Smits Docs

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 allows students to investigate a simple application of a linear equation. This investigation utilizes algebraic, numerical, graphical, and verbal representations of this application. It can be done in groups or individually, at home or in class.

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.

An interactive way for students to identify the slope given two points, identify the y-intercept, and find linear equations while identifying their own misconceptions. This activity also has two extension activities for students who are more advanced.

This is an exercise that helps Algebra 1 students actively attempt to simplify expressions using basic exponent properties. The students will choose 25 out of 35 answers and paste them on their BINGO boards. The teacher will cut out 35 questions in order to make cards. The cards are shuffled and pulled one at a time. The students will write the questions onto the corresponding answers on their BINGO boards. The first one to get 5 in a row (horizontally, vertically, or diagonally) wins.

This activity is meant for Algebra 1 students who have just learned about linear inequalities, boundary lines, and how to determine if ordered pairs are solutions graphically and algebraically. It has the students match linear inequalities separated in 4 categories: Graph, equation, table of solutions, and verbal descriptions. Using the rule of four, this activity helps students understand linear inequalities from all angles in a collaborative setting. I would laminate the cut outs so that th

This activity has equations and graphs posted around the room. Students (or groups) will start at one equation and seek out its graph. Each answer has a letter associated with it. The letters will spell out a location (or secret password). For students who finish early, there is an extension that allows students to reflect on their process and create their own problems.

This is an active exercise where various pages are posted up around the room. Students start at an expression and have to locate its factored form in the room. Each answer gives them a letter. When all problems are solved, the letters will spell out another room. In that room is another set of problems. This packet has 3 entire sets of problems. The problems span from pulling out a common factor to factoring simple trinomials (a=1). You can simply use one set of problems and have this exe

An interactive activity where students choose various slopes and place them onto a bingo board. They are then given 12 slopes and try to calculate slopes on their board until there is a winner. There is an extension for students who finish early that eludes to factorials.

This an activity for students to create their own graphic organizer for words associated with various operations. The students just need to cut out various words (and create a few of their own) and paste them on the map provided.

An interactive way for students to: categorize equations in slope/intercept form versus those that aren't, identify the most efficient way to get linear equations into slope/intercept form, and creatively consider alternate methods of attaining the same results.