Idempotent

Teachers frequently get questions from students who are very astute or just curious. A math question that seems simple may have a difficult answer or the answer may connect in unexpected ways to other ideas. This text aims to address commonly asked questions about the algebra curriculum that require expert knowledge to answer. Questions addressed: I don't understand the "machine" analogy for functions.Why does a function have to pass the vertical line test?How is a sequence different from a

After ten years of math class, many students have surprisingly not learned math, but they have learned to hate math. This is the opposite of what we want to happen. This activity is for all students, especially the ones who say they hate math and like art. Even though math is a form of art. I know, I know, just humor them . . . Students will learn to draw using the graphing calculator at www.geogebra.org and their knowledge of graph transformations. The instructions include simple examples

It is not always possible to know what a student has learned from previous math classes. This is particularly true if the school year has been disrupted or the student's learning has changed formats. Intervention specialists and special education teachers will find this diagnostic more useful than the standardized tests given to students every year by the state or district. Let's be honest, if you can figure out what a score of "low average" in "operations and algebraic thinking" on the NWEA

It is not always possible to know what a student has learned from previous math classes. This is particularly true if the school year has been disrupted or the student's learning has changed formats. Intervention specialists and special education teachers will find this diagnostic more useful than the standardized tests given to students every year by the state or district. Let's be honest, if you can figure out what a score of "low average" in "operations and algebraic thinking" on the NWEA

It is not always possible to know what a student has learned from previous math classes. This is particularly true if the school year has been disrupted or the student's learning has changed formats. Intervention specialists and special education teachers will find this diagnostic more useful than the standardized tests given to students every year by the state or district. Let's be honest, if you can figure out what a score of "low average" in "operations and algebraic thinking" on th

It is not always possible to know what a student has learned from previous math classes. This is particularly true if the school year has been disrupted or the student's learning has changed formats. Intervention specialists and special education teachers will find this diagnostic more useful than the standardized tests given to students every year by the state or district. Let's be honest, if you can figure out what a score of "low average" in "operations and algebraic thinking" on the NWEA

Self-executing lessons are ideal for sub-plans, as supplemental material for "flipped" classrooms, or for any teacher wanting to leverage their limited instructional time. The learning of basic notation and rules is accomplished via pattern recognition. Though they appear to be standard worksheets, self-executing lessons have an organizational structure distinguishing them from the random assortment of problems one typically finds in a worksheet. The concepts, examples, and exercises are caref

This module is intended for approximately three weeks of instruction. It teaches basic probability from the perspective of set notation as required by the CCSS. Students will learn and practice set notation for union, intersection, and complement. All of the knowledge that students have built regarding sets is translated into equivalent concepts in probability. The final week includes a connection with geometry in which students calculate probability from their knowledge of length, area, and

The purpose of the lab is to get students to practice calculating the slope between two points in a way that is less pointless and dull than a worksheet. The topic is difference quotients which is the first lesson in any calculus class, but can easily be taught in algebra. Students should be able to conjecture the power rule without learning the formalism of limits. They will practice using their calculator as a tool, pattern recognition, and making and checking predictions as part of the sci