Algebraic Proofs + Converting from standard form to slope-intercept form

This week in Algebra 1, we are doing stations. Our stations will involve Algebraic Proofs as well as converting from standard form to slope-intercept form. If you would like a copy of these stations, click here.

Station 1:  Algebraic Proof Envelopes

I’ve type statements and reasons for algebraic proofs. I will cut them apart and place them into an envelope. Students will place the steps/reasons in the appropriate order to complete the proof.


Station 2:  Algebraic Proof with Sleeves

Students will fill in the missing steps for proofs. They begin with only reasons missing. Then have steps and reasons. Finally, they have to write an entire proof on their own. They will have to complete the Algebraic proof envelopes first.


Station 3:  Bucket of Lies

This is an error analysis station. They will have to identify and correct my errors.


Station 4:  SAT Practice 

They will have to complete two practice SAT type questions.


Station 5: You Try It 

This is online practice through the website IXL.


Station 6: Write It 

This station involves writing in words how to convert from standard form to slope-intercept form.


If you would like a copy of these stations, please click here. I will share with you a 30-page pdf. It includes stations, directions and answer keys for each station.


What are your favorite activities to incorporate into stations?


sum it - a quadratic activity

Three FREE activities for Solving Equations

We begin the year with a review of solving equations and proportions.  When we are just doing non-contextual math and practicing skills, I love to play games. We have already done three activities (Head’s Up/Sum It/4 Quadrant Game/Match It/Sort It)


If you would like a copy of these three solving equations activities, click here. You can use these activities right away. I’ve provided both teacher/student directions along with the problems or vocabulary words I used.

Head’s Up Vocabulary (great for every unit) – students love this!

Description of Activity: One student will hold the vocabulary word to his/her head while the other students gives clues. Once they guess the word, they place it down and pick up another word. This continues until no word remains. Then they can shuffle words and switch roles.

  • Note: You can give a specific amount of time or have them play until all group members have done both roles (guesser/clue giver).

Teacher Directions:

  • Copy words onto different colored paper if possible.
    • Make enough copies for students to work in groups.
  • Give each pair of students one set of words.
    • Note: give groups of students next to each other different colors. When they drop a word, you will know which set it belongs to.
  • You can have each student go through all the words, or split the words in half.

Student Directions:

  • Decide who is going to start in each role.
    • Guesser
    • Clue giver
  • Guesser: Take a vocabulary word from your pile and hold it to your forehead. Don’t look at the word.
  • Clue Giver:  Give verbal or written clues until your partner guesses the correct word.
  • Continue your role until no words remain.
  • Switch roles then play again.

Sum IT Activity

Teacher Directions:

  • Place students into groups of 4.
  • Have students decide who is person A, who is person B, who is person C and who is person D.


Student Directions:

  • Solve the problem that corresponds to your letter for problem set #1
  • Add all of your solutions together.
  • Check your sum with your teacher.
  • Repeat previous three steps until you are finished with all problems.


Four Quadrant Game

Step 1: Take a large piece of paper, fold it in half and in half again. Then trace your lines with a dark marker to make the coordinate plane.

  • Note:  I added in an asymptote and a growth function; however, you don’t need these.

If you want the full game along with the other two activities, click now. 


Students will place equations with variables on both sides into different categories (no solution, one solution, infinite solutions).

Match It

Students solve equations with distributing and match their solutions to them. If you are worried about students guessing, you can have them solve all of the equations then give them solutions to match.


If you want a copy of all of these activities,


I hope you and your students enjoy THEM.  Please comment with any questions!


write a mathography

Math Journal – Write a mathography

write a mathography

Have students write a math a mathography; great icebreaker activity and great for working on growth mindset


To begin every school year, I have students write a mathography.  I want to learn thier history with math. When I taught my 105 minute daily Algebra block class, they brought a lot of baggage with them to my room every day. Most of them hated math and had a bad experience with learning it.

I spent time working on changing how they viewed math and their ability to learn it. I begin with these questions in paragraph 1:

Paragraph 1: I would like to know more about your history with math and you as a learner.  

  • Give three adjectives to describe math and explain why you chose them.
  • As you look back at your favorite math lesson, what were you doing?
  • Describe a great math class.
  • Describe a great math teacher.
  • How do you like to learn?
  • Is there anything I should know to help you be successful in this class?

When they were writing the paragraph above, I stressed that I didn’t want them to write what they thought I wanted to hear. If they used words such as hate, boring, etc., I wanted them to explain why those were their adjectives.

I used their back story to change their viewpoint on math. My goal by the end of the year was to make the class their favorite subject!


Want more activities to have students up and moving, join our mailing list: 


In addition to writing about their history with math, I wanted to learn more about their personal history.

Paragraph 2:  I would like to know more about your family.

  • How many people are in your family?  
  • Do you have any siblings? If yes, how old?
  • Do you have any pets?  If yes, what type and what are their names?
  • What was your favorite family vacation?
  • What are your favorite hobbies?

Paragraph 3:  I would like to know more about your passions.

  • What do you participate in outside of school?
  • What does your family do together for fun?
  • If you could spend time doing anything, what would you choose?

Before they began writing, we created a mapping diagram to help them organize their thoughts. In paragraph 1, we began by generating adjectives about math, then they gave a reason for their thoughts. They used this information to create their sentences for paragraph 1.

