Open Educational Resources
| Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
|---|---|---|---|---|---|---|---|
|
Capture-Recapture
Imagine that a city employee is given the task of counting the number of fish in a city pond in a park. The “capture-recapture” method may be used to approximate the number of fish in the pond. The employee could capture a number of fish, say 20, and tag them and release them back into the pond. Waiting until the fish have a chance to become mixed with the other fish in the pond, the employee can capture more fish. If the number of fish captured is 25 and 4 of them are tagged, we can use proportional reasoning to estimate the number of fish in the pond. |
8/2/2016 |
Scott Adamson
|
7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c 7.RP.A.3 7.SP.A.1 7.SP.A.2 MP.4 MP.4 | 8 7 6 | Activity | |
|
Problem Solving Template
Problem solving template used in my classroom. In PDF and Word formats. Created by members of Cohort 1 in Collaboration with Dr. Vicich. |
8/2/2016 |
Matthew Perales
|
None
MP.1
MP.2
MP.3
MP.4
MP.5
MP.6
MP.7
MP.8
|
5 6 7 8 HS | Resource | |
|
|
To Rent or Not to Rent....
An real world intro activity to solving systems of equations using a graph. |
8/2/2016 |
Ashley Morris
|
8.EE.C.8c 8.EE.C.8b HSA-CED.A.2 HSA-REI.C.6 MP.1 MP.3 MP.4 MP.6 | 8 HS | Activity | |
|
|
Explorations with Unit Rates, Slope, Equations of a Line and an Intro to Systems of Equations
Handouts to walk students through exploring unit rates, slope, equation of a line, x and y intercepts and an intro to systems of equations. |
8/2/2016 |
Jacelyn O'Roark
|
8.EE.B.5 8.EE.B.6 8.EE.C.8a 8.EE.C.8b MP.5 MP.7 | 8 | Resource | |
|
|
Inside Mathematics Educator Resource Site
Inside Mathematics is a professional resource for educators passionate about improving students' mathematics learning and performance. This site features classroom examples of innovative teaching methods and insights into student learning, tools for mathematics instruction that teachers can use immediately, and video tours of the ideas and materials on the site. |
8/2/2016 |
Phillip Clark
|
None
MP.1
MP.2
MP.3
MP.4
MP.5
MP.6
MP.7
MP.8
|
1 2 3 4 5 6 7 8 | Resource | |
|
|
Powers of Ten - Number Sense
Students (and adults) have a difficult time trying to grasp very large (and very small) numbers. This activity uses an interesting context (astronomical objects0 to stimulate their interest in modeling enormous distances in a way that can help them understand relative distances. Students naturally arrive at the need for a different kind of number scale than linear and arrive at a "power of ten" (logarithmic) scale. The lesson includes an extension for advanced students ready to begin to investigate logarithms. |
8/2/2016 |
Trey Cox
|
5.NBT.A.2 6.EE.A.1 8.EE.A.1 8.EE.A.3 HSF-BF.B.5 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 5 6 7 8 HS | Activity | |
|
|
Proportional Relationships of Triangles - An Activity
This is a two-part activity and will most likely take two 50 - 55 minute class periods – one day per part. Part I (Day one) is a hands-on activity that allows students to work together on computers to discover the proportional relationship between a pair of similar right triangles. Ideally, you will have a class set of computers or a computer lab you could use for this lesson. If you don't have access to these resources you can run a demonstration on one computer and project it for the class and have students come up to manipulate the triangles. |
8/2/2016 |
Trey Cox
|
8.G.B.7 HSG-SRT.A.2 HSG-SRT.B.5 HSG-SRT.C.8 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 | 8 HS | Activity | |
|
|
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
|
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 | |
|
|
Number Systems - Place Value
Exploring different number bases may not only help you if you are needing in some particular application (like computers or electronics), but also in helping you make sense of the number system with which you are most familiar – the base 10 number system. |
8/2/2016 |
Trey Cox
|
5.NBT.A.1 5.NBT.A.2 5.NBT.A.3 5.NBT.A.4 3.NBT.A.1 3.NBT.A.2 4.NBT.A.1 4.NBT.A.2 4.NBT.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 | 3 4 5 6 7 8 | Activity | |
|
|
25 billion apps - Dan Meyer Three Act Task
The question is simple: When should you start bombarding the App Store with purchases if you want to win a $10,000 App Store Gift card? The lesson hooks students immediately with the initial video clip of a “live” counter of current downloads showing the number approaching 25,000,000,000. The mathematics deals with modeling a linear relationship between two quantities |
8/2/2016 |
Trey Cox
|
8.F.B.4 8.F.A.3 MP.1 MP.2 MP.3 MP.4 | 8 | Video | |
|
|
Preheating the Oven
Students use rate of change ideas to predict how long it will take for an oven to preheat to 400 degrees. The youtube video may be used to bring drama to the lesson! A link to the video is here and also in the documents. https://www.youtube.com/watch?v=I2ooIWFAcII&list=UUiPlxONW80Z8rGpu3lSLwjg |
8/2/2016 |
Scott Adamson
|
7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c 8.F.A.3 8.F.B.4 8.F.B.5 MP.1 MP.2 MP.3 MP.4 MP.6 MP.8 | 6 7 8 | Activity | |
|
|
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
|
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 | |
|
|
Survivor - Mathematics!
