1. algII.png(NP) My pinterest site has a lot of cool activities, sites and resources for Algebra/math teachers - http://pinterest.com/napmath/
  2. (NP) Algebra Lab - the site is not flashy but there are a lot of good lessons that make connections to other curriculum, modeling, real world applications, graphing calculator lessons, and [[#|more]]. http://www.algebralab.org/directions.aspx
  3. (NP) Logarithms - Brief history and video with a link to another video. http://www.jamestanton.com/?p=553
  4. (NP) y = 2^x, binary trees, and doodling in math from Vi Hart -
  5. (NP) This is an amazing site for problems - Problem Attic - You pick the problems, it makes a worksheet and you can save or print them. The problems come from past Regents exams in NY and problems are grouped by math topic. Easy to use. Just create a free login and [[#|password]] and you're ready to go! http://www.problem-attic.com/ Read an overview at http://blog.algebra1teachers.com/2012/11/problemattic.html
  6. (GL) THOUGHTS ON TEACHING RATE OF CHANGE IN ALGEBRA II: Constant Rate of Change In this example, I demonstrate how when one sells something for a fixed price the rate of change is going to be the same. The farmer sells eggs at 50 cents a piece. I feel it will be important to show the students how for each egg sold, he gains another 50 cents. This is precisely was rate of change is.
      • Average Rate of Change
        • I also felt it was important for the students to understand that rate of change can also be used as a general estimator of how changes have been made over the course of time. For anybody (especially high school students) the improvement of our grades in school is a prime example of this. In this example, I decided I will show the students how the farmer's son's grades have gradually been increasing, and how the father wants to know roughly how well his son has progressed on each test over the course of the year.
      • Ultimately I hope that using these examples and having them [[#|work]] through them with me and with other on the board, they can gain a good understanding.
  7. (ES) LAW OF SINES - In order to make the Law of Sines more interesting for students, I created a worksheet with Mythbusters problems based on the Discovery Channel show Mythbusters. I gave students scenarios and they had to determine whether the scenario was a myth or whether the scenario was possible. This worksheet could be used in class as a group activity or it could be assigned as homework.
    • Having the students work on their own individual graphs, I was able to walk around the room and quickly scan to see which problems the students struggled with the most in which I should address the class, and then I also could notice the little mistakes that individuals were making that I could quickly fix with one-on-one attention.
  9. (ES)-MATHEMATICAL MODELING = The goal of this activity is to familiarize students with their graphing calculators and to help students to better understand mathematical modeling and its real life applications. I also want students to realize that mathematics and problem solving skills are important tools in solving the world's problems. For this lesson, I showed students an online article about mountain growth and its connection to global warming. I had students discuss this article, asking them their opinions on this issue and also asking them to predict what they think will happen in the future. Then, I gave students a modeling worksheet () based on the information discussed in the article. The worksheet asks students to create a scatter plot and prediction equation on mountain growth.
  10. (ES)-GRAPHING CALCULATOR TUTORIAL-For students who need help understanding how to graph scatter plots and calculate linear regressions on their calculators, this video is a great resource. It walks through all the steps necessary to calculate a linear regression. http://wikis.engrade.com/acpalg2/ch2day5
  11. (ES)-REAL LIFE APPLICATIONS OF MATHEMATICAL MODELING- http://biosport.ucdavis.edu/ is the website for the University of California Davis Sports Biomechanics Lab. This website includes articles and videos about Biomechanics research the lab is currently studying. For example, there is a really interesting article about bicycle research. This website can help students connect their interests in athletics to mathematics.
  12. (ES)-THE RELATIONSHIP BETWEEN LONG DIVISION AND SYNTHETIC DIVISION Khan Academy has a great video called, "Why Synthetic Division Works." This video not only helps students review the concepts of both long division and synthetic division, but it also helps students understand the connection between the two methods.
  13. (KR) - QUADRATIC FORMULA SUNG TO ROLLING IN THE DEEP BY ADELE Almost all students know the quadratic formula sung to the tune of "Pop Goes the Weasel". However, this YouTube Video adds a modern/contemporary flare to the classroom. Written by the teachers singing the song, each line has been changed to describe all the properties of quadratic equations (ie. standard form, quadratic formula, and discriminant). It really gets the students moving in their seats! http://www.youtube.com/watch?v=z6hCu0EPs-o
  14. (KR) - MATH-O! REVIEW GAME Students love review games for tests, however sometimes it is hard to keep everyone involved. MATH-O, a play off of the beloved game BINGO, allows the students to have a great time while also reviewing the necessary material! The attached SmartBoard covers Chapter 1: Equations and Inequalities.
