I created this worksheet to help my students practice organizing data in three different ways. Given data in a Venn diagram, a story, a two-way table or a tree diagram--the students have to organize the data in the other ways that are not given. <br /> <br /> This worksheet includes 10 unique pages.

The students cut out the cards with the numbers, shuffle them up and draw two from the deck. Then write them down on and sort the factors just like in the example—factors that the numbers share in the middle oval, factors unique to each number in the large circles. Then calculate the LCM and the GCF for each pair of numbers. <br /> <br /> 6 pages

I break my students into pairs, have them cut out the squares and sort the expressions based on the headings Linear, Exponential and Quadratic. <br /> Then I have them glue their categories to a piece of colored paper. <br /> I choose the best looking ones and hang them on a bulletin board in my classroom.<br /> <br /> This activity is 2 pages long.

I break my students into pairs, have them cut out the squares and match the exponential function to the correct exponential graph. <br /> After they do this, I check their answers and then I have them glue their matches to a piece of colored paper. <br /> I choose the best looking ones and hang them on a bulletin board in my classroom.<br /> <br /> This Activity includes 2 pages.

I break my students into pairs, have them cut out the squares and sort the expressions based on the headings Linear, Exponential and Quadratic. <br /> <br /> Then I tell them to sort their Quadratics based upon Factored Form, Standard Form or Vertex Form. After they do this, I check their answers (there are a couple of linear expressions that look like factored quadratics that 90% of my students miss) and then I have them glue their categories to a piece of colored paper. I choose the best looking ones and hang them on a bulletin board in my classroom.

This is a matching activity. The students are given 6 of each of the following: table of values, absolute value functions, piecewise functions, and graphs. They have to make 6 matching sets (table of values, absolute value function, piecewise function and a graph). <br /> <br /> 4 pages total.<br /> <br /> Answer key is included.

Students have to match twelve cosine and sine functions with the proper graph and the proper table of values. <br /> <br /> This activity could be used as group work, at a center, as homework, or as individual class work. <br /> <br /> This activity is 5 pages long.<br /> <br /> Solution key is included.

I use these guided notes in conjunction with the Mathematics Vision Project Secondary Math 2 curriculum, Structures of Expressions (Module 2). <br /> <br /> Topics this covers are: vertex, standard and factored form of quadratics, factoring quadratics, completing the square to solve quadratics, finding the vertex, x and y-intercepts, the axis of symmetry of a parabola. <br /> <br /> I use this as a test review and then I use the document entitled Module 2 Test as the actual test. I give this to the students in my class to work in small groups to come up with the answers then I bring the whole class together and we work out the problems together to ensure they understand the concepts.<br /> <br /> Solution key included. 4 pages total.

This activity gives 6 scenarios of different people eating candy at a movie theater. The students need to match the way the students eat the candy with a graph, a table of values and descriptions (increasing, decreasing, no change).<br /> 7 pages. Solution key inlcuded

I use these guided notes in conjunction with the Mathematics Vision Project Secondary Math 1 curriculum, Getting Ready chapter 1 lesson 2. Topics this covers are: linear growth, rates of change, table of values, constructing a linear equation given a pattern, solving linear equations, graphing a line given a point and slope, graphing a line given slope intercept form. <br /> <br /> I have the students work in small groups or pairs and explore the linear pattern together. I give some direct instruction, but I leave it open for the students to work together to come up with an expression or equation that represents the table of values for the growing pattern. <br /> <br /> I have also used this worksheet (separated by examples) as a centers activity. Example 1 is the first center, Example 2 is the second center, etc.<br /> <br /> 4 pages. No solution key