Students will apply their understanding of linear and quadratic functions to solve a Survivor challenge! |
8/2/2016 |
Scott Adamson
|
8.F.A.3 8.F.B.4 8.F.B.5 HSA-CED.A.2 HSA-CED.A.1 HSA-REI.B.4 HSA-REI.B.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 | 8 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 | |
|
|
Adding Integers
This is a series of lessons focused on: Making Zero (Sea of Zeros idea) Adding integers using chips and a checking account analogy It contains three activities and homework: Part 1 - Making Zero Part 2 - Adding integers with the Chip Model Part 3 - Adding inetgers with the Checking Account Analogy Homework To see a related video, go to: http://vimeo.com/71450580 |
8/2/2016 |
Scott Adamson
|
6.NS.C.5 6.NS.C.6 6.NS.C.7 6.NS.C.6a 6.NS.C.6c 6.NS.C.7a 6.NS.C.7b 6.NS.C.7c 6.NS.C.7d 7.NS.A.1 7.NS.A.1a 7.NS.A.1b 7.NS.A.1c 7.NS.A.1d 7.NS.A.2 7.NS.A.2a 7.NS.A.2b 7.NS.A.2c 7.NS.A.2d 7.NS.A.3 MP.2 MP.4 MP.5 MP.6 MP.7 MP.8 | 6 7 8 | Activity | |
|
|
Subtracting Integers
This is a series of lessons fouced on Making sense of integer subtraction using number lines, patterns, and the chip model It contains two activities and homework Part 1 - Number lines and Patterns Part 2 - Chip Model Homework To see a related video, go to: http://vimeo.com/71450580 |
8/2/2016 |
Scott Adamson
|
6.NS.C.5 6.NS.C.6 6.NS.C.6a 6.NS.C.6c 6.NS.C.7 6.NS.C.7a 6.NS.C.7b 6.NS.C.7c 6.NS.C.7d 7.NS.A.1 7.NS.A.1a 7.NS.A.1b 7.NS.A.1c 7.NS.A.1d 7.NS.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 6 7 8 | Activity | |
|
|
Number Sense: Getting a Feel for "BIG" numbers
Good number sense is fundamental for success in estimation, approximation, and problem solving. We need to develop a sense of large numbers because newspaper and television news reports contain many references to large quantities. This activity has students working with large numbers to understand their relative magnitudes. |
8/2/2016 |
Trey Cox
|
8.EE.A.3 8.EE.A.4 7.RP.A.2 7.RP.A.1 MP.1 MP.2 MP.3 MP.4 | 8 7 | Activity | |
|
|
Spreading Rumors!
