*This is my attempt to ask for feedback. Algebra II is a new adventure for me. I taught it once before and I wasn’t exactly a teacher o’ the year candidate. So, I am offering my activities and ideas for your observation and feedback. Please do both. The more detailed, the better. It should go without saying, but this page is ALWAYS under construction*

*I am also running a trial of The ALG 2.0 @ PHS Blogging Community in which the students maintain a blog as a part of the course. This is an idea that I am definitely looking for continuous feedback on. This will be developing as the year progresses. *

*Update – November 2014 – This course will, for the time being, remain unfinished in its current state. During the development (and implementation) of this course, I was offered an opportunity that meant I would no longer be teaching Algebra II. If, at some point in the future, the opportunity arises to add more to this course, I will certainly do that. Until then, please feel free to make use of whatever you can and ask whatever questions you have.*

**Pregame – Unit 0**

3-Act Toothpicks – Excellent from Dan Meyer

Rectangle Area Problem – Also from Dan Meyer

**Unit 1 – Mathy Foundations and Linear Functions**

Handout 1 – Basic Numeracy Overview

Handout 2 – Exponents and Variables

Kahoot! Quiz – Basic Numeracy and Number Groups (Is Kahoot! new to you? Read about it here)

Handout 3 – Relations and Functions – Google Form to Gather Information For Handout 3

3-Act Super Stairs – Excellent by Dan Meyer

Handout 4 – Function Notation Pretest-ish Thing – Google Form to Assess Student Responses to Handout 4

Handout 5 – Function Graphing Refresher (as needed)

Handout 6 – Function Notation Refresher (as needed)

Handout 7 – Introduction to Transformation (and Desmos) (If you haven’t, explore http://www.desmos.com )

Handout 8 – Regular Polygons

Handout 9 –Linear Functions (Review) in One Handout

[I can’t post Handout 10 because it is almost completely problems from our textbook and related handouts, which means it is all copyrighted and I don’t have permission to distribute it. But I gave some problems relating to linear functions.]

Handout 11 – Tutorial – Regression Modelling on Desmos

Linear Functions Challenge – use with This Desmos Sheet (Thanks @Desmos for collaborating with me on this!)

Kahoot Quiz – Unit 1 Review Quiz

**Unit 2 – Quadratic Functions**

**Unit 3 – Polynomial Functions**

**Unit 4 – Exponential and Logarithmic Functions**

**Unit 5 – Rational and Radical Functions**

**Unit 6 – Function Properties and Attributes**

This work by Andrew Shauver – Ingham Intermediate School District is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Here is an activity I used last year for Algebra 2 when I was reviewing / re-teaching linear functions.

ALL KNOTTED UP – Day 1

Working together in your groups, complete the following tasks:

1. Decide what type of string or rope you would like to use. Grab a ruler and at least 30 cm of the string of your choice.

2. Measure your string to the nearest tenth of a centimeter. Record its measurement in the table below.

3. Tie a knot in the string. Then re-measure the string and again record your results. Pay close attention to precision.

4. Repeat step 3 until you have tied 10 knots. Be sure to re-measure the string each time you tie a knot.

# of Knots String Length (cm)

0

1

2

3

4

5

6

7

8

9

10

5. Create a poster that displays your data as a graph. Include the table of values of on your poster as well. These posters will be on display, so take pride in the poster you are creating. Be sure to label units on both the graph and on the table.

Questions (homework if not complete):

1) Looking at your graph and table of values, what trends do you see?

2) Is the data a function? Why or why not?

3) Suppose you were to tie three more knots in your string. How long do you think the string would measure? Explain how you arrived at your estimate.

4) How many knots do you think must be tied in your string in order so that your string is 10 cm long? Explain how you arrived at your estimate.

Exit Card Question #6:

Today we worked in groups. Explain what you did to help your group accomplish its task.

ALL KNOTTED UP – Day 2

Part 1: Walking tour

Observations:

Part 2: Calculators

Enter your table of values into the TI-Nspire calculator. (Lists & Spreadsheets page)

Create the scatterplot of the data. (Data and stats page)

Find linear function that models the data.

Make / validate predictions.

Exit Card Question #7:

Summarize the main mathematical concepts we learned about in the “All Knotted Up” activity. What connections did we make to what you already knew? Was there anything that was new to you? Did you think the TI-Nspire calculators helped you understand the main math concepts better?

(I’m looking for more than a few words; and don’t forget to use complete sentences!)

This looks pretty cool. A nice bit of perplexity, I’d imagine. Do you, by any chance, have any student work I could check out from this activity?