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.

In trying to bridge the gap between our textbooks and the AP Calculus expectations, I felt that another unit needed to be created. For this reason, I developed this "Intro. to Calc." unit that takes place directly after a short "prerequisites" unit and right before introducing actual differentiation rules. I felt as if concepts like tangent/secant lines went hand-in-hand with concepts like the Mean Value Theorem and could be introduced conceptually without getting bogged down in the mechanics

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).

In this project, an evil city is planning on destroying Nawfolk using a Tsunami simulator. It is up to the AP Calculus team to find the location of the simulator in order to save the city. This activity covers topics from accumulation to the FTC and is good to use as either a post AP test project, or practice for FRQ's

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 witty project has the students utilize a number of Calculus concepts such as: Riemann sums, over/under approximations, the FTC, accumulation, average value and average rate of change. It has the students analyze student reading abilities and see whether the new computer program geared towards helping students read is more effective than the famous English teacher Mrs. Kreat! This is great after the AP test, but would also be useful before hand in preparing for free response questions.

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 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 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 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 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

In trying to bridge the gap between our textbooks and the AP Calculus expectations, I felt that another unit needed to be created. For this reason, I developed this "Intro. to Calc." unit that takes place directly after a short "prerequisites" unit and right before introducing actual differentiation rules. I felt as if concepts like tangent/secant lines went hand-in-hand with concepts like the Mean Value Theorem and could be introduced conceptually without getting bogged down in the mechanics

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.

In trying to bridge the gap between our textbooks and the AP Calculus expectations, I felt that another unit needed to be created. For this reason, I developed this "Intro. to Calc." unit that takes place directly after a short "prerequisites" unit and right before introducing actual differentiation rules. I felt as if concepts like tangent/secant lines went hand-in-hand with concepts like the Mean Value Theorem and could be introduced conceptually without getting bogged down in the mechanics