No-Prep, Self-Checking... a classroom win!
As questions are answered in these activities, parts to the code will begin to appear.
Correct answers will turn green and incorrect answers will turn red only after all parts to a section are answered.
Each section has 5 questions. Once a section is complete, a new one will appear for students to work on!
These digital activities are a fun way to engage your students while they practice new skills and reinforce old ones. Each activity is self-check and operates like an escape-type resource .... as students correctly answer questions, they'll move further along the activity!
Here's how they work: Students will start working on the first set of questions. As they work, pieces to their "code" will begin to appear. Using the provided challenge wheels, students will attempt to crack the code. The activity is self-checking. Once they have entered the code, correct answers will turn green and incorrect answers will turn red. Once a code has been cracked (answers are all correct), the next section will appear for students to work on!
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This activity has 3 sections. In each section, students will identify the locations of 5 points on the graph.
Section 1: Students will use addition/subtraction to find the unknown segment length.
Section 2: Given diagrams, students will set up equations to solve for x.
Section 3: Given diagrams, students will have to solve for x in order to find the designated segment length.
Section 1: Students will find the midpoint given two endpoints.
Section 2: Students will find the midpoint given segments on a graph.
Section 3: Students will find the unknown endpoint given the midpoint and a known endpoint.
Section 1: Students will find the distance given two endpoints.
Section 2: Students will find the distance given segments on a graph.
Section 3: Given a graph with different landmarks, students will find the distance between them.
Section 1: Students will use addition/subtraction to find the unknown angle measure.
Section 2: Students will write equations given diagrams to find a value of x.
Section 3: Given diagrams, students will have to solve for x in order to find the designated angle measure.
Sections 1, 2 & 3: Given a variety of diagrams, students will name and classify each angle. Students will name each angle using either the vertex, the number, or the sides and vertex.
Section 1: Students will determine if the given angles are supplementary or complementary and the unknown angle measure.
Section 2: Given a variety of diagrams, studnets will determine two unknown angle measures.
Section 3: Given different diagrams, students will have to solve for x and use the value to determine an angle measure.
Section 1: Given diagrams, students will determine the measure of the indicated angle.
Section 2: Given diagrams, students will set up equations in order to find the value of x.
Section 3: Using the given diagrams, students will solve for x, then use its value to find a designated angle.
Section 1: Students will find the slope of a line given two points.
Section 2: Given a line on a graph, students will find the slope.
Section 3: Mixed practice -- students will find the slope given two points or a graph.
Sections 1 - 3: Given two points, a graph or the equation of a line, students are asked to determine the slope of the line parallel or perpendicular.
Section 1: Students are asked to identify the slope of the new line (part a) and the equation of the requested line (part b).
Sections 2 and 3: Given a graphed line, students are asked to find the slope of the graphed line, the slope of the parallel and perpendicular line, as well as the equation of a line parallel and perpendicular passing through specific points.
Section 1: Given different criteria, students are asked to write the component form of a vector or determine the location of a point when translated along a given vector.
Sections 2 - 5: Given a pre-image on a graph, students are asked to determine vectors based on a translation as well as the points of the image when translated. After a student correctly answers a section, the graph will change to show the pre-image and the image.
Section 1: Students are asked if given lines are horizontal, vertical or diagonal, as well as the location of a new point given a rule.
Sections 2 - 6: Given a pre-image on a graph, students are asked to determine the coordinates of the image when reflected over a given line. After a student correctly answers a section, the graph will change to show the pre-image and the image.
Section 1: Students are asked if scale factors are enlargements or reductions and the locations of new points.
Sections 2 - 5: Given a pre-image on a graph, students are asked to determine the coordinates of the image when dilated with a given scale factor. After a student correctly answers a section, the graph will change to show the pre-image and the image.
Section 1: Students will use the diagrams to determine the unknown interior angle of the triangle.
Section 2: Students will use the diagram and the exterior angle theorem to determine an unknown angle
Section 3: Mixed practice -- students will use either the triangle sum or exterior angle theorem to determine a designated angle measure.
Section 1: Given simple diagrams, students will determine the unknown angle measure.
Section 2: Given a diagram, students will write equations and solve for the value of x.
Section 3: Given a diagram, students will solve for x in order to find the designated angle measure.
Sections 1 - 5: Given a variety of diagrams, students will determine if the triangles are congruent using SAS, SSS, HL, ASA or AAS.
Section 1: Given different congruence statements, students will determine congruent angles and sides.
Sections 2 - 5: Given different congruence statements and labeled diagrams, students will find different angle measures and side lengths, find values of variables, and use values to determine side lengths and angle measures.
