Open Educational Resources
| Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
|---|---|---|---|---|---|---|---|
|
Exploring the Function Definition and Notation
This worksheet will allow students to explore the function topic by answering questions about the definition, working with the notation, finding domain and range and performing some basic compositions. |
8/2/2016 |
Phillip Clark
|
HSF-IF.A.1 HSF-IF.A.2 HSF-IF.B.4 HSF-IF.B.5 HSF-BF.B.4a MP.7 | HS | Activity | |
|
Quadratic - Fence Problem
This is an activity designed to introduce a lot of concepts tied to quadratic functions. A piece of advice, make sure each group uses TWO pieces of pipe cleaners. |
8/2/2016 |
William Zimmerer
|
HSA-SSE.A.1b HSA-SSE.A.1 HSA-SSE.A.1a HSF-IF.A.2 HSF-IF.B.4 HSF-IF.B.5 HSF-IF.C.7a HSF-IF.C.7 HSF-BF.A.1b HSF-BF.A.1 HSF-BF.B.3 HSA-CED.A.2 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 | HS | Activity | |
|
|
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
|
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 | |
|
Rule Time: Salute to Sports!The purpose of this module is to help students learn important applied mathematical concepts regarding exponential and logistic functions. Students will also learn how to graph and interpret exponential (and logistic, if desired) functions. The unique element of this lesson is the use of video to generate interest in the students and motivate the content through interactive technology, humor, and cooperative learning. Students are encouraged to work together and help each other “make sense” of the activities. You will need these video clips: Part 1 - https://www.youtube.com/watch?v=xUavijWEwaQ Part 2 (after the problem situation is resolved) - https://www.youtube.com/watch?v=GfGj7Ik7Zao |
8/2/2016 |
Trey Cox
|
HSA-CED.A.1 HSA-REI.D.11 HSF-IF.A.2 HSF-IF.B.4 HSF-IF.B.5 HSF-IF.C.7e HSF-IF.C.9 HSF-LE.A.1 HSF-LE.A.1a HSF-LE.A.2 HSF-LE.B.5 MP.1 MP.3 MP.4 MP.5 MP.6 | HS | Video | |
|
|
Paper-folding - Exponential Growth/Percentage Change
In this activity students are posed a simple question, "How tall will a paper be if it is folded 50 times?" and it is used as a fun way to introduce them to the concepts of growth factors, and percentage change. |
8/2/2016 |
Trey Cox
|
HSF-IF.A.2 HSF-IF.B.4 HSF-IF.C.7 HSF-IF.C.7e HSF-IF.C.9 HSF-LE.A.1 HSF-LE.A.1b HSF-LE.A.1c HSF-LE.A.2 HSF-LE.A.3 HSF-LE.B.5 MP.1 MP.3 MP.4 MP.1 MP.3 MP.4 | HS | Activity | |
|
|
Wile E. Coyote - Modeling with Trigonometric Functions (Writing project)
This project requires students to mathematically model the design of a roller coaster using a sinusoidal function to estimate the total cost of construction. *If an instructor would like a student solution just contact one of the authors. |
8/2/2016 |
Trey Cox
|
HSF-TF.B.5 HSF-TF.B.7 HSF-IF.A.2 HSF-IF.B.4 HSF-IF.B.5 HSF-IF.C.7 HSF-IF.C.7e HSF-BF.A.1 MP.1 MP.2 MP.4 MP.5 | HS | Activity | |
|
|
Cal Clulus: In Pursuit of Justice!
This project involves a movie that was written by, directed by, and starring Dr. Scott Adamson and Dr. Trey Cox. The focus of the project is making sense out of average rate of change, instantaneous rate of change, and the Mean Value Theorem. Watch this clip first with your class before doing the activity: https://www.youtube.com/watch?v=DBRwU9ubYQo After doing the activity, view the 2nd part of the video at: https://www.youtube.com/watch?v=pqy3VivFs9Y |
8/2/2016 |
Trey Cox
|
HSF-IF.A.2 HSF-IF.B.6 HSF-IF.C.7a MP.1 MP.2 MP.3 MP.4 MP.5 | HS | Video | |
|
|
Motivating Function Notation
Pat Thompson, ASU Mathematics Educator, wrote an article titled "Why use f(x) when all we really mean is y?” (see below for a link to the article). This activity is designed to help motivate a need for function notation and uses desmos.com as a tool. http://pat-thompson.net/PDFversions/2013WhyF(x).pdf |
8/2/2016 |
Scott Adamson
|
8.F.B.5 HSF-IF.A.2 HSF-IF.C.8 HSF-IF.C.9 HSF-BF.A.1 HSF-BF.B.4a MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 7 8 HS | Activity |
