MINDmap MATH

Baseline Diagnostics Geometry Test 38-question assessment given in the beginning of a high school Geometry course to determine the baseline of the incoming students’ knowledge. This product contains: 1) regular A and B tests (for students moving at a regular pace) 2pgs. + KEY 2pgs.; 2) modified A and B test (simplified version of the regular)2 pgs. for classes with learning modifications + KEY 2 pgs. Questions are meant to assess the retention level of the middle school material and includ

Maze with 12 practice exercises on simplifying Products and Quotients of Powers (includes negative exponents). Allows work space within the puzzle. Key included. Good practice for Algebra and Remediation Classes . Boxes are labeled for convenient reference when the answers are compared. Attention! This product is repackaged for each holiday. If you already bought a puzzle from this store in the past, please, check the content to ensure that you do not already have it. Have Fun and Check my

HS Math puzzle maze: good practice for Algebra and Remediation Classes . Includes Key. Maze with 13 practice exercises with zero and negative powers. Allows work space within the puzzle. Attention! If you already bought the St. Valentine’s or St. Patrick’s Maze from my store (exercises with zero and negative powers), then you do not need this product, since it has exactly the same content. ------------------- Error Analysis--------------------------------- - Error Analysis activity: Linear Ine

First-Aid resource when you need to avoid busy work while being out: Relate your Substitute Teacher assignments to current class work; This activity has everything to help your students not waste a day. In This Product You Will Find: -Worked-out Example to help students with the strategy; -Reference table for Conversion and Formulas of Area and Perimeter; -10 Practice problems with plenty of space to show work; -Answer Key and Teacher’s Guide to see the problem distribution in terms of formulas

This activity is designed to help students identify (and avoid) common errors made when solving Linear Inequalities . It also gets students to work cooperatively. Students are given 7 situations, each with 2 suggested solutions. Only one of the answers is correct and differs from the other by a characteristic, that identifies a specific (single) rule (ex.: the sign indicates the upward shading vs. downward shading). Students need to identify that rule and communicate it in writing. This activity