I’ve found created graphic organizers helped them write better.

Finally, I had them complete a rubric before they turned in their assignment. I do this with every writing assignment and project. I’ve found I receive higher quality work.



Began letter with  Dear  Yes No

Paragraph 1:

Addressed each bullet Yes No

Written in complete sentences Yes No

Appropriate grammar/spelling Yes No


Paragraph 2:

Addressed each bullet Yes No

Written in complete sentences Yes No

Appropriate grammar/spelling Yes No


Paragraph 3:

Addressed each bullet Yes No

Written in complete sentences Yes No

Appropriate grammar/spelling Yes No


Each Yes is worth 1 point and each No is worth 0 for a total of 10 points.



Grade out of           /10


Grade your paper using the rubric and staple this sheet to the top.

sing it, songs to teach math

Sing It – Using Songs to Teach math

Gain access to a collection of activities that work for any math content/level

Gain access to game/activities that work for any math content.

Check out my good-bye song. I will be performing for each of my classes. Warning before you watch, I CAN’T SING!



I created a mash-up of songs to say good-bye to my students.

I’ve used songs throughout the year:

  • When I taught domain and range from a number line, we sang to Beyonce’s Irreplaceable. This really helped understand negative versus positive infinity. We sang, “To the right, to the right, positive infinity is off to the right or To the left, to the left, negative infinity is off to the left.”
  • At Christmas, our math class participated in an ugly sweater party. I launched our holiday party by singing the famous Christmas classic, “Have yourself an Arithmetic Sequence.”
  • We are currently working on solving quadratic equations. I had students write their own song for the quadratic formula. First, we sang it to “Pop Goes the Weasel.” Then I played for them the following examples from YouTube.

One Direction:


Cup Song:


Get Low:


  • Next, students wrote and performed their own song about the quadratic formula. There were some great performances. My top two were a group who sang to Eminem, and their song began, “If you know the quadratic formula, please stand up, please stand up.” I also had one group sing to Dean Martin’s That’s Amore

As they were working on a quadratic math lib in class today, I heard many of them humming their songs to remember the formula.


If you would like more activities such as this one, please join our mailing list. We send out a weekly engagement activity. Click now to access our active math resource library:


Head’s Up Vocabulary

Warning - Your students will want to play this again and again! Do you want more game ideas? Click on the image:

Gain access to game/activities that work for any math content.


  • Type out vocabulary words for current unit, one per page.
  • Copy enough for each group of two students to have a copy.
  • You can have the students split their vocabulary list. I could hold the words up first and my partner can give me clues. Once I am out of words, we switch roles. Otherwise, you can have each student do the entire list. I hold all the words up, my partner gives me clues. We shuffle our vocabulary words and switch roles.



Student Directions:

  • Hold one vocabulary word up to your head.
  • Your partner needs to give you clues until you say the word.
  • Place another word to your forehead and repeat the first two steps.


Are you looking for more ideas to try in your room, click now and receive a math murder mystery!

Full Size Formulas

When I begin teaching any new lesson, I always think about how I can make it more interactive and engaging for students. When using formulas such as the slope formula or the quadratic formula, I often have students lose negative signs. I developed activities so this no longer happens!

For more ideas such as this one, fill out the form below:


When I used to teach the quadratic formula, I used color in ax2 + bx + c = 0 for a, b and c. I used a different color for each. Then I would use the same colors in the quadratic formula. I still had some students that didn’t follow this even using the colors. This reach more of my students than without color but it didn’t reach them all.

As you can tell from my other posts, I enjoy games; however, they aren’t always the best way to introduce a topic. I needed a way to make the quadratic formula more engaging. I blew it up and laminated it. I enlarged two copies of the same quadratic equation.

Now, students could physically cut out A, B, and C in standard form and place it on the appropriate spot on the quadratic formula. I had two copies of the same quadratic equation since we need A twice.

Next, we used dry erase markers and wrote the equation that was left.

Finally, we discussed how to simplify the quadratic formula.

Video of lesson: http://

I did the same with the slope formula and had students no longer lose the subtraction sign when they are finding the difference between the x-coordinates and y-coordinates.

How do you make formulas more engaging?


This activity is in our free active math resource library. Click to access it now.

How to play Monomial!

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I love card games, really all games. I grew up playing Euchre and now enjoy playing crazy 8’s, Uno and Go Fish with my kids. I modified the game Uno to play with polynomial vocabulary.

Here are the rules to the game:

  • Put students into groups of 2-4.

Deal 5 cards to each player – if using groups of 3 or 4. Deal 7 cards to each player     if using groups of 2.
Give each group a different colored deck (if possible).

Materials Needed:
Monomial Deck – Available in our classroom games

Ways to use the Game:

  • Warm-up – Students enter class and play a hand of monomial madness
  • Exit – Before they can leave class, they play one hand of monomial madness
  • Monomial Madness – In honor of March Madness, we had a tournament in class. I had a winner’s bracket and loser’s bracket. We played monomial in groups of two. The winner stayed in the winners bracket, the loser of the first game went to the loser’s bracket. We used double elimination. I had prizes for the top three finishers for each class. Once students were eliminated, they played against other students who had been eliminated.