With a mix of in-person/virtual students and our first positive case of COVID at school on Friday, this seems like a good choice - at least I have a ton of video lessons already made. Over the summer, I decided that this would be a great year to try the flipped classroom model in two of my classes, Algebra 2 and Precalc Algebra. What is it and where does it occur? How could you tell what it is even if you hadn’t graphed? Tell whether your function has a minimum or maximum value.Show how to get your graph without using Desmos. Explain how to graph your function and make a graph of it using one of the three methods we discussed in class.Give the vertex and axis of symmetry for your function.One of these MUST be a stretch or shrink. Write an absolute value function which has at least two transformations from the parent function. Words to use in Round 2: Axis of symmetry, maximum value, minimum value, reflection across the x-axis Words you need to use in Round 1: Vertex, translation, stretch, shrink, reflection across the x-axis Method 3: Use what you know about lines – maybe add to video Is there anything you are unsure about? Can your partner help?ĭid the lottery outdoors with answers posted for each page so they check themselves.How do the inequalities determine what your graph of your function looks like?.Share and compare your Summarize #1with your partner.Try a classmate’s lava challenge from the lesson. Note to self: The first video in this lesson needs improved. Write an equation of a line that is: PERPENDICULAR to one passing through (-100, 200) and (-50, 350) AND ALSO passes through (100, 150).Ģ.1 – 2.3 Practice Day/ Quiz the following Day Does anyone have questions you can help each other with? Share an example the equations of two lines that are perpendicular. Share an example the equations of two lines that are parallel. If you are given the slope of a line and point it passes through, how do you write its equation? Did your partner have any important info included that you didn’t? Add a horizontal OR vertical line & give its domain and range Extra (optional) try-it problems & videos in some of the tougher lessons?įIRST, draft it out in Notability with your partner and make sure you agree.Replace more quizzes w/choice board and other projects.Instead of starting a new lesson/unit after a test, do a test-correction or team-building day?.2 Trig Unit (I did part of the Precalc Alg unit at the end of the year, but it’s not quite what I want) More video-free/exploration type lessons.Wider variety of in-class practice (more FlipGrid, mini-posters, sidewalk chalk, etc.).Be sure to include older topics in the practice.Potential things to work on and ideas for version 2.0 next year: I may try to do some additional notes later on them, but we’ll see. Here are links to my Desmos Collections of flipped lessons in case anyone would find them useful. I did my flipped lessons in Desmos and left students feedback every morning, which they said was very helpful (but did eat up my entire plan period, pretty much every day). On my course eval 65% said they liked flipped classroom better than a regular math class, 17% about the same, 17% not as well. About math! They liked doing practice during class where I could help them vs. There were a lot of things I like about the flipped classroom approach. In retrospect, I should probably NOT have tried to flip two classes at once, because even though I did my videos last summer there was a lot of early morning & weekend planning of practice activities and what was going to happen in class. I survived the year! I flipped two of my classes for the first time, which worked great for the craziness of mostly in-person students, sometimes quarantined students (over 50% at one point), and a handful of whole-year virtual students.
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