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- "Algebra 1 Problem Pass Activities Bundle"DIGITAL AND PRINT: This bundle has Problem Pass activities to use throughout the year in Algebra 1. Each activity is aligned with Common Core Standards, TEKS, and VA SOL for Grade 8 and High School Algebra. Click the links above to view each activity. ***$96.60$138.00Save $41.40
DIGITAL AND PRINT: Six rounds include practice or review graphing absolute value functions. This activity includes identifying the vertex, the y-intercept and the x-intercept(s) of the graph.
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.
***DIGITAL COMPATIBLE: Through TpT Digital Activities, this product contains an INTERACTIVE PDF. Text boxes and instructions for online use are . You will be able to further annotate and customize it for your distance learning needs. Underlying content is not editable. Your students will complete the digital PDF and submit it to you for review via Google Classroom.
CCSS: 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.
CCSS: Analyze functions using different representations.
HSF.IF.C.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.
HSF.IF.C.7b Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
TEKS: Attributes of functions and their inverses.
MA.9-12.A2.2.A: Attributes of functions and their inverses. The student applies mathematical processes to understand that functions have distinct key attributes and understand the relationship between a function and its inverse. The student is expected to graph the functions f(x)=√x, f(x)=1/x, f(x)=x3 , f(x)= 3 √x, f(x)=bx , f(x)=|x|, and f(x)=logb (x) where b is 2, 10, and e, and, when applicable, analyze the key attributes such as domain, range, intercepts, symmetries, asymptotic behavior, and maximum and minimum given an interval.
VA SOL: Functions.
F.AII.6.b For absolute value, square root, cube root, rational, polynomial, exponential, and logarithmic functions, the student will: use knowledge of transformations to convert between equations and the corresponding graphs or functions.
Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 6 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:
• Six “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
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