Open Educational Resources
| Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
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Wile E. Coyote - Modeling with Quadratic Functions (Writing project)
This is a creative writing project (dealing with Wile E. Coyote and the Road Runner) dealing with modeling falling bodies with quadratics and solving quadratic equations. An optional aspect is to have students estimate the instantaneous rate of change. |
8/2/2016 |
Trey Cox
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HSF-IF.B.5 HSF-IF.B.6 HSF-IF.C.7c HSF-IF.C.7a HSF-BF.A.1c HSF-LE.A.3 MP.1 MP.3 MP.4 MP.5 MP.6 | HS | Activity | |
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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
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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 | |
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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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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
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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 | |
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Shooting Hoops! - Dan Meyer Three Act Task
In this lesson, students learn to graph quadratic equations, translate between the vertex, standard, and factored forms, and recognize the impact of changing the parameters of a quadratic equation. |
8/2/2016 |
Trey Cox
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HSF-IF.C.7a HSF-IF.C.8a HSA-SSE.B.3a HSA-SSE.B.3b HSF-IF.B.4 HSF-IF.B.5 MP.1 MP.2 MP.3 MP.4 MP.5 MP.7 MP.1 MP.2 MP.3 MP.4 MP.5 MP.7 | HS | Activity | |
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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
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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 | |
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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
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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 | |
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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
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HSF-IF.A.2 HSF-IF.B.6 HSF-IF.C.7a MP.1 MP.2 MP.3 MP.4 MP.5 | HS | Video | |
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Covariation and the Finger Tool
The intended sequence is: Sprinter Skateboarder Bungee Jumper Jump start the car |
8/2/2016 |
Scott Adamson
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HSF-IF.B.4 HSF-IF.C.7 8.F.B.5 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 8 HS | Activity | |
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Quadratic Function Models - Fuel Efficiency Context
A PowerPoint presentation associated with the context of fuel efficiency as related to speed in miles per gallon. The intent of the task is for students to articulate the meaning of the parameters (coefficients) of a quadratic function model. |
8/2/2016 |
Scott Adamson
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HSF-IF.C.7 HSF-IF.C.7a HSF-IF.C.9 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 8 HS | Activity | |
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Is a Super Ball REALLY Super?
Is a Super Ball REALLY "super?" This activity allows students to collect data and to make an argument regarding this quetions. See the PowerPoint for details about the activity... Note: It is best to gain access to an authentic, Wham-O Super Ball made with Zectron! https://www.amazon.com/orginal-super-ball-wtih-zectron/dp/B0001ZN49I/ref=sr_1_2?ie=UTF8&qid=1513808409&sr=8-2&keywords=whamo+super+ball |
8/2/2016 |
Scott Adamson
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6.RP.A.1 6.RP.A.3 7.RP.A.2 7.RP.A.3 8.F.A.3 8.F.B.4 8.F.B.5 HSF-IF.C.7 HSF-IF.B.6 HSA-CED.A.2 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 5 6 7 8 HS | Activity |
