# High School Resources

### Here are resources for all high school math courses, Algebra 1 and beyond. At some point I'll sort them into various courses and/or strands.

Here's a dynamic way of seeing one function being added to another. Use the sliders to change from one function into the sum of the functions.

What happens when we add two trigonometric functions together? Use this to see. (Note that this is not in the Indiana Academic Standards, but I think it's cool so I made it anyway!)

Place expressions with whole number bases and rational exponents on the number line. Check the accuracy of your placements. Decide whether to include negative exponents.

Enter data in a list (or click RANDOMIZE), then see it displayed as a lineplot and/or boxplot. Select which of {Mean, Median, Mode} you want shown for each data set. Possible teaching moves include:

- Make predictions about where each measure of center will fall
- Justify why the mean would be above or below the median
- Look for the connections between the lineplot and boxplot

Designed to connect the distance formula to the Pythagorean Theorem. Start by guessing the distance between two points on the coordinate plane. Then click on "Help" as more information is slowly added.

Taken from this Dan Meyer blog post. The diagonals of a square divide it into 4 equal areas. But how does that change when one "diagonal" slides away from the vertex?

A randomly generated graph is drawn. Your job is to draw the inverse and answer a few basic questions about functions.

See how the different points are affecting the correlation and regression line. Click on points to temporarily remove them from the data set.

Adjust the line(s) with sliders, either in slope-intercept (y=mx+b) or standard (Ax+By=C) form (or both). Use this to develop understanding of how the parameters affect the graph of the line, or to examine the relationship between the two forms of the line.

A random function (or "rule") is generated based on the sliders. Send the numbers through the machine to figure out what the rule is. Click on the boxes to see the rule in equation or word form. Alternatively, show the rule then predict the outputs before sending the number through.

Click on two points to draw the line matching the given information. You have two chances to draw the line, after which the answer will be given.

This uses a graphing approach to solving a linear equation in one variable with 0, 1, or infinitely many solutions. The goal is for students to notice patterns in the relationship between coefficients/constants in each expression.

Use the points to make a polynomial, then draw the first derivative, second derivative, or antiderivative. Check your answer.

Here's what I was picturing: Everyone in the class writes down an equation. Collect several to put on the board, then click "More info." As information is slowly revealed about the line, which equations are still viable? How could we revise those that aren't?

Use sliders to adjust the parameters of a log function; see how those adjustments affect the graph.

Drag the numbers to the table to create points. Can you make a line? What patterns can we notice about the relationship between x and y?

This activity is meant to develop flexible, creative thinking about numbers and operations. Your goal is to move a from a starting number to a target number, but there are many ways to do this! Adjust the sliders to control the bounds of the numbers involved.

A quadratic is in y = ax^2+bx+c form. Use sliders to adjust a, b, and c. Investigate the effect on the graph.

A tool designed to investigating the notion of resistance in measures of center. A randomly generated dot plot is drawn (size determined by user). Drag the blue point to see how the mean and median are affected.

Starting with a pre-image, draws the image for scale factor of your choosing. Click on the sides to show/hide their lengths.

A simple demonstration of how the graphs of trig functions are constructed from the unit circle.

A random line is generated and displayed. Guess the slope, then refine that guess as more information is provided. The final step is to see how the slope is calculated by selecting points on the line.

This activity is meant to give students a more concrete understanding of the steps involved in solving a linear equation of the form ax + b = c (where a, b, c can be any numbers - positive or negative). After you enter your equation, use the properties of equality to solve it, and you'll see the resulting action on the number line. Click "Show solution" at any point in the process.

The image is generated by a random transformation. Determine the type of transformation and the specific mapping.

Explore the relationship between the perimeter and area of a triangle.

A randomly selected sine, cosine, tangent, cosecant, secant, or cotangent function is generated, with selectable transformations. Your job is to correctly determine the equation. Feedback provided.

Meant to demonstrate the Law of Large Numbers. Two spinners are shown. Which is the better bet (theoretical probability model)? Then spin them a few times, then a lot of times. Which is the best empirically?

Select the options for how you'll receive information about a linear equation (it will be randomly selected and generated). Then type in the equation and see if you're right.