Brandon Bock

Students begin at any of the 7 stations, and add, subtract and multiply polynomials to answer each question. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and that answer will send them to the next station.

Students begin at any of the 6 stations, and factor or solve polynomials to do each problem. Zero product property is used for solving. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and that answer will send them to the next station.

Students match numbered slope-intercept form inequalities from their handout with lettered graphs, which can be posted around the room, based on shading up or shading down, positive vs. negative y-intercept, positive vs. negative slope, and line steepness.

Students will simplify exponents using the multiplication property of exponents, power-to-a-power property, and exponents of zero. There are NO fractions or negative exponents. This is a 5x5 BINGO card, where students will simply need to fill their cards with the numbers 1-24, which correspond to 24 pre-written answers on their BINGO cards (Plus a FREE space).

In pairs, students solve absolute value and compound inequalities. One partner works through column "A" of problems, and the other partner works through column "B". They will each have a different set of original inequalities, but their answers should be the same if their work is correct. The "A" and "B" partners compare after each inequality, and if their final result differs, they talk it out and decide who's right or wrong.

This worksheet is designed for students to practice using angle and segment axioms/postulates prior to starting actual proofs, so students have a solid grasp on how to justify each statement with a valid reason/axiom.

In pairs, students solve systems of equations by graphing, substitution and elimination. One partner works through column "A" of problems, and the other partner works through column "B". They will each have a different set of original equations, but their answers should be the same if their work is correct. The "A" and "B" partners compare after each system, and if their final result differs, they talk it out and decide who's right or wrong.

Students match numbered slope-intercept form equations from their handout with lettered graphs, which can be posted around the room based, on positive vs. negative y-intercept, positive vs. negative slope, and line steepness.

Students begin at any of the 6 stations, and solve quadratic equations by choosing whether to use square roots, zero product property, or the quadratic formula. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and that answer will send them to the next station.

Students will multiply sets of two binomials by "Foiling". This is a 5x5 BINGO card, where students will simply need to fill their cards with the numbers 1-24, which correspond to 24 pre-written answers on their BINGO cards (Plus a FREE space).

This interactive Geogebra file allows you to use a slider to choose the number of sides on the regular polygon from 3-12 sides. Then it allows you to manipulate side length using a slider. Lastly, you can use a slider to "unfold" the regular polygon into triangles to make a connection between triangle area formula and the regular polygon formula.

Students begin at any of the 6 stations, and solve systems of equations to complete each problem. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and that answer will send them to the next station.

Students begin at any of the 6 stations, and solve absolute value equations or proportions. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and that answer will send them to the next station.

Students begin at any of the 6 stations, and solve and graph inequalities to do each problem. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and that answer will send them to the next station.

Students begin at any of the 6 stations, and solve and graph inequalities to do each problem. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and that answer will send them to the next station.

In pairs, students solve Basic, compound, and absolute value inequalities. One partner works through column "A" of problems, and the other partner works through column "B". They will each have a different set of original inequalities, but their answers should be the same if their work is correct. The "A" and "B" partners compare after each inequality, and if their final result differs, they talk it out and decide who's right or wrong.

In pairs, students rewrite equations in slope-intercept form. One partner works through column "A" of problems, and the other partner works through column "B". They will each have a different set of original equations, but their resulting slope-intercept equations should be the same if their work is correct. The "A" and "B" partners compare after each equation, and if their final result differs, they talk it out and decide who's right or wrong.

Students begin at any of the 8 stations, and simplify radicals. There's 1 rationalizing the denominator problem, with a single root in the denominator. There are 2 problems where they add and subtract radicals, one of which already has like terms/roots. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and

Students begin at any of the 7 stations, and solve each equation. These stations include a couple problems will students will have to translate from verbal to algebraic, and then solve. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and that answer will send them to the next station.

Students begin at any of the 8 stations, and use exponent properties to do each problem. Although students can start anywhere, once they start, they will be sent through the following stations in a particular order based on their answers. For each problem, students will find the correct answer among other multiple choice options, and that answer will send them to the next station.