Smits Docs

This is a project appropriate for Algebra 2 students after graphs, and equations of polynomials have been covered. It has students algebraically, graphically, numerically, and verbally apply polynomials to a real world situation involving packaging.

This is a project appropriate for Algebra 1 or Algebra 2 students. It allows students to be introduced to, or reaffirm their knowledge of, inverses through temperature measuring conversion equations. It is a great way for the students to understand inverse relationships graphically, algebraically, numerically, and verbally.

This is a great project either before or after you are introducing linear programming. It walks students through the process in a real world setting. This project is also good to do during or after class and is content suitable for Algebra 1 or Algebra 2.

This is an interactive project where students compile simple data and review mean, median, mode, and range. The project eludes to the need for absolute value or squaring when calculating deviation. The second half of the project has students try to informally develop a normal curve using group or classroom data. There is an extension that has students try to develop z-score (informally).

This project has the students determine which (of two) packaging models is most efficient in packaging a certain product for their school. It shows the students a real world use of rational functions and has them analyze those functions numerically and graphically. This is a good introduction to rational functions or as a method to help them solidify what they have already learned.

This is a project that takes the students through two variations of the same problem involving quadratics. It allows the students to apply quadratics to a real world situation utilizing algebraic, numerical, graphical, and verbal representations. It should be given to an Algebra 1 or Algebra 2 student who already knows how to solve and graph quadratics. Situation 1 is more suitable for an Algebra 1 students where Situation 2 is more advanced.

This activity should be given after the students have seen linear, absolute value, quadratic, polynomial, and radical graphs. It has the students match each functions graph, equation, table of values, and verbal description. Students who finish early can work on creating their own cube root graphs as an extension. This is a great activity that takes around 45 minutes. I think that it is best to group students homogeneously, but heterogeneous grouping is fine as well. I would laminate the cu

This exploration allows students to discover what various changes in the standard form of an absolute value equation will do to the graph. This should be used right before absolute value graphs and before graphic transformations have been taught. (ideal after an introductory unit for Algebra 2 as a post assessment)

This assignment was created in order to supplement topics that we felt our textbooks didn't cover adequately. This is an assignment that covers various aspects of polynomial graphs including: intercepts, end behavior, max/mins, domain/range, intervals of increasing/decreasing, transformations, and real/imaginary roots. It should be used after graphs of polynomials and their characteristics have been covered completely.

The textbook necessarily overcomplicates conic sections. For this reason, I created a quick reader friendly notes page that can help students identify how to determine the shape and orientation of a conic given its equation.

This is a quick and fun activity to give students on the first day of the exponentials unit. It allows them to investigate the numerical properties of an exponential and attempt to come up with an equation that describes those properties. Please feel free to change the picture and name for your own purposes! :-)

This is a fun and quick way for students to begin to understand exponential decay and the complex concepts behind horizontal asymptotes. It should be given after some instruction on exponential growth, but before decay is every mentioned.

This is a graphic organizer that not only shows students the thought process behind knowing when to use which method of factoring, but also provides them with examples on how to do so.

A graphical "road map" to when and how to use various methods of factoring including examples of each.