Algebra 2 Unit 2: Linear and Absolute Value Interactive Notebook

Unit 2: Linear and Absolute Value

pg 19-20 These handouts came from my Algebra II bestie Brooke Seals. We highlighted the definitions with the parts of the formula to match. Then practiced writing the formula and identifying the point and slope. On the RHP we practiced writing the equation from a graph.

pg 21 This foldable is a modified version from Sarah Hagan.

pg 22 I found this on the Internet somewhere, not a blog, but I can't find the original link.

pg 23 Piecewise functions page came from Mrs. Hester. Underneath this we made colored t-charts that helped us graph the functions.

pg 24 This practice part came once again from Brooke Seals where students continued to use color to evaluate and graph again.

Here are the files:

Trig Unit 4: Unit Circle Interactive Notebook

Unit 4: Unit Circle

pg 41 Our previous unit was right triangle trig so I used this same "flippable" to introduce the reciprocal functions so that students would see the connection. And at the top we drew how right triangle trig now transfers to the unit circle.

pg 42 I used the CamScanner app to take pictures of the textbook that we used for the RHP practice.

pg 42-43 Quadrantal angles followed nicely from reciprocal functions. These two page ideas came from here.

I let students make up their own mnemonic and they came up with All Students Talk Crap. lol

pg 45 This idea comes once again from the fabulous Shireen. We did reference triangles all the way around the unit circle. We drew degrees on the circle itself and wrote radians on each triangle. We use our special triangles index card from unit 1 to write the leg lengths.

pg 46 This is a modified worksheet sent to me by my trig mentor Meg Craig. On the inside we first went through and labeled the quadrant for each problem. Then we went through and labeled it positive or negative (I'll be switching step 2 and 3 next time). Then we determined the reference angle for each and used the chart on the outside to find the answer.

pg 47 The Unit Circle in all it's glory. We filled in all the degrees first. Then I taught them the hand trick to start filling in the ordered pairs. I think the radians were actually the hardest part. Over time we used the chart from page 46 (sin/cos/tan of 0-90 and the unit circle itself more than the hand trick to memorize the values.

Students figured out their own patterns to help them remember. My favorite was what they noticed for radians. In the second quadrant, it is one 'slice' away from halfway/180/pi. So the fractions are all one away from the denominator 2/3, 3/4, 5/6. In the third quadrant they are one over so 4/3, 5/4, 7/6. And in the fourth quadrant they are almost double/360/2pi so double the denominator minus one: 5/3, 7/4, and 11/6. Hooray for patterns!

They had to fill in the entire unit circle without a calculator for part one of their test. Part two they had to fill in the sin/cos/tan of 0-90 chart and then use that chart to find the exact values of other degrees/radians all without a calculator.

Here are the files:

Trig Unit 3: Trig Basics

Unit 3: Trig Basics

pg 33 We made our angles with a fastener and taped down the initial side so that we could move the terminal side around and demonstrate how it can go clockwise, counterclockwise, and more than one rotation.

pg 34 We color coded our examples with our red and green on the LHP signifying clockwise and counterclockwise.

pg 35 First we did this radian investigation modified from here. Then I used Shireen's awesome slices of pi idea to help students understand positive and negative angles related to radians and fractions.

pg 36 Students were given what is written in purple (again from Shireen) and had to fill in the missing pieces. We practiced drawing and these used their slices to determine the correct answers. I never told them how to convert.

pg 37-38 I hit reference angles really hard and broke it down as much as I could. It was tedious at the time but now students can do it in their head without any trouble. This is how I talked them through it so I just made it into a chart.

pg 39- 40 I used this graphic and listed the steps on the LHP. On the RHP they practiced the steps. We also did a lot of in class practice. I printed out a unit circle and put it in a page protector and we practiced over and over with dry erase markers. They liked the ordered pair problems much better.

Here are the files:

Triangle Inequality Skewers

Fun times in Geometry right? 

In the past I've done the Triangle Inequality Theorem with pipe cleaners and straws. Pipe cleaners = fail because student just bend them to make a triangle. Straws didn't work because 1) students cut them and 2) they are too wide.

I came up with bright idea of wooden skewers and did you know that in February I had to go to 4 different stores to find any? Random.

I used Sharpies to color code the different lengths and needle nose pliers >>>> scissors. 

I modified Mrs. Hester's INB page Creating Triangles to fit my lengths since she used AngLegs.

I gave students a post-it and asked them to measure each color first.

Then they arrange and filled in the chart.

A problem I always have is when the a + b equals the c. For example, the 2 inch, 3 inch, and 5 inch sticks. I always have half of the class argue that they make a triangle and half that say they do not. I even showed them how they fold down and make a straight line but some were still not convinced. So it ended up with me telling them this is the way it is even though their experience told them different.

Sad face.

Any suggestions? I guess I can attribute it to my lack of cutting skills and order some AngLegs for next year,

Unit Circle Art

I wanted my trig students to memorize the unit circle and the special angle trig values so what better way than to do something creative? I present to you my first ever unit circle art!

This is the rubric I used to grade them and they later taped into their INB.



P.S. This is not the thing that helped them memorize anything. But it was fun. Possibly more fun for me.