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Description

This lesson is a quarterly review for the new Algebra curriculum. It covers three units within this curriculum. Each unit has three activities that may be used to review that unit.

The units covered are:

1. Parabolas
2. Quadratic - Linear Systems
3. Right Triangles

Website(s)

Omega Math: Graph Slope Intercept Method
Quia.com - Graphing Quiz
Right Triangle Trig - Solving for a Side
Right Triangle Trig - Solving for an Angle
Right Triangle Trig - Practice #1
Right Triangle Trig - Practice #2

Objectives

Through the interactive SMART Notebook lesson, the students will:

• Review the units covered during the second marking period
• Review & practice concepts on Parabolas
• Review & practice concepts on Systems of Linear-Quadratic Equations
• Review & practice concepts on Right Triangle Trigonometry

Duration

There are a total of 9 activities therefore approximately a two week period should be enough time.

These activities can be done all at the end of the marking period or after each unit is completed.

Materials

• Computer
• SMART Board
• LCD Projector
• Cyclic Review Notebook Lesson
• Access to the Internet

In attached Notebook Lesson & below

• Cyclic Review Lesson Notes
• Graphing by Table Method Worksheet
• Solving Systems Graphically Worksheet
• Solving Systems Algebraically Worksheet

Procedure

The following describes what each page contains and how to navigate through this lesson. The activities do not need to be done in any specific order.

• Page 1 – Title Page
Algebra 209 Cyclic Review for 2nd Marking Period
• Page 2 – Lesson Notes
Description of Lesson Click on Lesson Notes button to obtain description of each page
• Page 3 – Contents
This page lists the three units that this lesson covers. To review a unit, click on the unit and it will bring you to a page that contains the activities for that unit.
• Page 4 – Unit 5: Parabolas Activities
This page has three activities pertaining to the review of parabolas. The activities are multiple-choice questions, labeling a parabola and matching activity.
• Page 5 – Parabola Activity – Multiple Choice
This page contains the multiple-choice activity. There are 10 multiple-choice questions that pertain to a parabola and its characteristics.
• Page 6 – Parabola Activity – Labeling
This page contains the labeling activity. There is a picture of a parabola with arrows pointing to some of its parts. Students will try to match the given words with the parts labeled by dragging the word over to the diagram.
• Page 7 – Parabola Activity – Matching
This page contains 5 images. The images include pictures and an equation. Using the words in the lower right hand corner of the page, the students will drag the correct word that describes each given picture.
• Page 8 – Unit 6: Systems of Linear-Quadratic Equations Activities
This page contains three topics of activities pertaining to the review of linear-quadratic systems. The activities range from reviewing linear equations to solving linear-quadratic equations graphically and algebraically.
• Page 9 – Review of Linear Equations Activities
There are 4 activities that students can use to review linear equations. Click on the purple button in front of each activity. There are two activities on the standard form of a linear equation. There is an activity of graphing a linear equation by the table method and by the slope-intercept method.
• Page 10 – Standard Form – Activity #1
Students will state what m & b are and the teacher can reveal by clicking on the blue box. Given two equations, students will drag the appropriate number that represents m & b in those equations. Students will also write the two given equations in slope-intercept form and then drag their answers to check if they were correct.
• Page 11 – Standard Form – Activity #2
This page contains a key word match. The students will drag the correct word to its matching description.
• Page 12 – Graphing: Table Method
This page goes along with a worksheet. The students can use this page to create their tables and then graph the lines.
• Page 13 – Graphing: Slope-Intercept Form
On this page, the students will state what m & b stand for. Pull the tabs for directions on how to graph using this form. There is an internet activity in which the students have to write the equation in standard form and then plot the y-intercept and one other point. There is also a quiz on slope-intercept form through Quia.com.
• Page 14 – Solving Systems of Linear-Quadratic Equations Graphically
This page lists three steps to following when solving systems graphically. Click on each step to complete an activity on that step.
• Page 15 – Solving Graphically – STEP ONE
Determine which equation is linear or quadratic. The students will complete a category sort by sorting the given equations into the two categories of linear or quadratic.
• Page 16 – Solving Graphically – STEP TWO
This page comes with an attached worksheet that contains problems to solve graphically. The first problem is on the page. Use the graph paper to graph the problems.
• Page 17 – Solving Graphically – STEP THREE
Click on check your work tab for directions. Each pull tab has the equation with one of the points plugged in. Pull one at a time and have students plug into calculator to see if it checks out.
• Page 18 – Solving Systems of Linear-Quadratic Equations Algebraically
On this page, you will find a note reveal. Click on each number one at a time to reveal the steps in solving algebraically.
• Page 19 – Unit 7: Right Triangles
This page contains two activities pertaining the Pythagorean Theorem and Right Triangle Trigonometry.
• Page 20 – Pythagorean Theorem
On this page, you will find a flash program that will allow the students to investigate what happens to the hypotenuse when you change the lengths of the legs of a right triangle.
• Page 21 – Right Triangle Trigonometry
Students can label the sine, cosine & tangent of the angle given by dragging the words opposite, adjacent and hypotenuse to the triangle. There are also lessons & activities from www.regentsprep.org if you click on the buttons on the right.

Assessment

1. Students will be assessed on participation in the SMART Notebook lesson.
2. Students will be assessed on the three attached worksheets.
3. Final assessment will come after quarter examination is given.

SMART Board

This instructional content was intended for use with a SMART Board. The .xbk file below can only be opened with SMART Notebook software. To download this free software from the SMART Technologies website, please click here .

Cyclic Review.notebook

Support Materials

The following support materials were used during this lesson:

Cyclic Review: Lesson Notes

Graphing: Table Method Worksheet

Solving Systems Graphically Worksheet

Solving Systems Algebraically Worksheet

Related Academic Standards

New York State

6.NS.7.c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars.

6.NS.7.d Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

8.EE.8 Analyze and solve pairs of simultaneous linear equations.

8.EE.8.a Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

8.EE.8.b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

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