Alaura Bailey

There are 10 stations for students go to during a class period. I would suggest 7 to 8 minutes be allotted for each station. The stations each include at least one word problem. Questions at the stations include solving linear equations by graphing, elimination, and substitution, determining which method is best for solving a given system, finding errors when solving a system, and graphing systems of linear inequalities.

Students are paired up for this activity. Each partner must solve a set of questions. The answer for each question number is the same for both partners but the problem is different. If a student gets a different answer then their partner, they must look at their work and their partner's work to determine where the mistake was made. This particular activity focuses on multiplying and dividing signed numbers.

Students are paired up for this activity. Each partner must solve a set of questions. The answer for each question number is the same for both partners but the problem is different. If a student gets a different answer then their partner, they must look at their work and their partner's work to determine where the mistake was made. This particular activity focuses on ordering and comparing integers.

This document has a detailed worked out example of defining the variable, writing an expression, and evaluating it for a given value. The example is followed by 5 word problems for students to attempt on their own.

Post all 15 questions around your classroom or hallway. Have each student or group of 2-3 students choose one problem to start at. After they have solved the question, have them search for their answer. When they find the answer, that is the next problem they solve. They continue this process until they return to their original question. This scavenger hunt includes writing and evaluating algebraic expressions.

There are 6 two-step inequalities that students will solve to be able to match the inequality to its graph. Or you could give students this worksheet as an opener to solving two-step inequalities where they must use what they know about solutions of inequalities to match the inequality to its graph (open dot verses closed dot. testing solutions from the graph, ect.).

This is similar to the game Connect Four. Students play in pairs The game board consists of a six by six table. Each box in the table has a problem inside. When it is a players turn, he/she must roll a pair of die to determine which box contains the problem they must solve. After solving the problem, they ask the moderator if their answer is correct. If it is correct they place their color marker on the box and it is now their opponent's turn. If their answer is incorrect, their opponent has the

Post all of the questions around your classroom or hallway. Have each student or group of 2-3 students choose one problem to start at. After they have solved the question, have them search for their answer. When they find the answer, that is the next problem they solve. They continue this process until they return to their original question. This scavenger hunt focuses on finding the zeros of quadratic functions by factoring or using the quadratic formula.

Students will solve several one-step inequalities by multiplication or division leading them to the conclusion that the sign of the inequality symbol must be reversed when multiplying or dividing by a negative number.

Students plot coordinates and connect the dots to create the picture of a snowman.

This is a document that compiles released smarter balanced test items into a teacher and student friendly format. It is designed in a way that teachers are able to print out and assign pages to students. After students have attempted the problems, the teacher can grade them as if they were a smarter balance scorer. Then if the teacher desires, they may go over the problem with their class. Scoring rubrics and sample top score responses are included.

This is a document that compiles released smarter balanced test items into a teacher and student friendly format. It is designed in a way that teachers are able to print out and assign pages to students. After students have attempted the problems, the teacher can grade them as if they were a smarter balance scorer. Then if the teacher desires, they may go over the problem with their class. Scoring rubrics and sample top score responses are included.

This document has students define family of functions, parent function, transformation, translation, reflection, and rotation. Then students graph two linear functions on the same coordinate plane and describe the transformation. From this, students will hopefully see how the equation of the function changes for each type of transformation. There are practice problems at the end for students to identify what transformation has occurred by looking at two equations and a graph.

Post all of the questions around your classroom or hallway. Have each student or group of 2-3 students choose one problem to start at. After they have solved the question, have them search for their answer. When they find the answer, that is the next problem they solve. They continue this process until they return to their original question. This scavenger hunt focuses on writing equations in point-slope form and then converting to slope-intercept form, but can be easily be adapted to writing eq

This is a document that compiles released smarter balanced test items into a teacher and student friendly format. It is designed in a way that teachers are able to print out and assign pages to students. After students have attempted the problems, the teacher can grade them as if they were a smarter balance scorer. Then if the teacher desires, they may go over the problem with their class. Scoring rubrics and sample top score responses are included

This is similar to the game Connect Four. Students play in pairs The game board consists of a six by six table. Each box in the table has a problem inside. When it is a players turn, he/she must roll a pair of die to determine which box contains the problem they must solve. After solving the problem, they ask the moderator if their answer is correct. If it is correct they place their color marker on the box and it is now their opponent's turn. If their answer is incorrect, their opponent has the

This document has a description of Polya's four step process for solving problems. It has a list of questions and methods that a student might use to solve a word problem. There is a worked out example using Polya's steps and an accompanying worksheet as a follow up to the reading. Then there are four word problems for students to solve using the steps and a writing prompt. These word problems use expression, equations, and proportions to solve them.

Students are paired up for this activity. Each partner must solve a set of questions. The answer for each question number is the same for both partners but the problem is different. If a student gets a different answer then their partner, they must look at their work and their partner's work to determine where the mistake was made. This particular activity focuses on transforming functions by translating, reflecting, stretching, and compressing.

Post all 15 questions around your classroom or hallway. Have each student or group of 2-3 sudents choose one problem to start at. After they have solved the question, have them search for their answer. When they find the answer, that is the next problem they solve. They continue this process until they return to their original question. This scavenger hunt includes simplifying, adding, subtracting, multiplying, and dividing rational expressions.

This game includes student instructions. It is just like the card game go fish, but students need to match up question and answer cards. This particular game focuses on adding and subtracting integers.