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Common Core Standards

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Product Description

This Scavenger Hunt is a little different than most. Here the students are given a worksheet with a list of conics and some description, then they must find the appropriate equation. Some are easy -- given the vertex and focus. Some require more work and previously learned skills -- the center given as the intersection of two lines. The cards they match simply have the equation on them since all the questions are on the worksheet.

This can be used individually, in pairs, or in groups. I let my students decide. They love Scavenger Hunts and like that this one allows them to work alone or get help, and most can read the answers from their seats, so they don't have to get up and move around finding the correct answer. (They want speed; I want accuracy. This Scavenger Hunt works for both!)

Instructions for the Scavenger Hunt, the student worksheet, an answer worksheet, and the answer cards are all provided. As a bonus, I have also included a homework sheet that I use to review with my students and an example of the writing assignment I give after this scavenger hunt.

**If you want more fun ways to review important topics, try these:**

Scavenger Hunts

Fun PowerPoint Reviews

Relays

Tic Tac Toes

Partner Problems

Bingos

Common Core Standards:.

G-GPE 1. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

G-GPE 2. Derive the equation of a parabola given a focus and directrix.

G-GPE 3. Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.

G-GPE 3.1 Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola, and graph the equation.

Previous California Standard for Algebra 2:

16.0 Students demonstrate and explain how the geometry of the graph of a conic section (e.g., asymptotes, foci, eccentricity) depends on the coefficients of the quadratic equation representing it.

17.0 Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, students can use the method for completing the square to put the equation into standard form and can recognize whether the graph of the equation is a circle, ellipse, parabola, or hyperbola. Students can then graph the equation.

This can be used individually, in pairs, or in groups. I let my students decide. They love Scavenger Hunts and like that this one allows them to work alone or get help, and most can read the answers from their seats, so they don't have to get up and move around finding the correct answer. (They want speed; I want accuracy. This Scavenger Hunt works for both!)

Instructions for the Scavenger Hunt, the student worksheet, an answer worksheet, and the answer cards are all provided. As a bonus, I have also included a homework sheet that I use to review with my students and an example of the writing assignment I give after this scavenger hunt.

Scavenger Hunts

Fun PowerPoint Reviews

Relays

Tic Tac Toes

Partner Problems

Bingos

Common Core Standards:.

G-GPE 1. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

G-GPE 2. Derive the equation of a parabola given a focus and directrix.

G-GPE 3. Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.

G-GPE 3.1 Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola, and graph the equation.

Previous California Standard for Algebra 2:

16.0 Students demonstrate and explain how the geometry of the graph of a conic section (e.g., asymptotes, foci, eccentricity) depends on the coefficients of the quadratic equation representing it.

17.0 Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, students can use the method for completing the square to put the equation into standard form and can recognize whether the graph of the equation is a circle, ellipse, parabola, or hyperbola. Students can then graph the equation.

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