We have been working on “building” equations to solve for x , literal equations and an introduction to functions. After flooding my students with function notation, I decided we needed a day to practice. One of my favorite ways to let students practice is stations. I love station work because they allow students to move around the room AND work with different people all period. I let them pick their partners to start, and I put 2 sets of partners at each station. They can work with all of the people at their table. However, I strongly encourage them to work at their own pace. If they finish and want to move on, or want to stay longer it’s all ok. Students that work at about the same pace usually end up with each other. No students are bored waiting on others to finish, and I can spend time working with students who have question. I rove from station to station answer questions so I feel like I get to connect with individuals as I help them. It is a great day all around!
I still use the clear picture frames to display the problems, but now I put the answers online, so all students can easily see them and have them for later. This also allows students who may not finish (or who are absent) to access all of the questions and solutions later. Students can access the answers by scanning a QR code at each station. Many of my kids have a scan app, but I found out yesterday (from the students of course) that Snapchat has a QR reader. Here are my function stations. The QR codes will be active until the end of the 16-17 school year.
I’m so excited to start trig again in Algebra 2! We have a week long trig blitz where we review the trig ratios, inverses, special right triangles, and law of sines and cosines. Some students needed more one on one review than others.
So I decided to do a station activity to review the week. I love station activities, as everyone can work at their own pace, check their answers as they work, and get one on one help from me when they need it. Plus, they get to work individually and with other students and move around. I created booklets for them to do the work for each station. My students make one sheets at the end of each unit, so I put a blank one sheet template on the front of the booklet. This way, they could take extra notes as they worked the problems. It was pretty much a perfect teaching day!
Since they have studied all of these topics previously in Geometry, I wanted to push them a bit. We did the ambiguous case (ASS) last year with the Law of Sines. However this year, after the pre-calc teacher told me about using the law of cosines with an ASS triangle, I pushed my students to try it! Some of them preferred the law of sines, but many saw the benefit to using the law of cosines.
This year I introduced the law of cosines as an alternate (and optional) challenge. But next year, I am going to have them all use the law of sines to find a missing side of a 2 triangle ASS in order to frustrate them enough to BEG for a better way. I will do this as a group activity on the large white boards so they can fuss with each other about how crazy the problem in, then I will sneak around to the groups and quietly suggest a better way. Oh, teaching math can be so much fun!
Here are the stations I used. I created QR codes that sent the students to the answer sheets. Then I taped the codes to each station so students could check their answers as they went along. And here is the booklet. I wish I could do this everyday.