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Solving Systems of Equations by Graphing

I used the following foldable for solving systems of equations by graphing. Students really enjoyed it and seemed to understand the concept when I broke it down into the following three categories: systems with one solution; systems with no solution; and systems with infinite solutions.

After the foldable, we completed the following activity on Google Slides. Students had to solve each problem and place the picture on the coordinate. This activity was put in Schoology where I could see students progress as they were working. Some students decided to copy the slide 10 times so they could also graph the line on the slide. Overall, students really enjoyed it!

Overall, I feel that ALL of my students can easily solve systems of equations by graphing. We still do the "X-CITING MOVE" & "THE GREAT DIVIDE" so it helps students out a lot!

If you would like access to documents that I used, click here:

*NOTE: You will need to make your own copy of the Google Slides Activity since I turned it on "view only"

Determining Slope INB

I used these interactive notebook pages during my linear functions unit. Student's had a pretty good understanding of slope and did not need a lot of review.

First, we watched the "Adventures of Slope Dude" on YouTube to review the four different types of slope. We also went over this pinwheel that I created and taped it down in our notebooks. I did have students choose four different highlighters to highlight the graphs on the pinwheel. They used these colors throughout the lesson and highlighted them based on their chosen colors (this helped A LOT).

After we went over the different types of slopes, we went over the following foldable.  

Next, students worked on the following activity where they determined the slope from a table, two points, graph, and equation. After they determined the slope, students had to classify it as positive, negative, zero, or undefined. Students were engaged and on task during this entire activity!

Overall, I really enjoyed this lesson and will probably only make minor adjustments to it next year. So far, these are the interactive notebook pages that students have referenced back to the most this school year.

Here are the files that I used:

Point-Slope Form INB

I wanted to share my interactive notebook pages for Point-Slope Formula! I like the pages that I used and plan to use them again next year. After this lesson, it was evident that students are not a big fan of using the point-slope formula and would prefer to use slope-intercept form.

First, we went over the following graphic organizer and highlighted x1, y1, and slope. As a class, we went over student's common misconceptions on using the formula.

After the graphic organizer, we went over the foldable pictured below.

We completed a matching activity where students had to identify the equation in slope-intercept form and in point-slope form when given the slope and a point. Students approached this activity in different ways. About half of the students solved for 'y' once they figured out the equation in point-slope form and the other half just ignored the point-slope form and plugged the point and slope into slope-intercept form to get their other equation. 

Below is a picture of a student who chose to solve for 'y'.

For students who still did not understand point-slope form, I gave them a basic template (y - __ = ___ (x - ___)) and had them plug in their missing values. For some reason, students understood how to use the formula when I gave them the template and only had to use it several times before they quit using the template altogether. 

Does your district require you to teach point-slope form? 

Here are the files that I used if you teach point-slope form with your classes.

Standard to Slope Intercept Form

Converting equations from standard form to slope-intercept form is challenging for students in the beginning. So, I tried one of my colleagues approach this year and I ended up absolutely LOVING it! Students ended up catching on extremely fast and I'm so thankful that she shared this approach with the rest of the team.

First, she tells students that there are two steps in converting equations from standard form to slope-intercept form. The first step is the "X-CITING MOVE" (insert VERY EXCITING tone). We call it the "X-CITING MOVE" because we move the "x" to the other side by adding or subtracting. After several class periods, I also noted that several students actually "circled" the x value and drew an arrow to the other side to represent the "X-CITING MOVE".

Second, is the "GREAT DIVIDE" (insert dramatic tone) because we divide everything by the coefficient of y.

After we went over this graphic organizer, students completed a matching puzzle. Side note: it is easier for students to cut the right side out of the puzzle and leave the left side "intact."

 Students put both pages in their interactive notebooks. 

Overall, this was an EXCELLENT lesson and every student was able to understand the concept and complete the puzzle independently. 

Anyone else use the "X-CITING MOVE" and the "GREAT DIVIDE"?

Here is the file if you would like to use: 

Small Group Interventions (Pull Outs)

Part of my new job description includes pulling out students for small group interventions. At the beginning of the year, I was given a list of students who received interventions in middle school and needed extra assistance. I created the Progress Monitoring Form below in order to manage student data and used these forms to identify their testing scores for the previous two years.

I made it a point to get to know these kids during the fall semester so that I will be more successful reaching them during the pull out sessions in the spring semester. I am also analyzing each student's learning standard breakdown on each test to figure out how I am going to group students based on their challenges/strengths.

During the small group pull-outs, I am planning to create a cummulative folder of review material that they can access and practice. Of course, we are going to do more application based problems during these sessions but many of these students are lacking the skills needed to reach that higher level. Here is a sneak peek... 

I'm just not sure if I like it... I guess we will see once spring semester rolls around and I am pulling out these students! How does your school complete pull-out sessions with struggling students?