Welcome to Rumor Middle School! News at Rumor Middle School travels quickly! Use the information presented in the problem to determine how many kids will know a rumor an hour and ten minutes after the first person shared it. Then, find what time it will be when over 4,000 students know the rumor! Stick with it! Use multiple strategies, and be ready to share and defend your work! |
8/2/2016 |
Lynda Boepple
|
5.OA.B.3 MP.1 MP.2 MP.3 MP.7 MP.8 | 5 6 7 8 | Activity | |
|
|
Pythagorean Theorem Investigation: It's As Easy As… a, b, c
Oftentimes, the Pythagorean Theorem is taught from the standpoint of, "Here is the formula, let's practice finding the lengths of the sides of triangles!" without helping students understand or develop the relationships between the sides on their own. This activity helps students experience those relationships using multiple approaches, prove why the theorem is true, and practice using it. |
8/2/2016 |
Trey Cox
|
8.G.B.6 8.G.B.7 8.G.B.8 MP.1 MP.2 MP.3 MP.4 MP.7 | 8 | Activity | |
|
|
Thinking About Exponents
The idea of negative exponents and zero as an exponent is a problem that persists with students into a college calculus class. What is, for example, 2-4 and why? This activity is designed to help students to make sense of exponents from a real-world context. By the way, I plan to follow this up with an extension including rational exponents like 21/2. |
8/2/2016 |
Scott Adamson
|
8.EE.A.1 6.EE.A.1 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8 | 6 7 8 HS | Activity | |
|
|
Fantastic Fruit!
Algebra at its finest! The weights of several different fruits are being compared in this problem. Use the given information to state the weight of various fruits in terms of the other fruit... |
8/2/2016 |
Lynda Boepple
|
8.F.A.2 8.EE.C.8b 8.EE.C.8c 8.EE.C.8 HSA-REI.C.6 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 8 HS | Activity | |
|
|
Proving the Pythagorean Theorem with Geogebra
The Pythagorean theorem is one of the most important concepts in all of mathematics. This activity uses Geogebra to help students see why the relationship between the sides of a right triangle are as they are. |
8/2/2016 |
Trey Cox
|
8.G.B.6 8.G.B.7 MP.1 MP.3 MP.4 MP.5 | 8 | Activity | |
|
|
Sochi Olympics - Junior High Math Contest
This is the 2013 Chandler-Gilbert Community College Junior High Math Contest Team Project. You may use all or just parts of it as it contains lots of different math topics including: The idea of AVERAGE The idea of AVERAGE SPEED and GRAPHS of LINEAR FUNCTIONS The idea of CREATING and INTERPRETING BOX and WHISKER PLOTS The idea of SLOPE The idea of ANGLE The idea of PERCENT Look at the project and decide what parts your students are ready to tackle...and HAVE FUN! |
8/2/2016 |
Scott Adamson
|
6.RP.A.1 6.RP.A.3 7.RP.A.3 6.SP.B.4 8.EE.B.5 8.F.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 6 7 8 | Activity | |
|
|
Mathematics and Advertising
This activity is from the 2011 CGCC Junior High Math Contest Team Project. You may pick and choose which parts of the project to use or use it all! Percent increase/decrease and Area of circles The Counting Principle Pythagorean Theorem and Ratios |
8/2/2016 |
Scott Adamson
|
7.RP.A.3 7.G.B.4 7.G.B.6 8.G.B.7 7.RP.A.2 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 7 8 | Activity | |
|
|
Sunsplash
This is a series of activities from the 2007 CGCC Excellence in Math Junior High Contest Team Project. You can pick and choose which parts of the project you want to use or do them all! Volume and converting of units Circumference and average speed Understanding average speed Readiing and interpreting line graphs Volume of a cylinder and rates |
8/2/2016 |
Scott Adamson
|
6.G.A.4 6.RP.A.3 7.RP.A.1 7.G.B.4 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 6 7 8 | Activity | |
|
|
Solving Systems of Linear Equations
This is a lesson to introduce the idea of solving systems of equations using graphical methods and substitution. The goal is to help students to make sense of the meaning of the solution to a system and to make sense of what it means to substitute. |
8/2/2016 |
Scott Adamson
|
8.EE.C.8b 8.EE.C.8a 8.EE.C.8 8.EE.C.8c MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 7 8 | Activity | |
