Anna Thomson

Cut the following puzzle pieces out. Reorganize the puzzle so that each equation is matched with its own solution. When the pieces are put together correctly it will be a 4 x 4 square, with the blank sides as the outside.

This is a dice activity that helps the students see the difference in theoretical and experimental probability.

Students are given 15 quadratic equation in vertex form and their 15 graphs. It is their job to match each equation with the correct graph. This can be done alone, in partners or in groups.

This is a stations activity that students can do to review basic information on functions. It covers, evaluating for a function, explicit and recursive sequences, identifying if a graph is a function, and domain and range. The answers from the previous station are on the back of the questions. There is also an answer sheet.

This includes four quadratic inequalities to graph. Each group needs four students. Each problem takes four steps to solve. One student in each group is in charge of completing one step. A student is to complete each step by the time they finish the four problems, meaning that one student can't do the same step in two different problems.

In this activity students research information for a fake road trip. They then use their information to calculate cost, time, etc using proportions.

Directions: Do you think that you can come up questions involving solving literal equations that can stump your peers? You and your partner’s goal is to come up with three equations that involve solving for a variable in a literal equation that you feel are difficult enough to stump the other students in the classroom. If you are the most successful in your class period, there is a prize waiting for you. There are other stipulations to help them come up with the problems. Answer sheet provi

The teacher needs to hang the equations and solutions in random order around the room. Hand out the answer sheet to each student. The student can pick anywhere to begin. They need to write where they start in the first solution spot. The student then solves the equation below it. Once they find the solution, then they need to go find it somewhere in the room. Once they locate it then they need to put that solution in the next spot on their answer sheet. They continue this process until they have