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I like the calculator and non-calculator examples. It's great to have a variety of examples that correlate to different sections of the AP exam.

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I used these worksheets last year but I liked to see how you put everything together for the lesson.  I definitely think it would be a good idea to come back and rewatch the lesson right before teaching it again.

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I used these worksheets last year but I liked to see how you put everything together for the lesson.  I definitely think it would be a good idea to come back and rewatch the lesson right before teaching it again.

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I think the multiple representations is so important. Often textbooks focus on the equation, but have few tables and graphs.

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I love the variety of types of questions in the Stations--calculator, non-calculator, algebraic, graphical

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I always like using both calculator and non-calculator examples.

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The reference chart on this set of notes/ worksheet is great! I have done this activity in my classroom before, but I use it as notes because there is a graphical question and a numeric representation as well.

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The reference chart on this set of notes/ worksheet is great! I have done this activity in my classroom before, but I use it as notes because there is a graphical question and a numeric representation as well.

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I really enjoyed this lesson. I liked the You see... You do... chart. Thinking about having students fill it in as was suggested. I, too, liked that calculator problems were included. My school just purchased the 84's, so I need to figure out how to use the key strokes presented. The store feature will save time.

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I also liked that non-calculator and calculator examples are used.

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I like the emphasis on teaching both the calculator and non-calculator forms of the question. My students are weaker at the calculator use and it is something I want to get better at this year.

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I need to make sure that my students know how to use the calculator for these questions. I can not assume that they have learned all of the necessary functions previously. I struggle with balancing this because my class is AP & CHS. The college we partner with has a very strict no calculator policy, so my students are actually used to not having the calculator and I almost have to force them to use it!

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I liked the idea of having the students get up and act out the motions. I feel this will help students to remember the rules better!

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I was very impressed with the graphical power of the Geogebra PVA graphs. It took me a few moments to wrap my head around it, and I *know* the relationships between each. Yet again, different representations help students (and us!) to make those connections.

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Use the PACER Beep Test PE running back & forth as an example of direction and position