|
|
Geometric Sequences
This lesson utilizes the softward Smart Notebook to introduce students to geometric sequences and related vocabulary, as well as how to find the nth term of a geometric sequence. Several practice problems are included. |
8/2/2016 |
Lynda Boepple
|
None
|
7 8 | Lesson | |
|
|
Fractions and Free Throws
Do we always add fractions by first finding a common denominator, etc.? Or, could it make sense to add two fractions by adding the numerators and denominators? This activity explores these questions. |
8/2/2016 |
Scott Adamson
|
5.NF.A.1 5.NF.A.2 6.RP.A.1 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 | 5 6 7 8 | Activity | |
|
|
Earth Day Math
This powerpoint presentation for Earth Day Mathematics Lesson touches on many mathematical concepts such as volume, estimation, mean (average), measurement, and unit conversion. Students work in cooperative groups to find the approximate volume of rubber that a small business has 'rescued' from a local landfill. Alternate application ideas provided. |
8/2/2016 |
Lynda Boepple
|
8.G.C.9 7.RP.A.1 7.G.B.6 HSG-GMD.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 6 7 8 HS | Activity | |
|
|
2015 Excellence in Mathematics Contest
This is the Team Project from the 2015 Junior High Excellence in Mathematics Contest at Chandler-Gilbert Community College. It involves lots of open ended problems from many mathematical areas: Find the weight of a snowman (geometry, proportional reasoning) Find how long it takes ice to form on a lake (rate of change, awkward units) Questions about the amount of mining done in Northern Minnesota (proportional reasoning, conversions) You can use just one part or all parts depending on the audience and the purpose. |
8/2/2016 |
Scott Adamson
|
6.RP.A.2 6.RP.A.3 6.RP.A.3b 7.RP.A.2 7.RP.A.2a 7.RP.A.3 7.G.A.1 7.G.B.6 8.G.C.9 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 6 7 8 | Activity | |
|
|
Is Manute, minute?
A powerpoint presentation that can be used to introduce the topic of scatterplots and lines-of-best fit using a fun context. |
8/2/2016 |
Trey Cox
|
8.SP.A.1 8.SP.A.2 8.SP.A.3 HSS-ID.B.6 HSS-ID.B.6a HSS-ID.B.6b HSS-ID.B.6c HSS-ID.C.7 HSS-ID.C.8 MP.2 MP.4 MP.2 MP.4 | 8 HS | Activity | |
|
|
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
|
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 | |
|
|
Talking Two-Way Tables
When analysis of categorical data is concerned with more than one variable, a two-way table (also known as a contingency table) can be used. These tables provide a foundation for statistical inference, where statistical tests question the relationship between the variables based on the data observed. This activity begins to explore statistical inference and testing. |
8/2/2016 |
Trey Cox
|
8.SP.A.4 HSS-ID.B.5 MP.1 MP.3 MP.4 MP.5 | 8 HS | Activity | |
|
|
Titanic - Two Way Tables
Two way tables help us in so many ways...association and probability are just two! This PP is classroom ready to use with your 8th grade or high school students. |
8/2/2016 |
Trey Cox
|
8.SP.A.4 HSS-CP.A.3 HSS-CP.A.4 HSS-CP.B.6 HSS-CP.B.7 HSS-CP.B.8 | 8 HS | Resource | |
|
|
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
|
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 | |
|
|
Creating a box plot on the TI 84 Calculator
Steps for entering data into lists and creating a box (box and whisker) plot. |
8/2/2016 |
Trey Cox
|
None
MP.5
|
5 6 7 8 HS | Resource | |
|
|
Creating a Histogram using the TI 83/84 calculator
The steps to creating a histogram on the TI calculator. |
8/2/2016 |
Trey Cox
|
None
MP.5
|
5 6 7 8 HS | Resource | |
|
|
Coin Counting - Dan Meyer Three Act-Task
Systems of equations can be a difficult concept for students to understand. This activity is a useful tool for introducing the concept in a concrete way that will help them make sense of the ideas and procedures for solving a system of linear equations. |
8/2/2016 |
Trey Cox
|
8.EE.C.8 8.EE.C.8a 8.EE.C.8b 8.EE.C.8c HSA-REI.C.6 HSA-REI.D.11 MP.1 MP.3 MP.4 MP.5 | 8 HS | Activity | |
|
|
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
|
8.F.A.1 8.F.B.4 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 8 | Activity | |
|
|
Find the Fraction!
