# Posts tagged Algebra 2

22 results

## Why I Love Julie Reulbach and Desmos

Transformations is something I have worked at over the years to have a solid series of activities and notes to help students comprehend how they work. (Side note, maybe I ought to look back at my blog more often. I had forgotten I had put together a couple of these things.) We are in round 1 of transformations. I am working with F.BF.3, which reads Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. The learning target this time is: I can describe the transformation(s) that changed a graph of f(x) by replacing with f(x) + k, k f(x), f(kx), and f(x + k) for specific values of […]

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## Algebra 2 Learning Targets Revision

Well, I did it. For as long as I have been thinking about it (pretty much since I was told in April that I would be teaching Algebra 2), I finally took the learning targets for Algebra 2 and rearranged them (if you wish a little more detail, check out my recent blog post on what I’m changing this year). If you’re wondering what the inspiration was, head off to Jonathan Claydon‘s blog and read through his Pivot Algebra 2 posts. It wasn’t without struggle. I’m finally ready to hack my Alg2 curriculum to pieces & I find myself stalling. Doesn’t help that my computer chose to have probs now. — Lisa Henry (@lmhenry9) August 3, 2016 @stoodle I’ve taught Alg2 like 19 of my 24 years and mostly the same order / “way.” Really struggling with the final doing the change. — Lisa Henry (@lmhenry9) August 3, 2016 @stoodle And I can’t figure out why I’m struggling with putting it […]

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## Common Core and PARCC Combined Tables

You may have noticed a lack of posts here lately. It is for many reasons, many of which involve the busy-ness of being a mom of a 6th grader and a 3rd grader and a math teacher and other roles. But part of why involves a project I began in late October. I teach in Ohio, which is was (as of June 30, 2015) a PARCC Consortia state. When Common Core was first released in 2010, grades K through 8 had their own set of mathematics standards. There are 5 domains of standards at the high school level, but they are not arranged by course. In addition, as you read the standards, there is some overlap. An Appendix (A) was added with a suggested list of which standards should go with which course (Algebra 1, Geometry, Algebra 2 or Math 1, 2, or 3), but that’s as much guidance that has been given. So Ohio was involved with both consortia at the beginning. […]

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## (Lack of) Practice and the SBG Blues

State tests were 2 weeks ago. Spring Break is approaching. It must be time for students to start to get lazy… I gave my assessment today on graphing logarithmic functions and properties of logarithms. I gave 3 practice days in class – more than I had anticipated giving. We had an unexpected snow day on Friday, which is when I had originally planning on giving the assessment. As I was circulating around the classroom as students practiced on Wednesday and Thursday last week, it was obvious that students had not done a whole lot of practice. Two weeks ago was state test week so we were on a goofy schedule. I still taught. With the exception of the one practice set, I suspect that students didn’t do a whole lot of practice. I know they did one since there was time in class for them to work on it. My higher ability/motivated students did pretty well. They almost always do. […]

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## Properties of Logarithms Question

In Algebra 2, we are working on logarithms right now. I am pretty much sticking with what I did last year – I was pleased with the results and the students have continued to respond well. Mathy McMatherson’s post on sharing assessments caught my attention as I was catching up on GReader posts. Since I am getting ready to assess properties of logarithms, I thought I’d share a question I am considering. As I was teaching today and we were discussing the change of base formula, I was thinking about how it tied in with the properties of logarithms we did the day before. Traditionally, some of the problems give the student the value of a logarithm they don’t know (like log_2_3) and ask the student to approximate, say, log_2_12. So here’s my thought: Question Version 1a) Write log_5_200 as a sum or difference of logarithms.b) If you are given that log_5_8 = 1.2920, use the expression you wrote in […]

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## Noticing and Wondering

Tuesday evening, Max spoke at the Global Math Department meeting about Noticing and Wondering. He has spoken about this before at Twitter Math Camp and I was a bit intrigued about it then. When I saw he was speaking Tuesday night, I knew I had to be there. Now, I’ll be honest, this is NOT something I have done with my students. I have had the tendency to instruct without letting them do a whole lot of exploring. Part of it for me is that there is so much material to teach in Algebra 2 (and I am having to play catch up from Algebra 1) and part of it is my own comfort level. However, as I was thinking about my lesson on Friday about the Remainder and Factor Theorem, inspiration struck me on Wednesday. My Algebra 2 students were having an assessment on Thursday and there would be enough time afterwards for them to do a little noticing and […]

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## Polynomial Questions

Normally, I post questions like this to Twitter, but I need to use more than 140 characters to ask it. Please feel free to tweet me (@lmhenry9) your answers or post them in the comments. Thanks! We are starting the polynomial unit in Algebra 2. I have some students who have graphing calculators. We do not have BYOD and cell phones and i-devices are not permitted in school. I have four computers in my classroom. We do have a computer lab, but there are not enough computers for all of my students to have access at the same time. Some students have access to computers at home. My district has about 55-60% of its students on free or reduced lunches. I have students of many ability levels in my classroom. So, given that background knowledge… how would you deal with the graphing polynomials (and eventually exponential and logarithmic equations as well as rational and radical equations) with these students? Common […]

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I had blogged last Thursday that I thought my Algebra 2 students would do pretty well on their factoring assessment on Friday. Guess I shouldn’t count my chickens before they hatch… It’s not that they did badly, for they didn’t, but they didn’t do as well as I had hoped and expected. I really want them to have a solid factoring foundation as we proceed through the year. A couple of weeks ago, I had the opportunity to take the math placement test that many colleges use to decide where students place into college mathematics. One of the biggest things that struck me was how many problems used factoring as a part of the process in solving the problem. Now that I have seen that, I want to make sure my students have that solid foundation in factoring. I decided that I would hand back their assessments on Monday and then set them up into groups of 4 (and some […]

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## Transformations Unit

Last year, I shared the transformations matching cards I used with my Advanced Algebra 2 students. With teaching transformations for the first time to all Algebra 2 students, I have revamped my lesson and cards. Thanks are due to @druinok for her help in hashing out what I was doing with this unit. I’m working with F.BF.3: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. After discussions with both @druinok and our pre-calculus teacher, I decided to hold off on the f(kx) portion. @druinok shared that in her state, they don’t do the horizontal stretches and compression in Algebra 2 and our pre-calculus teacher said that until […]

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## Piecewise Functions

Piecewise functions have been something my students have always struggled with. They don’t always get they are taking parts of the function and graphing them on the same graph. They’d like to graph the whole graph of all functions on the same graph or they don’t have an idea where to get the points to graph. So, I am changing up piecewise functions this year based on some suggestions from the Math Twitterblogosphere. The first thing I did was introduce piecewise functions via Mathalicious‘ Domino Effect lesson. (shameless ad – I’ve met Karim and had wonderful conversation with him. He and his company are doing some great things to help teachers. It is worth the money to subscribe and have access to the lessons. Go check it out. I’ll wait. 🙂 ) I had used this at Hedge’s suggestion – she had used it in her Algebra 2 classes to introduce piecewise functions. On the second day, I adapted what […]

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