FREE Download

Assess the general quality of my work with this free download

MY FEATURED ITEMS

My Products

Six rounds include practice or review writing linear equations in slope-intercept form and standard form from word problems.
Students work with a partner while seated at their desks. They should write in their own notebook or on the blank Answer

Subjects:

Grades:

Types:

CCSS:

Seven stations include practice or review finding the slope and the y-intercept of linear functions from two given points, from graphs and from tables of values.
Students work in groups of three, labeling themselves Student A, Student B and

Subjects:

Grades:

Types:

CCSS:

Six rounds include practice graphing linear inequalities in two variables and writing linear inequalities from graphs.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as

Subjects:

Grades:

Types:

CCSS:

Six rounds include practice graphing linear functions by completing a table of values for each equation, plotting the ordered pairs / solutions and drawing a line through the points.
Separate students into groups of four and give each student

Subjects:

Grades:

Types:

CCSS:

Eight stations include practice or review identifying the point, slope, y-intercept and x-intercept of linear equations written in point-slope form, slope-intercept form and standard form.
Students work in groups of three, labeling themselves

Subjects:

Grades:

Types:

CCSS:

Four rounds include practice solving quadratic word problems in context with area problems and vertical motion problems.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as

Subjects:

Types:

CCSS:

Two placemat activities include practice adding, subtracting and multiplying polynomial expressions AND practice finding the area, perimeter and volume of geometric shapes using polynomial expressions.
With a partner, students work all four

Subjects:

Grades:

Types:

CCSS:

Six stations include practice writing linear equations of parallel lines and perpendicular lines AND using slope to determine if lines are parallel or perpendicular to each other.
Students work in groups of three, labeling themselves Student A,

Subjects:

Grades:

Types:

CCSS:

Two placemat activities include practice rewriting linear equations into slope-intercept form & into standard form.
With a partner, students solve all four equations on the placemat. After both students agree on the answers or solutions for

Subjects:

Grades:

Types:

CCSS:

Thirty cards include practice finding the slope of linear functions from graphs, including graphs of horizontal and vertical lines.
Half of the students stand shoulder-to-shoulder facing one direction. The other half of the students stand

Subjects:

Grades:

Types:

CCSS:

Three placemat activities include practice solving one-step, two-step and multi-step linear equations.
With a partner, students solve all four equations on the placemat. After both students agree on the answers or solutions for all problems on

Subjects:

Grades:

Types:

CCSS:

Twelve rounds include practice or review writing linear equations in slope-intercept form from tables of values, two points / ordered pairs and graphs.
Students work with a partner while seated at their desks. They should write in their own

Subjects:

Grades:

Types:

CCSS:

Six stations include practice or a review of linear graphs including x-intercept and y-intercept, equations in slope-intercept form and point-slope form, slope, and table of values.
This activity works best with one or two students at a time since

Subjects:

Grades:

Types:

CCSS:

Six rounds include practice or review writing systems of linear inequalities from graphs. Includes systems with two, three and four inequalities.
Students work with a partner while seated at their desks. They should write in their own notebook or

Subjects:

Grades:

Types:

CCSS:

Eight stations include practice or review solving systems of linear equations using the graphing method, the substitution method and the linear combinations or elimination method.
Students work in groups of three, labeling themselves Student A,

Subjects:

Grades:

Types:

CCSS:

Thirty cards include practice to identify the Initial Value, the Growth or Decay Factor, the Growth or Decay Rate and the Percent of Increase or Decrease of exponential functions from exponential equations.
Half of the students stand

Subjects:

Grades:

Types:

CCSS:

Six rounds include practice or review writing linear equations in slope-intercept form from a table of values. Includes vertical lines and function notation.
Separate students into groups of four and give each student their own copy of Round 1.

Subjects:

Grades:

Types:

CCSS:

Twelve rounds include practice or review graphing linear equations in Slope-Intercept Form, Point-Slope Form, Standard Form and special cases. Find the x-intercept and the y-intercept of each line.
Students work with a partner while seated at

Subjects:

Grades:

Types:

CCSS:

Six rounds include practice solving literal equations and formulas for a specified variable using inverse operations.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as

Subjects:

Grades:

Types:

CCSS:

Ask Debbie's Algebra Activities a question. They will receive an automated email and will return to answer you as soon as possible.
Please Login to ask your question.

TEACHING EXPERIENCE

My name is Debbie Veatch and I am a teacher. During fifteen years of teaching Algebra, I started with a traditional class format and successfully changed to the “flipped” class format. Initially, I was not sure how to start and wondered if all of the work involved would be worth the trouble. After enough research, I decided to give flipping a try, and I’m glad I did. Flipping my Algebra 1 class turned out to be even better than I had hoped and made me wonder why I had not flipped sooner! My students became fully engaged in class and were more successful than ever before on chapter tests and the state’s End of Course Exam. An added bonus was that I enjoyed teaching even more with the flipped model. Algebra became fun for all of us! My goal is to create relevant and helpful content that you can use in your Algebra 1 class whether you teach in the traditional way or flip your class.

MY TEACHING STYLE

In my flipped classroom, I included lots of fun activities to keep my students engaged and allowed them to practice their new Algebra skills. I found a good balance between large-group activities, small-group activities and individual activities to help my students master important Algebra skills in a variety of ways. I believe accuracy is important to success in Algebra, so I ensure that each activity allows students to check themselves or each other for accuracy and/or allows the teacher to quickly check students' work for accuracy.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

William Woods in Fulton, Missouri.

ADDITIONAL BIOGRAPHICAL INFORMATION

To help other teachers, I created a free video series for TpT about how I flipped my Algebra class. Please join me on my blog about Flipping Algebra here