Subject

Grade Levels

Resource Type

Common Core Standards

Product Rating

4.0

File Type

PDF (Acrobat) Document File

Be sure that you have an application to open this file type before downloading and/or purchasing.

1 MB|8 rounds

Share

Product Description

Eight rounds include practice or review classifying Linear, Absolute Value, Quadratic & Exponential functions from patterns in a table of values.

*****GET THIS PRODUCT AS PART OF A MONEY-SAVING BUNDLE*****

Algebra 1 Problem Pass Activities Bundle (37 Activities)

Students work with a partner while seated at their desks. They should write in their own notebook or on the blank Answer Sheet (included).

At the same time the first pair of students is working on Problem 1, the second pair works on Problem 2, the third pair works on Problem 3, etc. At the teacher’s signal, all students pass their problem in a specific direction. The students who started with Problem 2 should now pass it to the students who started with Problem 1, the students who started with Problem 3 pass it to the students who started with Problem 2, etc. The first pair of students starting with Problem 1 should deliver their finished problem to the last pair of students, or the teacher may prefer to deliver these each time. Students now flip over their new page to find the ANSWER to the problem they just finished.

Students continue to work problems in order, pass problems and check their answers on the back of the next problem page until they have completed all problems included in the activity.

It is important for the teacher to tell the entire class when to pass their first problem and to tell everyone where to look for the first answer on the back of their NEXT problem. After this first pass together, I’ve allowed students to work and pass problems at their own pace. Teachers may prefer to set a timer so all students pass their current problem to the next pair of students simultaneously.

This activity works well in the middle of a lesson while students are actively practicing a new skill or can be used as a review.

The answer key is built into the activity so students check for accuracy themselves.

**CCSS: Define, evaluate, and compare functions.**

8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

**CCSS: Use functions to model relationships between quantities.**

8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

**CCSS: Interpret functions that arise in applications in terms of the context.**

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.

**CCSS: Construct and compare linear, quadratic, and exponential models and solve problems.**

HSF.LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.

HSF.LE.A.1a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

HSF.LE.A.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

HSF.LE.A.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

**Teacher Setup:**

Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 8 back-to-back in the same plastic page protector; put Problem 2 and ANSWER Problem 1 back-to-back in another plastic page protector, Problem 3 and ANSWER Problem 2 together, etc. Prepare 2 or more complete sets of the activity to have enough pages for each pair of students in the class. Keep complete sets in order.

It is very important to hand out problems in numerical order so the page with the answer on the back follows its problem number. As you hand out problems in order, problem side up, tell each pair of students the direction they should pass their problem when finished. This direction may vary by row if you zig-zag or “snake�� up and down the rows of desks. The first pair of students starting with Problem 1 should deliver their finished problems to the last pair of students, or you may prefer to deliver these each time.

(Optional) Print enough copies of the blank Answer Sheet for each student to use as they work the problems. Another option is for students to write in their own notebooks.

**Included in the package:**

• Eight “Problem Pass” pages in two formats for two printing options

• Answer pages for students to self-check

• Blank answer sheet for students (optional)

• Answer Key for Teacher

**You might also like:**

• Classify Functions From Tables Problem Pass Activity (8 rounds)

• Linear or Non-Linear Quiz Quiz Trade Activity (36 cards)

• Classify Functions From Graphs and Equations Quiz Quiz Trade Activity (36 cards)

• Function or Not & Linear or Non-Linear Relay Activity (6 rounds)

• Graph Linear Equations Problems Pass Activity (12 problems)

• Linear Graphs Scavenger Hunt Activity (6 stations)

• Find Slope & Y-Intercept Sum It Up Activity (7 stations)

• Find Slope & Write Linear Equations Given Two Points Placemat Activities (2 activities)

• Rewrite Linear Equations Into Slope-Intercept Form & Standard Form Placemat Activities (2 activities)

• Point-Slope, Slope-Intercept & Standard Form Sum It Up Activity (8 stations)

• Parallel & Perpendicular Lines Sum It Up Activity (6 stations)

• Write Linear Equations From Context Problem Pass Activity (6 rounds

• Write Linear Equations In Context & Mixed Review Placemat Activities (2 activities)

**This purchase is for one teacher only.**

This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

Algebra 1 Problem Pass Activities Bundle (37 Activities)

Students work with a partner while seated at their desks. They should write in their own notebook or on the blank Answer Sheet (included).

At the same time the first pair of students is working on Problem 1, the second pair works on Problem 2, the third pair works on Problem 3, etc. At the teacher’s signal, all students pass their problem in a specific direction. The students who started with Problem 2 should now pass it to the students who started with Problem 1, the students who started with Problem 3 pass it to the students who started with Problem 2, etc. The first pair of students starting with Problem 1 should deliver their finished problem to the last pair of students, or the teacher may prefer to deliver these each time. Students now flip over their new page to find the ANSWER to the problem they just finished.

Students continue to work problems in order, pass problems and check their answers on the back of the next problem page until they have completed all problems included in the activity.

It is important for the teacher to tell the entire class when to pass their first problem and to tell everyone where to look for the first answer on the back of their NEXT problem. After this first pass together, I’ve allowed students to work and pass problems at their own pace. Teachers may prefer to set a timer so all students pass their current problem to the next pair of students simultaneously.

This activity works well in the middle of a lesson while students are actively practicing a new skill or can be used as a review.

The answer key is built into the activity so students check for accuracy themselves.

8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

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.LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.

HSF.LE.A.1a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

HSF.LE.A.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

HSF.LE.A.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 8 back-to-back in the same plastic page protector; put Problem 2 and ANSWER Problem 1 back-to-back in another plastic page protector, Problem 3 and ANSWER Problem 2 together, etc. Prepare 2 or more complete sets of the activity to have enough pages for each pair of students in the class. Keep complete sets in order.

It is very important to hand out problems in numerical order so the page with the answer on the back follows its problem number. As you hand out problems in order, problem side up, tell each pair of students the direction they should pass their problem when finished. This direction may vary by row if you zig-zag or “snake�� up and down the rows of desks. The first pair of students starting with Problem 1 should deliver their finished problems to the last pair of students, or you may prefer to deliver these each time.

(Optional) Print enough copies of the blank Answer Sheet for each student to use as they work the problems. Another option is for students to write in their own notebooks.

• Eight “Problem Pass” pages in two formats for two printing options

• Answer pages for students to self-check

• Blank answer sheet for students (optional)

• Answer Key for Teacher

• Classify Functions From Tables Problem Pass Activity (8 rounds)

• Linear or Non-Linear Quiz Quiz Trade Activity (36 cards)

• Classify Functions From Graphs and Equations Quiz Quiz Trade Activity (36 cards)

• Function or Not & Linear or Non-Linear Relay Activity (6 rounds)

• Graph Linear Equations Problems Pass Activity (12 problems)

• Linear Graphs Scavenger Hunt Activity (6 stations)

• Find Slope & Y-Intercept Sum It Up Activity (7 stations)

• Find Slope & Write Linear Equations Given Two Points Placemat Activities (2 activities)

• Rewrite Linear Equations Into Slope-Intercept Form & Standard Form Placemat Activities (2 activities)

• Point-Slope, Slope-Intercept & Standard Form Sum It Up Activity (8 stations)

• Parallel & Perpendicular Lines Sum It Up Activity (6 stations)

• Write Linear Equations From Context Problem Pass Activity (6 rounds

• Write Linear Equations In Context & Mixed Review Placemat Activities (2 activities)

This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

Total Pages

8 rounds

Answer Key

Included

Teaching Duration

N/A

158 Followers

Follow