Math Minds Marketplace

Students will use 3 variable systems of equations to determine which branch(es) of an electronics company should be shut down. Students will research 3 cities, solve systems, use revenue numbers and monthly expenses to eventually draw a conclusion as to which branch should close and which should remain open. Students will write a letter to their boss explaining their findings.

This is a self-checking review activity that I used with my students after teaching students how to factor by the GCF, difference of 2 squares, grouping and trinomials where the leading coefficient is 1. Students complete each problem and then look for their answer on the suspect/weapon/location list. When they find that answer, they put an X in the space next to it as it will not be a part of the final solution to our mystery. If you would like a Word document of this file so that you can edit

This is a self-checking review activity that I used with my students after teaching students how to factor trinomials when the leading coefficient is not 1. Students complete each problem and then look for their answer on the suspect/weapon/location list. When they find that answer, they put an X in the space next to it as it will not be a part of the final solution to our mystery. If you would like a Word document of this file so that you can edit the suspects to be teachers at your school, ple

This is a self-checking activity that I used with my students after teaching them how to solve literal equations for y. Students complete each problem and then look for their answer on the suspect/weapon/location list. When they find that answer, they put an X in the space next to it as it will not be a part of the final solution to our mystery. If you would like a Word document of this file so that you can edit the suspects to be teachers at your school, please email me after you purchase and I

Simplifying and verifying trig identities can be very difficult for some students! I created this activity that highlights many of the common mistakes I see from students when simplifying and verifying trig identities. The students need to identity the mistake(s) in each of the 9 problems, explain the mistake, and correct the work.

This is an activity that I completed with my resource room Algebra 2 class after learning about exponential growth and decay. It could easily be used in a CP Algebra 1 class as well. Students understand the math much better when they can connect it to something applicable to their lives and this activity does just that. Students begin by car shopping online to create their dream car. Then, they will figure out how much the car is worth after a certain amount of years based upon the decay ra

Students will use compound interest to determine if a college fund that was started for them as a baby will cover all of the expenses once it is time to go to college.

This is a self-checking activity that I used with my students after teaching them how to simplify expressions involving exponents using the multiplication rule, division rule, power to a power rule, and the zero exponent rule. There are no negative exponents in this activity. Students complete each problem and then look for their answer on the suspect/weapon/location list. When they find that answer, they put an X in the space next to it as it will not be a part of the final solution to our my

This activity will walk your students how to do important tasks while graphing on the TI-84+ calculator. It explains: How to adjust the window of the graph.How to find a zero of a function.How to find points of intersection between functions.How to find maximums and minimums of functions.How to color code functions on the TI-84+CEHow to turn functions on/off from appearing on the graph when multiple functions are typed into y1, y2, y3, ...After all of the explanations, there are 3 pages of pra

This is a review packet I gave my students after learning: Factoring Sum/Difference of CubesPolynomial Long DivisionSynthetic DivisionFully Factoring Higher Degree PolynomialsSolving Higher Degree Polynomial EquationsAfter this quiz, I will show students how to use the calculator to find zeros, but this packet gives them factors so they can break down the polynomial to factors. using synthetic/long division. My answer key is included.

Students will solve a murder mystery through the use of scatter plots.

This is a self-checking activity that I used with my students after teaching them how to multiply a monomial by a polynomial and FOIL. Students complete each problem and then look for their answer on the suspect/weapon/location list. When they find that answer, they put an X in the space next to it as it will not be a part of the final solution to our mystery. If you would like a Word document of this file so that you can edit the suspects to be teachers at your school, please email me after yo

This is an 18-question, self-checking review activity that I used with my students after introducing them to the basics of Rational Functions. Questions revolved around finding equations of asymptotes, the ordered pairs of x and y-intercepts, function behavior at vertical asymptotes, and determining whether or not a function will cross the horizontal asymptote. Slant asymptotes and holes are NOT included in this activity. When completing this activity, students complete each problem and then

Graphing rational functions requires a lot of knowledge. I give my students this step-by-step cheat sheet when they practicing, but they know they will not have access to this on an assessment. It walks the students through finding all parts of the graph (asymptotes, intercepts, holes, crossing the horizontal asymptote, vertical asymptote end behavior).

This is a self-checking activity that I used with my students after teaching students how to factor trinomials where the leading coefficient is 1. Students complete each problem and then look for their answer on the suspect/weapon/location list. When they find that answer, they put an X in the space next to it as it will not be a part of the final solution to our mystery. If you would like a Word document of this file so that you can edit the suspects to be teachers at your school, please email

I was having difficulty finding a practice on Graphing Rational Functions that had it all, so I made it myself. These 8 problems include holes, slant asymptotes, horizontal asymptotes, crossing the horizontal asymptote. So much fun! Solutions are included.

This review/practice activity allows students to work through problems regarding solving trig equations. This activity involves a calculator (there is one no calculator problem as well). Students are expected to have prior knowledge of factoring and taking the square root to be able to complete this circuit. The students work through the circuit by finding their answer listed under a different problem and that tells the students which problem to complete next. If their answer isn't listed, the

In my resource room Algebra II class, the students struggled greatly with literal equations and isolating y to obtain a linear equation in slope-intercept form. There is nothing fancy about this as it is handwritten by me since I wanted the activity created in a short time's notice, but each problem is solved INCORRECTLY and the students have to find the error, write a sentence describing the error, and correct it. This was very helpful for my students because it pointed out to them the consis

This is a self-checking review activity that I used with my students after teaching them how to use order of operations. Students complete each problem and then look for their answer on the suspect/weapon/location list. When they find that answer, they put an X in the space next to it as it will not be a part of the final solution to the mystery. If you would like a Word document of this file so that you can edit the suspects to be teachers at your school, please email me after you purchase and

This is a self-checking activity that I used with my students after teaching them how to solve one-step and multi-step equations. Some of these equations involve combining like terms, variables on both sides, and the distributive property. Students complete each problem and then look for their answer on the suspect/weapon/location list. When they find that answer, they put an X in the space next to it as it will not be a part of the final solution to our mystery.