Students will certainly need to persevere while applying their prior knowledge about variables, expressions, and equations to solve the fraction problem posed in this activity! |
8/2/2016 |
Lynda Boepple
|
6.EE.B.6 7.EE.A.1 8.EE.C.7a 8.EE.C.7b MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 | 6 7 8 | Activity | |
|
|
How Many Chickens?
Farmer Frank raises chickens and pigs. Students are asked to use specific given information to determine how many of Farmer Frank's animals are chickens. This problem will require students to persevere as they apply prior knowledge of fractions, ratios, and percents to algebra concepts such as solving a system of equations. |
8/2/2016 |
Lynda Boepple
|
6.RP.A.3c 6.EE.B.7 AZ.6.NS.C.9 7.EE.B.4a 8.EE.C.8a 8.EE.C.8b 8.EE.C.8c MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 6 7 8 | Activity | |
|
|
Covariation and the Finger Tool
The intended sequence is: Sprinter Skateboarder Bungee Jumper Jump start the car |
8/2/2016 |
Scott Adamson
|
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 | |
|
|
Broomsticks - Multiplicative Reasoning
This is the broomsticks activity created by Ted Coe. |
8/2/2016 |
Scott Adamson
|
7.RP.A.3 4.OA.A.1 4.OA.A.2 6.RP.A.3c HSN-Q.A.3 HSN-Q.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 8 HS 7 4 5 6 | Activity | |
|
|
Linear Function Model - Blood Alcohol Content
This is the PowerPoint version of the activity related to developing a linear function model for the context of BAC. |
8/2/2016 |
Scott Adamson
|
8.F.A.3 8.F.B.4 8.F.B.5 HSF-IF.C.8 HSF-BF.A.1 HSF-LE.A.1a HSF-LE.A.1b MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 8 HS | Activity | |
|
|
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
|
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 | |
|
|
NEW and IMPROVED Division of Fractions
A NEW and IMROVED division of fractions activity designed to develop the...do I have to say it..."Keep Change Flip"...algorithm. Includes student pages, teacher pages (with answers and description of the intended thinking) and a Smartpen pencast where I provide an overview/example of the intended thinking. Note that the pencast document comes in the form of a PDF - check out this for details as you need a PDF reader like Adobe Acrobat X in order to view the pencast. -http://www.livescribe.com/en-us/faq/online_help/Maps/Connect_Desktop/c_viewing-and-playing-a-pencast-pdf.html |
8/2/2016 |
Scott Adamson
|
5.NF.B.3 5.NF.B.7 5.NF.B.7a 5.NF.B.7b 5.NF.B.7c 6.NS.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 5 6 7 8 | Activity | |
|
|
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 | |
|
|
Tree Diagrams and Compound Probabilities
Goal: The goal of this activity is for students to understand how to find probabilities of compound events by drawing tree diagrams and listing out sample spaces. Depending on the grade level, with or without replacement events can also be used and illustrated. Materials Needed: Each person in the group will need a copy of the worksheet. |
8/2/2016 |
Ashley Nicoloff
|
7.SP.C.8 7.SP.C.8a 7.SP.C.8b MP.1 MP.4 MP.5 MP.8 | 6 7 8 | Activity | |
|
|
Central Tendency and Measures of Dispersion
Goal: The goal of this activity is to allow students the ability to practice data collection and find measures of central tendency and dispersion. Wrap up questions will also allow for an insight into how each of these calculations are related to one another. Materials needed: 12 small bags of M & M’s (they can be the fun size or regular packs), calculator and the M & M worksheet and answer sheet. |
8/2/2016 |
Ashley Nicoloff
|
6.SP.B.5c 6.SP.B.5 7.SP.A.1 MP.1 MP.4 MP.5 MP.6 MP.8 | 6 7 8 | Activity | |
|
|
Ice Cream and Temperature-Correlation Activity
Goal: The goal of this activity is for students to graph the data on a scatterplot and discuss the relationship they see between ice cream and temperature. |
8/2/2016 |
Ashley Nicoloff
|
8.SP.A.2 8.SP.A.1 MP.2 MP.3 MP.4 MP.6 | 6 7 8 HS | Activity |
