Leaps For Cauchy

Factoring when "a" is not 1. Using AC Method. Make sure to really stress the importance of creating an (organized) list of factors. This is really the only "tricky" part of this method, especially when ac is larger. A number like 120 is "large" but if student methodically generate the list of factors, it is easy. (start at 1 and 120, 2 and 60, 3 and 40, etc .... keep increasing by 1 each time. You know that you are "done" listing factor pairs when the two factors are really close together.

Factoring by grouping. Notes included. ***I do NOT teach the "guess and check" method of factoring. I do not find students to be successful with this method, and thus teach the "AC Method" to factor a trinomial - it is a simple process that students catch on to quickly. You must fully develop the concept of factory by grouping in order to use this method, hence why this is lesson 3. I find this to be a "natural" place to do factoring by grouping, anyway, since it follows directly on the con

Factoring trinomials whose leading coefficient (a) is 1. Notes included. I do not teach the "guess and check" method of factoring; students struggle with it because there is no process. The "AC method" uses a process/algorithm to easily factor a trinomial; it relies on the concept of factoring by grouping. 1. Multiply a and c 2. Find factors of "ac" that add up to "b" 3. Rewrite "bx" using the factors you found 4. Factor by grouping Because of this method, the only "new" thing between thi

Guided Notes (blank and filled in) and some worksheets (that aren't from the textbook) as well as answer keys to a unit on SOH-CAH-TOA. Also includes a review and a test, with keys! This is numbered using Chapters 7.5-7.7 of "Larson Geometry" - I did not upload the textbook worksheets, but my own created things.

Homework on segment bisectors & midpoints

Factoring out the GCF of a polynomial. Notes included.

Additional practice of factoring trinomials with the AC method.

Social media is taking over our students' lives, so why not try to incorporate it into the classroom? I made a series of signs using the icons from the reactions on Facebook. A banner to go above the signs is provided. My thinking was, if laminated, you could periodically poll the class (perhaps using a Google Form if your school uses Google Apps) to determine how students "react" to a certain lesson, then use a wet-erase marker to keep a running tally. Example: 5 Likes, 2 Loves, 7 Angry, et

Quiz, worth 41 points. Mirrors review (numbers changed)

Factoring when leading coefficient = 1. I usually use this as a graded classwork activity. After going over the previous lesson's homework, I give the rest of the period to practice this. The important thing is that they are understanding the "ac method" process. I usually give 2 points for each problem, so this is worth 30 points.

Practice re-writing equations in y = mx + b form. 1-4: examples 5-6: classwork/try on your own 7-15: homework

More practice graphing lines. Some equations must first be solved for y before graphing. I generally do a few in class and the rest are for homework.

I made this to challenge my Honors Geometry class - special right triangles involving solving a system of equations. Also great practice for radicals. Answer key included.

Homework on the segment addition postulate

Notes for solving two-step equations

Find the GCF of each polynomial. Notes included (last page)

Review for quiz on slope and graphing lines. Review is just like the actual quiz, just with different numbers.

Notes on graphing linear equations using the slope-intercept form of a line. Includes definitions, steps, and examples. KEY INCLUDED

solving equations quiz #1

Review for solving equations quiz #1