Absolute Value Graphs Together With Inequalities Interactive Notebook Pages

Thursday, my Algebra 1 students finished our unit of measurement on Absolute Value Graphs as well as Inequalities.  On Friday, I had a large per centum of my students gone due to both a basketball game tournament as well as a powerlifting tournament.  Classes that usually receive got 22 had vi or 7.  My trig shape consisted of 2 students.  This meant that my students who were at that topographic point got fourth dimension to retake quizzes as well as acquire their notebooks upwardly to date.  If they were caught up, I taught them how to play Farkle (affiliate link).  When I wasn't grading retakes or instruction kids to play Farkle, I used this extra fourth dimension to update my interactive notebooks.  I create notebooks alongside iii of my classes: Algebra 1, Trig, as well as Physical Science.  I was able to acquire Algebra 1 as well as Physical Science fully updated!  

Here's a peek at our notebook pages for this unit.  

Unit Divider:   

You tin larn to a greater extent than nearly my unit of measurement dividers here.

Skill List for this Unit:

Can yous select handgrip of my mistake?  I was SO aggravated alongside myself when I saw my goof.  Only i pupil noticed it, though.

My kickoff goal was to acquire students to graph absolute value functions yesteryear making an input/output tabular array as well as brand connections betwixt the numbers inward the equation/inequality as well as the slopes, vertex, as well as orientation.

My students had already graphed absolute value functions before inward the unit of measurement inward our relations as well as functions unit.  So, the graphing part wasn't new.  The looking for patterns for vertex, slopes, as well as orientation was definitely new.

Students took turns picking x-values for us to plug into the equation/inequality.  We had already learned that absolute value graphs are e'er "v-shaped," as well as thence students knew that nosotros had to boot the bucket along plugging inward values until our graph made a "v."

When I was instruction this lesson during the kickoff menses of the day, I kept finding myself frustrated that my students didn't seem to hold upwardly looking for patterns betwixt the slopes, vertex, as well as orientation.  Instead, they seemed enough happy alongside only plugging inward value after value to brand every unmarried graph.

I instruct iii periods of Algebra 1 each day.  1st period, fifth period, as well as sixth period.  This meant I had enough of fourth dimension to think nearly how to relieve this lesson that did non acquire equally planned during 1st period.

When fifth menses rolled around, nosotros did the kickoff employment the same agency nosotros had done it kickoff period.  Students gave us x-values.  We plugged each value inward as well as graphed the resulting ordered pair.  Repeat until the graph made a "v."  After nosotros had constitute the slopes, vertex, as well as orientation, I told my students that my goal for this lesson was that they would hold upwardly able to figure out the slopes, vertex, as well as orientation without doing ANY graphing yesteryear the fourth dimension the bell rang.

Of course, they told me this was impossible.  There's no agency that yous tin nation those things without making a graph.  Next, I made a slight alter that did acquire my students looking for patterns.  It was such a uncomplicated idea, but it worked similar a charm!

Before I allow students give me x-values to plug into the side yesteryear side problem, I asked students to brand predictions nearly what the slopes, vertex, as well as orientation were going to be.  I wrote these guesses on the board, but I warned my students to NOT write them downward until nosotros had made the graph as well as verified them.

After my students made random, off the wall guesses, nosotros plugged inward values as well as made a graph.  Then, nosotros examined if our guesses were correct.  All of a sudden, students were making much to a greater extent than informed guesses as well as sharing their theories alongside their classmates.  Many of their theories were subsequently disproven, but I felt similar my students learned SO much from these fake theories.

So, I gauge I learned an of import lesson.  I shouldn't only await that my students volition discovery patterns on their own.  I demand to explicitly encourage them to human face for patterns.

After spending a hateful solar daytime working on our theories, nosotros made a foldable to summarize our findings.

I had students accept a colored canvas of paper, plication it inward one-half hamburger style, cutting it inward half, as well as give give one-half to their neighbor.  We used colored markers to write out the full general shape of an absolute value equation.  Then, nosotros took our pair of scissors as well as cutting the flaps.

Under each flap, nosotros recorded our observations nearly the deport on of each variable on the graph.

We also took notes over what to create if a, h, or k was missing.  This wasn't originally inward my plans, but to a greater extent than or less of my students became frustrated that their notes didn't nation them what to create if i of the variables was missing.  I told them that instead of getting mad at me for leaving something out of their notes that nosotros should only add together it to our notes!

Next, nosotros did lots of exercise using Desmos.  Students would predict the slopes, vertex, as well as orientation.  Then, I would display the graph on Desmos.  Students were e'er eager to inquire what would locomote on if nosotros did x, y, or z.  I honey how Desmos allow us meet at nowadays what happened when nosotros made tiny changes!

Next, nosotros changed things up.  I gave my students a graph of an absolute value relation.  Students had to position the slopes, vertex, as well as orientation.  Then, nosotros wrote the equation or inequality.  I think inward the past, I would receive got expected students to saltation direct from the graph to the equation.  But, I had already made a bully slopes, vertex, as well as orientation tabular array from the previous foldable.

I honey how footling of the piece of work I genuinely had to create during this lesson.  Students were offering answers.  Other students were bespeak questions.  And, to a greater extent than students were answering those questions.  It was a beautiful!

Our concluding science of the unit of measurement was to predict transformations of absolute value relations.

My students were a fleck frustrated alongside me because I exclusively set the listing of v things that could hold upwardly changed on the front.  They got tired of flipping dorsum as well as forth.

I loved hearing my students debate nearly whether the slopes alter when nosotros acquire from y = |x + 2| - 3 to y = -|x + 2| - 2.  Some students were adamant that the gradient changed from positive 1 to negative 1.  When the residuum of the shape heard this, most agreed.  But, at that topographic point was e'er a pupil or 2 who remembered that an absolute value business office e'er has a positive gradient AND a negative slope.  

And, that was our absolute value unit.  Many of my students are convinced this is the easiest affair nosotros receive got done all year.  I respect that rattling interesting.  Absolute value has e'er been something inward the yesteryear that I kinda rushed through as well as my students never genuinely got a potent grasp of.

Files are uploaded here.  Okay, equally of 1/21/17, exclusively i of the iii file is uploaded.  The other 2 files are on my schoolhouse computer, as well as thence I volition upload them to BOX on Monday!  

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