We Do Math

This is the BEST way to first learn to solve equations with variables on both sides. Students will use money (real or pretend coins) to find the value of a piece of candy. Students are engaged because: 1. There's candy. 2. They are solving problems hands-on without writing anything down. Students will finally represent the manipulative problems they did with actual equations. From that point on, they will be able to make a connection between an equation, and the real-life scenario of buying can

This is a 2-Day Lesson. This would take place towards the end of a unit involving the Pythagorean Theorem. Day 1: Arrange students in groups (8 groups, about 3 students per group). There are 8 challenging problems that all involve the Pythagorean Theorem, as well as other previous knowledge. Give the students 1 class period to work with their groups on all 8 problems. Alert the students early on that each group will present one problem on the board tomorrow. (Group #1 will present problem 1, Gro

This is a great jeopardy game for Christmas time. Can be used for all ages.

This worksheet introduces the process of defining variables, writing expressions, and identifying equivalent expressions. Constantly using a real-life scenario. Students will enjoy the challenge of writing an expression to represent each situation. Two students could have different looking expressions and they could both be correct. Students can complete pages 1-3 on their own, or the teacher can guide them. Good class discussions can occur when discussing how to define a variable, and how to pr

Students start with True/False questions that deal with a review of equivalent expressions. The next 3 pages are notes in which the teacher must guide the students. Students will learn for the first time what an inverse is, and why and what it means to do something on "both sides" of the equation. Explain that one-step equations can easily be solved mentally most of the time, but every equation, no matter how big, can be solved using inverses. These notes will take the majority of the class pe

This is a 4 page worksheet. On each page, the same problem is solved by using the Graphing, Substitution, and Elimination Methods. Work is shown, because whoever solved the problems only performed 1 out of the 3 methods correctly on each page. ============================================== Students must answer the following questions on each page: Which method resulting in the correct solution? a) Graphing b) Substitution c) Elimination Which method resulted in an incorrect solution? a) Graphin

This can be used as a review for any high school math class past Algebra 1. A good thing to do on the first week of school, or on a random day when you need a random math activity.

This quiz covers the topics of solving systems of equations by the graphing method and substitution method. Students will be required to: - identify when systems have one solution, no solution, and infinitely many solutions - solve an equation for y - solve systems by graphing - solve systems by substitution The quiz has 2 pages. An answer key is included. Page 1- Students match the system to its graph.- students may choose to isolate y in order to match- Students identify whether each system h

This problem can be used if you're looking for a really challenging problem. I don't like just handing out bonus points, so this is a problem I made up - if students get this correct, they definitely put in a lot of thought and work, and they deserve some bonus points. Students should already have a knowledge of solving equations with square roots, the Pythagorean Theorem, and how to find the area of circles, triangles, rectangles, and trapezoids. (I used 3.14 for pi in the answer key).

Contains 12 questions that apply to good teachers of any grade level and subject. Each question contains a scale from 1 to 5. (1 is strongly disagree, 5 is strongly agree)

For students bothered by a bunch of new math definitions, this is a great activity. Students will be given a real-life situation, and use objects instead of numbers and variables, before being introduced to the definitions of function, input, output, domain, and range. Students can explore this on their own, and then you can have a class discussion on pages 1-4. Then, the teacher will slowly guide students through the last 2 pages of the packet, as students are introduced to the definitions, and

This activity can be performed by students before they even know what probability means. A Random Number Generator will need to be used (use google). Students will then answer questions about the results of their experiment, along with the expected results. Then probability will be defined. If you want, you can organize the entire classes data in a spreadsheet.