Saturday, November 2, 2013

Geometry Interactive Notebook - The Third Unit

My third unit is Coordinate Geometry.  I'm starting this unit with the usual pages:  unit pocket page (25), unit table of contents (26), and unit vocabulary (27).  Since I've been receiving complaints about the Interactive Notebooks (and thus feeling uninspired), I kept the pages in this unit pretty simple.

The first pages (28-29) are dedicated to reviewing writing linear equations.  I've included an insert to glue detailing the coordinate plane, slope basics, and a chart comparing equations of lines.  The rest of the page is used for practice space and listing steps for writing equations.

The second set of pages (30-31) is all about parallel and perpendicular lines.  I included a small foldable comparing theorems for slopes of parallel and perpendicular lines and comparing processes for writing equations of parallel and perpendicular lines.  The rest of the of page is practice space for determining if lines are parallel, perpendicular, or neither and for writing equations of parallel and perpendicular lines.

Page 32 is the midpoint formula.  The foldable on this page details using the formula.  I created the foldable to illustrate isolating the x-values and the y-values to determine the midpoint.  The rest of page is practice space.

Page 33 is for equations of perpendicular bisectors.  The whole page is used as practice space.

On page 34, students will staple in a worksheet for systems of linear quadratics.

Lastly, page 35 is for the distance formula.  The whole page is used for practice space.

3 comments:

  1. Thank you for posting the specifics of your interactive notebook for this concept. I also use an interactive notebook with my students. I attended a week-long workshop at Dinah Zike's place in Comfort, Texas in the Summer of 2012. It was completely dedicated to secondary math notebook foldables. My difficulty with the notebooks is that my students don't pull them out and use them for reference like I wish they would. They are really pretty good about creating them - they really like using scissors and glue in math class, but then they seem to want to put them away until the next time we put something in them. Do you have any suggestions for encouraging students to see their notebooks as a useful resource and not just an art project?

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    1. This is my first year using interactive notebooks. To get students to actually use them I've tried a few things. I've listed which pages they need to study for a test, and on their homework I've included which page to look to for help. The thing I've done that has by far had the best results was allow students to use their notebooks on a quiz. I still have lots of things to iron out, but I'm hoping that as I incorporate more review, they start realizing that their notebook is a resource.

      I have bins in my classroom that students may keep their notebooks in. I have a handful of students in one class that keep their notebooks in the bin and never take them home. This works for a few of them, but not for all of them. It seems to be one of those things that I can tell them repeatedly, but they won't get it until they figure it out for themselves.

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I use composition notebooks for my interactive notebooks.  An 8.5 x 11 sheet of paper (landscape orientation) cut in half fits perfectly in ...