Mid- and Post-Test and Other Resources

Mid-Test and Post-Test

The Mid-Test is created in a way that will display the level of the learner’s ability in three areas: Data and Scatterplots, Domain and Range, and Function Rules.

Scoring Guide

Use this rubric with the mid- and post-assessment to gauge a student’s skill level.

Interventions

Click a link to view intervention resources by topic.

Domain and Range Interventions

•  Online Practice – Short three minutes video explaining domain and range.  Practice problems included afterwards (from Khan Academy)
• Domain and Range Website – A list of links to different resources to help your students understand domain and range including a video, notes from Purple math and notes from cool math

Solving Quadratic Equations (Solis) Unit Introduction

In this lesson students will be introduced to parts of a quadratic function on a graph.  The teacher will have a discussion with students about quadratic functions and the different methods that will be used in this unit to solve quadratic equations.  The teacher will introduce a vocabulary foldable.

Lesson 1

Solving Quadratics by Factoring

This is a way for students to review trinomial factoring.  They will create a foldable to help organize their thinking and use it to recall process steps in factoring.  This foldable can be used as a guide throughout the unit.

Lesson 2

Day 2 Guided Practice/Independent Practice

Solving Quadratics by Graphing This lesson is a three step process.  The student will compare factoring, graphing the function without a calculator and finally graphing the function with a graphing calculator to check their work.   The teacher will guide the students through notes and then assign independent practice.

Lesson 3

Notes Solving Quadratics by Graphing

Day 1  without using a Calculator – Guided Practice & Independent Practice

Day 2 with a calculator – Same Guided Practice & Independent Practice w/cal.

Solving Quadratics by Completing the Square

In this lesson, the teacher will lead the student through a series of steps that explains the process for solving quadratics by completing the square.  The teacher will guide the students through several examples and then the student will work on several problems independently.

Notes on Solving Quadratics by Completing the Square

This lesson will show the student how to use the quadratic formula to solve quadratic equations by using the standard form of a quadratic equation.  The teacher will guide the students through notes and then assign independent practice.

Notes on Solving Quadratics by the Quadratic Formula

Putting It All Together This lesson is a lab activity that allows students to solve one quadratic equation with all methods.  The students will be asked a series of questions concerning their methods of solutions.

2.  LAB

Algebra I Test Bank and Resources

Algebra I Test Bank:

Algebra I Problem Bank  This problem bank contains 97 EOC formatted problems with a key at the end.

Algebra I STAAR Review This document contains two sets of review.

Algebra I EOC Reference Chart Here is the  chart to download for use with review questions.

Vocabulary:

Algebra I Vocabulary

More Algebra I Vocabulary

Tacos For Sale- by Manuel Castillo

This activity allows students to make connections through multiple representations, which is a key concept for Algebra students. In this activity, students are given a situation where they must find combinations of breakfast and lunch tacos that will use up all their money. In essence, these are Diophantine equations.

Timeline: 1 – 2 days

Instructional FocusMultiple Representations from Problem Situations, Linear Equations in Standard Form (Algebra 1)

Hook:

Driving QuestionHow many ways can I combine two unknowns with a set total?  How can I use this information to write an equation in Standard Form?

Challenge Brief: Jose and Saul have \$\$\$10 to spend on lunch tacos that cost \$\$\$2 and breakfast tacos that cost \$\$\$1 dollar, how many ways can you spend all your money without receiving change? All tacos, no change.  Can you think of an equation in standard form that fits this data?  (AX + BY = C).

Problem Requirements:

1. Begin by asking students in groups to find possible solutions if Breakfast Tacos (B) cost \$\$\$1 and Lunch Tacos (L) cost \$\$\$2 with \$\$\$10 to spend.
2. Ask students to make a table of values, keep a Total (T) on the table by the values.
3. Ask students to graph and guide them to find the pattern through both table and graph.
4. Students should come up with an equation.
5. Repeat with more difficult problems, ie change total or cost per tacos
Rubric and TEKS:
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TEKS:

(3)  Patterns, relationships, and algebraic thinking. The student identifies proportional or non-proportional linear relationships in problem situations and solves problems. The student is expected to:

(A)  compare and contrast proportional and non-proportional linear relationships

Algebra TEKS:

(1)  Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to:

(B)  gather and record data and use data sets to determine functional relationships between quantities;

(C)  describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations;

(D)  represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; and

(5)  Linear functions. The student understands that linear functions can be represented in different ways and translates among their various representations. The student is expected to:

(C)  use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.

(6)  Linear functions. The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. The student is expected to:

(A)  develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations;

(D)  graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‑intercept;

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Investigating Patterns (Aceves-Stapp)

This activity is from Springboard, I have taken the lesson and created a power-point and script to be used in collaborative groups of 4+.  I have also created templates that students can use to help guide them in the process of discovery and investigating their multiple representations of linear and non-linear data.

Investigating Patterns Investigating Patterns Power-Point

Investigating Patterns Script SPB: Activity 1.1: Check For Understanding Investigating Patterns Booklet

Pattern/Table Template

Table template 8

Vocabulary

Vocabulary Foldable

Investigating Patterns Activities Patterns Assignments

Investigating Patterns Assignment