Open Educational Resources
| Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
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Directed Distance - An Introduction to "Graph"
This annotated lesson can be used to introduce directed distance and the concept of graph. It can be used as the very first experience students have with graphs, as a review, and/or as an introduction to “circular” coordinates (you can choose to never refer to them as polar coordinates). It is highly interactive and connects the concepts of “new” graphing systems to rectangular coordinates. Initially, there is a brief history given and review of the Cartesian rectangular coordinate system. |
8/2/2016 |
Trey Cox
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5.G.A.2 6.G.A.3 5.OA.B.3 6.NS.C.8 7.RP.A.2d 8.EE.C.8a 8.F.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 | 5 6 7 8 | Activity | |
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Rule Time: Salute to Speed
You will need these video clips: Part 1 - https://www.youtube.com/watch?v=-XLkMx58Mb8 Part 2 (after the problem situation is resolved) - https://www.youtube.com/watch?v=BQ28I3TLcRI Outtakes if you want - https://www.youtube.com/watch?v=ObBiRjepgxA |
8/2/2016 |
Scott Adamson
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8.F.A.1 8.F.A.3 8.F.B.4 8.F.B.5 8.EE.C.7 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 | 7 8 | Activity | |
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Rule Time: Salute to Brakes
This project involves a movie that was written by, directed by, and starring Scott Adamson and Trey Cox. The focus of the project is making sense of the idea of quadratic functions from a rate of change perspective. First, watch Part 1 with your class. https://www.youtube.com/watch?v=b2huVGJXnH8 Then watch Part 2 after the problem has been resolved. https://www.youtube.com/watch?v=KStlLsmURcw |
8/2/2016 |
Scott Adamson
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8.F.A.1 8.F.A.2 HSF-IF.A.1 HSF-IF.A.2 HSF-IF.B.4 HSF-IF.B.6 HSF-IF.C.7 HSF-IF.C.7a HSF-BF.A.1 HSF-BF.B.4a MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 8 HS | Activity | |
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Steeper, Faster, Division, and Slope
What does "steeper" mean? What does "faster" mean? And how do these ideas connect to the idea of linear functions? This 3-part series explores these questions and helps students to understand why we divide when computing slope and what proportional correspondence has to do with it all! |
8/2/2016 |
Scott Adamson
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7.RP.A.1 7.RP.A.2 7.RP.A.2b 7.RP.A.2c 7.RP.A.2d 8.F.A.1 8.F.A.3 8.F.B.4 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 7 8 HS | Activity | |
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A Pool Design Pattern
A pool desinger has lost his plans for some large, rectangular pools. He needs your help to sketch the next two pools in the pattern, and to develop a rule to determine how many tiles he'll need to create a visual model of the designs. |
8/2/2016 |
Lynda Boepple
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8.F.A.1 8.F.B.4 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 8 | Activity |
