Blatant Mathematics

These are the slides I use to introduce correlation coefficient (informally) and using technology to generate a best fit line for data to my 9th grade Algebra 1 students. You can delete / customize / replace / or use as are the first few slides to your liking and/or district's preferred presentation style for teaching a lesson. The main item you are purchasing are slides 5-7 which show students step-by-step (with pictures) how to enter data and generate a best fit linear equation and correlation

A worksheet to be used pre-direct instruction so that students can explore vertex form of quadratic functions and discover attributes on their own.

Arrow diagrams Offering for free This helped several of my struggling students to slow down and think about what was happening in unraveling an equation to find a variable value. When I re-create this worksheet in the future, I want to consider alternate orientations of the arrows, perhaps UP and then DOWN, to better transition to more conventional showing of steps in solving multi-step equations.

2-way relative frequency tables < > Also includes segmented bar graphs < > Paragraph of information to fill out 2-way table and then convert to relative frequency < > Conditional relative frequency

Constructed Response style prompt Given 3 points, write a quadratic equation in standard form (ax^2 + bx + c) Answer a follow up question requiring interpreting x and y in the context of the problem scenario It's a "fake application" question (i.e., nobody is actually doing this calculation in the real world... but it feels like a real world connection and my students enjoy pondering through the follow up question) There are 4 versions of the problem included (same problem, different numbers) fo

4 versions (same problem, different numbers, different outcome to the scenario) Skill = give 3 x-y pairs, write a quadratic equation in standard form to match Context = archers shooting at a dragon... who deals the fatal blow?

4 versions (same problems, different #s) <> given a quadratic equation in vertex form, sketch a quick graph [expected to identify the vertex + one point to the right, one to the left in order to make a very rough sketch] x4 <> given a graph, write its quadratic equation in vertex form (x2) <> given a verbal scenario (including vertex + 1 other point) write its quadratic equation in vertex form (x1)

Imitations of 8 PA Keystone Exam Algebra 1 Constructed Response prompts. 4 versions of each

Partners follow a set of verbal prompts back and forth to "unwind" two step equations. Originally designed with ELLs in mind (to practice reading, speaking, and listening while simultaneously working out mathematical concepts). But all students can benefit from the exercises.

Google slides: There's a "how to" video link on the first slide if you want to use it for your students. Linear and quadratic equations written in f(x) = notation are given along with tables including x-values pre-selected. Students complete the tables, graph the points, and connect the dots. The first slide is partially completed for students (and the "how to" video demonstrates completing that slide entirely). This can be used as a "just need a day to myself" lesson. Students should already be

Created this for students to engage with during hour of code 2022. It's pretty simple entry level programming. I'm not asking them to do extensive thinking - mostly copying blocks of code that I used. But it does at least give the "feel" of being a video-game programmer and perhaps inspire students to explore and experiment further.

10 questions (mixed from module 2) similar to released items from Pennsylvania's Algebra 1 keystone multiple choice - to be used as a practice test and/or to discuss multiple choice strategies.

10 multiple choice questions covering mixed module 1 (Expressions, Equations, Inequalities) content from Pennsylvania's Algebra 1 Keystone Exam; to be used as a practice test or to review test taking strategies.

Begin with the provocative statement that it only costs $15 a day to be a millionaire by age 60. If that's really true, why don't more people do it? Instructions for students to follow in google sheets (or any similar spreadsheet program) in order to calculate 7% APR compound interest on investments into a Roth IRA over time. Part I: The set up Part II: The power of using formulas Part III: The cost of procrastination Part IV: Why $1 Million matters Teacher should expect to help debrief

Use with the whole class OR as an extension/enrichment activity for that kid that always finishes before everybody else and needs an extra challenge to keep them out of your hair. The user can follow these instructions step-by-step to build a program that calculates the mean of 8 numbers a user enters. Then there are follow-up challenges to "level-up" making the program more useful and/or extending into using similar ideas to calculate M.A.D. Note: some familiarity with scratch programming is as

6 exercises (2 inequalities, 2 equations, 2 scenario equations). All are of the type multi-step, with one variable in one position (i.e., no distributing nor combining of like terms required). 3 different versions (same problems different numbers). I find this inspires more student to student "can you show me how to get the answer to...." rather than "can I copy your answer"

Increase student voice in math by offloading what otherwise might be a lecture into students reading aloud. Build reading, listening, and speaking skills for ELs. References bar graphs, describes process for constructing a (rough) circle graph. Teacher should open class reviewing benchmark percents (25, 50, 75) and how they look within a circle so that students can use them to estimate sector sizes for other percents.

Helping to visualize the process of solving equations (and inequalities) with 1 variable in 1 position. Either use with all students as a formative task before teaching how to "unwind" equations or use with struggling students after presenting more traditional notations for solving equations and inequalities. Note that one of the exercises expects that students know "square root" as the opposite of "square." If your students are not ready for that, you can use that exercise to introduce those op

Read in 4 voices - lets you offload some of what might otherwise be lecture into student participation / student voice. This "reflection" reviews relation notation (function notation) and how it connects to x-y graphs (inputs and outputs).

If you're not familiar with read in 4 voices, it's a strategy for breaking up text that comes out of EL (english learner) classrooms, but it can be useful for all learners. Each member of a 4 person group reads the parts corresponding to their kind of type (plain text, bold, italics, underlined). Oscar's Journal entry is about other kids in his class complaining about the use of letters in math class and why he values using variables. I use it with my 9th grade students as a refresher to discus