# data[].attributes.headline
Algebra I                                                             Students could look at the "real world" meanings that the slope and the y-intercept of a line can have, in context. In other words, given a "word problem" modeling something in the real world or an actual real-world linear model, what do the slope and intercept of the modeling equation stand for, in practical terms?        

# data[].attributes.subject
Algebra I                                                             Students could look at the "real world" meanings that the slope and the y-intercept of a line can have, in context. In other words, given a "word problem" modeling something in the real world or an actual real-world linear model, what do the slope and intercept of the modeling equation stand for, in practical terms?        

# data[].attributes.headline
Algebra 2: Transforming Quadratic Functions

# data[].attributes.subject
Algebra 2: Transforming Quadratic Functions

# data[].attributes.body
Students in groups will complete an assigned tasks. Each team will then present to the class. The presenters will defend their work as the class decides the tasks correctness of process, representation, and solution.

# data[].attributes.body
I am going to be teaching functions soon and I want to use the hold up cards for students to identify information about functions. The cards will say Sometimes, Always and Never. For example, I can present a sentence, equation or picture and they have to decide their answer and discuss it with their small groups.

# data[].attributes.body
Connecting Quadratic graphs with equations
Connecting standard form and vertex form
Connecting factored binomials with a multiplied trinomial (in standard form)
Using the sentence stems is great...
'I saw...so I connected.....'
'.....connects with ...... because......'

# data[].attributes.headline
Students will work in pairs and decide on each other's transformed Quadratic function. They should decide if their partner transformed the function correctly, then defend their reasoning. Lastly, they should reflect on their answers and share them with the class.

# data[].attributes.subject
Students will work in pairs and decide on each other's transformed Quadratic function. They should decide if their partner transformed the function correctly, then defend their reasoning. Lastly, they should reflect on their answers and share them with the class.

# data[].attributes.body
Using more hands on manipulatives and allowing them a choice in a topic where they then have to create a triangle using string and tacks on cardboard, and then show the math behind it justifying their angles add to 180 degrees, the exterior angle is the sum of the two remote angles, or they created an isosceles triangles.

# data[].attributes.headline
Algebra 2 - Complex solutions to Quadratics

# data[].attributes.subject
Algebra 2 - Complex solutions to Quadratics

# data[].attributes.body
In groups of 3, 1 student will solve problems with an intentional mistake. Their other 2 group members will analyze the work, decide upon the mistake and then discuss the work together and bring a resolution to the first student.

# data[].attributes.headline
Unit 3 Investigation 1 Lesson 5 Factoring Quadratics: Dr Coleman will put the solution on trial and have a student work as persecutor and another as defense attorney, have a mock trial to see if the solution is right or wrong

# data[].attributes.subject
Unit 3 Investigation 1 Lesson 5 Factoring Quadratics: Dr Coleman will put the solution on trial and have a student work as persecutor and another as defense attorney, have a mock trial to see if the solution is right or wrong

# data[].attributes.body
Mr. Doiny: I will be teaching "solving quadratics by factoring" I will give students some questions with solutions that have something wrong. Students will have to identify the "mistake" and how to correct it

# data[].attributes.body
Can create holdups for the different angle classifications for angles about two parallel lines cut by a transversal.

# data[].attributes.headline
There are maybe two main strategies. Four corners in an organizer work to train students to associate multiple choice letters with truth evaluations, allowing greater speed in other total response like literal movement around the room. These could be taped to student workbooks or binders so that students answer by orienting their paper.

# data[].attributes.subject
There are maybe two main strategies. Four corners in an organizer work to train students to associate multiple choice letters with truth evaluations, allowing greater speed in other total response like literal movement around the room. These could be taped to student workbooks or binders so that students answer by orienting their paper.

# data[].attributes.body
The second strong use is with individual examples crucial to the unit, such as a variety of quadratic graphs or equations. Students can answer by showing all the cards that have the characteristics, and the repeated use of core examples can help to anchor/scaffold discussion.

# data[].attributes.body
Introduce Quadratic Function. Give different graphs to students to decide which are quadratic functions.

# data[].attributes.body
Show a factored form of a quadratic expression and have students hold up "disagree or agree".

# data[].attributes.body
Using the math we are learning to connect it to a project that can be used as a sort of holiday/winter gift. This connects the vocab and learning they are doing on the paper to a more hands on and culturally relevant task.

# data[].attributes.body
Connecting linear function tables with their graphs, with their equation

# data[].attributes.body
End of Unit 3 : Solving Quadratics - Students choose a method to solve a particular quadratic and must defend WHY they chose that method (why it's the "best method").

# data[].attributes.body
I am going to use the hold up cards with trying to explain the concepts in Unit 2.  For example, differentiating whether two figures are congruent or not and why.

# data[].attributes.body
We can use the mathematical symbols for congruent segments, angles, etc. and have the students connect them to their meaning on diagrams and other pictures such as triangles, quadrilaterals, etc.

# data[].attributes.body
We can use hold ups for identifying equations that have 1 solution, no solution, or infinitely many solutions. We can also use them to have students say whether they agree or disagree with a solution to the equations.

# data[].attributes.body
While teaching the lessons on solving equations, students can hold up their answer choice of "no solution", "one solution", "infinite solutions"

# data[].attributes.headline
Teaching about factored vs slope intercept form. Could have students use this strategy to state if two equations (in different forms) are equivalent. 

# data[].attributes.subject
Teaching about factored vs slope intercept form. Could have students use this strategy to state if two equations (in different forms) are equivalent. 

# data[].attributes.body
Including this question in an exit ticket is a great way to incorporate this into our daily practice

# data[].attributes.body
Currently teaching factoring quadratics and completing the square, and it is extremely important to connect representations between graphs of quadratics, real-world scenarios, tables of values, the area method, and converting between standard and vertex form of a quadratic expression