  15. (GL) - MATRICES - As I taught Matrices to my students, I learned that it was very difficult explaining to them a real life reason for using them. For my Algebra II class, I chose to relate it to something they were familiar with: their football team. These extent of the lecture is outlined in the file below.
  16. (GL) - SYSTEMS - I found this very clever song/lecture on systems of equations. I like it because it covers all the ideas and applications of systems of equations in a short 5 minute video. This may even be a nice way to give students the idea of videos they can make for themselves! http://www.youtube.com/watch?v=Br7qn4yLf-I
  17. (GL) Here is another website I found that I really like. Though flashcards are not traditionally used to study for math, these sets are available for students to assist them when it come to studying vocabulary specifically. As someone who expects my students to understand math vocabulary, I could find this site very useful for the students I teach. http://quizlet.com/subject/algebra-ii/
    • Lesson 1 3-1 "Solving Systems of Equations by Graphing" - Using a movie clip from The Goonies relate the concept of "X marks the spot" for students to remember where the solution lies when graphing.
    • Lesson 2 3-2 Day 1 "Solving Systems of Equations Algebraically: Substitution" - Using a movie clip from Pirates of the Caribbean: The Curse of the Black Pearl relate the concept of substitution to William Turner switching places with Elizabeth aboard the Black Pearl. Share this clip with the students after their warm up and ask them how they think the clip relates to solving systems of equations using elimination to find the solution. Lead a discussion and have the students give their observations. Students should come to the conclusion that they replaced one another, aka he stood in as a substitution and they will do the same with the variables.
    • Lesson 3 3-2 Day 2"Solving Systems of Equations Algebraically: Elimination" - Using a movie clip from The Goonies relate the concept of walking the plank to elimination. Share this clip with the students after their warm up and ask them how they think the clip relates to solving systems of equations using elimination to find the solution. Lead a discussion and have the students give their observations. Students should come to the conclusion that people are forced to walk the plank in order to get rid of them, in elimination we want to make a variable "walk the plank" and get rid of it (eliminate it) in both equations.
    • Lesson 4 3-3 "Solving Systems of Inequalities" - Using a movie clip from National Treasure relate the concept of the Benjamin Franklin bifocals to finding the solutions to systems of inequalities. Share this clip with the students after their warm up and ask them how they think the clip relates to solving systems of inequalities by graphing and finding the solution. Lead a discussion and have the students give their observations. Note: Students may ask how this is pirate themed - you can tell them that the pirate themed slides were dealing with solving systems of equations but now that we are dealing with inequalities we are using a different topic. However, this is still dealing with finding the treasure, a common theme throughout all of the lessons. Students should come to the conclusion that the overlapping shaded regions would be the solution (just like the red and blue lens overlap to reveal the solution to the next treasure clue). Then when teaching, graph the lines with blue and red Smart Ink and refer each line back to the overlapping lenses analogy. The students will love the clip and the connection!
    • Lesson 5 3-1 to 3-3 Quiz Review "Treasure Hunt" - Using a movie clip from The Goonies open up the review day with a clip where the kids finally finding the treasure! (that is what they have been working at doing the whole week anyways!) Reward them upon completion with their own treasure!
    This matching game is a great closure to give at the end of "Solving Systems of Inequalities by Graphing". Instead of wasting useful class time to have students graph the two or more inequalities (which they should know how to do by this lesson fairly well), this game cuts the time in half and cuts right to the chase and allows students to discover the relationships between the written equation and the graphs presented (slope, y-intercepts, the effects of the inequality sign on the drawn line, the shaded region, |x| inequalities, parallel lines, etc.). The uploaded Smart Board has the needed graphs and equations (along with answer slides). All you have to do is print the graphs and equations off then glue/tape them to colorful construction paper! Create as many sets of cards depending on the amount of groups (3-5 members works best). Walk around the room and ask the students questions about the properties and how they found their matches. Then have them match it on the Smart Board slide of your lesson (attached above).