Open Educational Resources
| Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
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Dimensional Analysis: Using the Idea of Identity Multiplication
Reflecting over my years of teaching, I have found that students are challenged by what would seem to be an easy question – “How do we convert from one unit of measure to another?” When confronted with this type of question, I have come to recognize that many students fall back on relying on a procedure that they try to recall. |
8/2/2016 |
Trey Cox
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5.MD.A.1 MP.1 MP.2 MP.3 MP.5 MP.1 MP.2 MP.3 MP.5 | 5 | Activity | |
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Biking to Bernie's
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8/2/2016 |
Lynda Boepple
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4.NF.B.3c 4.NF.B.3d 4.NF.B.4a 4.NF.B.4c 5.NF.A.1 5.NF.B.4a 5.NF.B.6 6.RP.A.3 6.EE.B.6 7.RP.A.1 MP.1 MP.3 MP.4 MP.5 MP.6 MP.1 MP.3 MP.4 MP.5 MP.6 | 4 5 6 7 | Activity | |
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Sampling Techniques - Jelly Blubbers
This activity introduces the Simple Random Sample (SRS) to students, and shows why this process helps to get an unbiased sample statistic. Relying on our perceptions can often be deceiving. In this exercisestudents are asked to determine the average length of a jellyblubber (a hypothetically recently discovered marine species) using a variety of techniques. The student will learn that a Simple Random Sample (SRS) is the most accurate method of determining this parameter, and that intuition can be deceptive. |
8/2/2016 |
Trey Cox
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6.SP.A.1 6.SP.B.4 6.SP.A.2 7.SP.A.1 MP.1 MP.3 MP.4 MP.5 MP.1 MP.3 MP.4 MP.5 | 6 7 | Activity | |
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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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What is my portion of the bill?
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8/2/2016 |
Trey Cox
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6.RP.A.3 6.RP.A.3c MP.4 MP.5 MP.4 MP.5 | 6 | Assessment | |
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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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Titanic & Two-Way Tables (Illustrative Mathematics)
This is the first task in the series of three, which ask related questions, but use different levels of scaffolding. Also, the third task uses a more detailed version of the data table. The emphasis is on developing their understanding of conditional probability. |
8/2/2016 |
Trey Cox
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HSS-CP.A.1 HSS-CP.A.2 HSS-CP.A.3 HSS-CP.A.4 HSS-CP.A.5 HSS-CP.B.6 HSS-CP.B.7 HSS-CP.B.8 7.SP.C.8a 7.SP.C.8b 8.SP.A.4 MP.1 MP.3 MP.4 MP.5 MP.7 MP.1 MP.3 MP.4 MP.5 MP.7 | HS 7 8 | Activity | |
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Knee surgery & Muscle weakness
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8/2/2016 |
Linda Meng
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HSA-CED.A.1 HSA-CED.A.2 HSF-LE.A.3 HSF-LE.A.1 HSF-LE.A.1a MP.1 MP.2 MP.3 MP.4 MP.5 MP.1 MP.2 MP.3 MP.4 MP.5 | HS | Activity |
