invented for the task.
This is a digital adaptation of the in-class summative project.
Which one would make you press play?
Tap one to see what the data said.
Ms. ChenHead of Marketing
Ms. HuangSenior Designer
Mr. WuSocial Media
Mr. TsaiData Engineer
YOU
The studentStatistics intern
Authentic GRASPS assessment. Either thumbnail earns full marks if the evidence supports it.
To teach 30-60-90 triangles, each pair builds a different-sized triangle and adds it to one class table. Once the table fills up, students spot the pattern before I name it.
This is a digital adaptation of the in-class activity, where students build their triangles with colourful straws.
Honors Integrated Math II, Grade 9
long leg = short leg × √3hypotenuse = 2 × short leg
| Short | Long | Hyp. | Long ÷ short | Hyp. ÷ short |
|---|
Inquiry-based learning built on students' own data.
I build an interactive board for every lesson. This is part of my quadratic formula lesson: students come up, move the sliders and explain what the discriminant tells them.
positive → two real solutionszero → one real solutionnegative → no real solutions
y = x² − 2x − 3
b² − 4ac162 real solutions
Purposeful use of technology. A cover teacher can teach straight from the board.
Mrs. Song's Stats Arcade is a review game I built. Students answer stats questions to earn tokens, then spend them on arcade games like this one to win tickets. Several colleagues now use their own versions.
Mrs. Song's Stats Arcade
1 token0 tickets
Review students look forward to, and resources colleagues adopt. Open the full arcade
I grade by learning target, not by adding up points. And this is how I use AI to help me make informed, data-based decisions about my teaching: a tracker I built to keep track of every student's progress on every target, so I can see who needs what before the summative.
Formative, question 1
A girl in a sample of 20 is 168 cm tall. The mean is 160.0 cm and the SD is 4.8 cm. Find and interpret her percentile and her z-score.
Change how this student answered each part:
What the student sees
3/4Points: one number
2 + 1By target: shows what to work on
Clear feedback (like MYP criterion-related assessment) and reteaching based on evidence. Sample unit, 10 sample students.
I've taught maths for five years in the US and Taiwan. My family is settled in Taipei, and I'm looking for a school I can grow with. Outside class I sing, take photos and speak Spanish and Mandarin.
- 2026–Kang Chiao International School, Linkou. HIM II (Grade 9) and Statistics (Grades 11–12).
- 2023Taipei. Moved to Taiwan; online tutoring; co-founded MandoLearn graded readers.
- 2021ASU Prep Digital. Grades 6–8 maths, live online.
- 2019La Joya Community High School. Algebra 2, Grade 11.
- 2018Ninja Tutors, Arizona. Co-owned a maths tutoring centre.
M.Ed. Secondary Education (PGCE equivalent)Arizona certificate, Grades 6–12 MathematicsEnglish, Español, 中文
songjazmine@gmail.com
Thank you!
I'd love to meet you.
I'd be glad to teach a sample lesson and talk about how I'd bring this to your school.
songjazmine@gmail.com