Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
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Piggy Bank Ca$h!Meredith has LOTS of one dollar bills in her piggy bank, and she discovers something special when she stacks the bills in piles of 5, 6, and 8 bills. Find a pattern to answer some questions about what will happen if she stacks the bills in piles of 9. |
8/2/2016 |
Lynda Boepple
|
AZ.4.OA.A.3.1.a 4.OA.C.5 4.NBT.B.6 5.NBT.B.6 6.NS.B.2 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8 | 4 5 6 | Activity | ||
A Coin Conundrum!Figure out how many nickels and how many quarters Jamie has if you also know the total value of the coins. Then, take the problem to a whole new level by mixing in several dimes. Now THIS is a real coin conundrum! |
8/2/2016 |
Lynda Boepple
|
7.EE.B.4 8.EE.C.8c HSA-REI.C.6 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 7 8 HS | Activity | ||
An AREA RiddleKnowing the perimeter of a certain rectangle, see if you can figure out what the area of the rectangle might be. Then, discover what happens to the area when the perimeter of the rectangle doubles... |
8/2/2016 |
Lynda Boepple
|
4.MD.A.3 6.G.A.1 7.G.A.1 7.G.B.6 7.RP.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 4 6 7 | 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 | ||
Can We SWIM Yet?The Johnson family is SO excited to go swimming in their new pool! Which of the three hoses should they use to fill it the most quickly? How long will it take to fill if they use all three of the hoses? |
8/2/2016 |
Lynda Boepple
|
5.NF.A.1 5.NF.A.2 6.RP.A.3 7.RP.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 5 6 7 | Activity | ||
Proving the Pythagorean Theorem with GeogebraThe 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 | ||
College Success - Comparing Two PopulationsIn this task, students are able to conjecture about the differences in the two groups from a strictly visual perspective and then support their comparisons with appropriate measures of center and variability. This will reinforce that much can be gleaned simply from visual comparison of appropriate graphs, particularly those of similar scale. Students are also encouraged to consider how certain measurements and observation values from one group compare in the context of the other group. |
8/2/2016 |
Trey Cox
|
7.SP.B.3 7.SP.B.4 MP.1 MP.2 MP.3 MP.4 MP.5 | 7 | Activity | ||
Sochi Olympics - Junior High Math ContestThis 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 AdvertisingThis 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 | ||
SunsplashThis 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 EquationsThis 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 | ||
Biking to Bernie's
|
8/2/2016 |
Lynda Boepple
|
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 | ||
Sampling Techniques - Jelly BlubbersThis 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
|
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 | ||
Division of FractionsThis is a series of 4 activities designed to help students to focus on the idea of division from a proportional reasoning perspective. |
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.6 MP.7 MP.8 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8 | 5 6 | Activity | ||
Geometric SequencesThis 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 ThrowsDo 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 | ||
Nana's Lemonade - Dan Meyer Three Act TaskIn a brief video, students are confronted with the situation of a person squeezing a lemon slice into a small cup of water. Then a "big gulp" cup is placed next to the smaller, lemon filled cup. By asking the question, "How many lemon wedges do you need to add for the same lemony taste?" students will begin to experiment and mathematically determine the answer. |
8/2/2016 |
Trey Cox
|
6.NS.A.1 6.RP.A.1 6.RP.A.2 6.RP.A.3 6.RP.A.3b 6.RP.A.3d MP.1 MP.2 MP.4 MP.1 MP.2 MP.4 | 6 | Activity | ||
Shooting Hoops! - Dan Meyer Three Act TaskIn 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
|
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 | ||
What is my portion of the bill?
|
8/2/2016 |
Trey Cox
|
6.RP.A.3 6.RP.A.3c MP.4 MP.5 MP.4 MP.5 | 6 | Assessment | ||
Earth Day MathThis 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 | ||
Pennies From HeavenThe focus of this activity is to describe the shape of a distribution and to describe the center and spread. Students use data they collect (penny ages) to describe the distribution by its SOCS (Shape, Outlier, Center, Spread). |
8/2/2016 |
Trey Cox
|
6.SP.A.1 6.SP.A.2 6.SP.A.3 6.SP.B.4 6.SP.B.5 6.SP.B.5a 6.SP.B.5b 6.SP.B.5c 6.SP.B.5d MP.1 MP.3 MP.4 MP.5 MP.7 | 6 | Activity | ||
2015 Excellence in Mathematics ContestThis 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 | ||
Number Systems - Binary, Decimal, and Other systemsStudents can struggle mightily with understanding place value as they begin to add and subtract numbers and "carry" and "borrrow". This short activity can be a great way to help students understand the concept of place value. |
8/2/2016 |
Trey Cox
|
5.NBT.A.1 5.NBT.A.3 5.NBT.A.3a 5.NBT.A.3b 5.NBT.A.4 4.NBT.A.1 4.NBT.A.2 4.NBT.A.3 4.NBT.B.4 MP.2 MP.7 MP.8 MP.2 MP.7 MP.8 | 4 5 | Activity | ||
Sharing PencilsSarah and Michelle are working on a class project using colored pencils. Given some information about the number of pencils that Sarah and Michelle had when they started, and how some sharing of pencils has taken place, students must employ proportional reasoning skills to determine how many colored pencils the girls now possess. |
8/2/2016 |
Lynda Boepple
|
6.RP.A.2 6.RP.A.3 6.RP.A.3a 7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c MP.1 MP.3 MP.4 MP.6 MP.7 MP.1 MP.3 MP.4 MP.6 MP.7 | 6 7 | Activity | ||
Steeper, Faster, Division, and SlopeWhat 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 | ||
Here Fishy, Fishy!Yolanda and Zachary each have some fish. Zachary gives Yolanda some of his fish, and now he has twice as many fish as she does. Students must utilize given information and apply proportional reasoning skills in order to figure out how many fish Zach gave Yolanda. |
8/2/2016 |
Lynda Boepple
|
6.RP.A.2 6.RP.A.3 6.RP.A.3a 7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c MP.1 MP.3 MP.4 MP.6 MP.7 MP.1 MP.3 MP.4 MP.6 MP.7 | 6 7 | Activity | ||
Paper-folding - Exponential Growth/Percentage ChangeIn 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 | ||
Is the Sine a Circular Function? How about a Star Sine?Students are often challenged by seeing the conncection between the unit circle and the graph of the sine and cosine functions. This activity is designed to take students out of their comfort zone to experience what the "sine" function would look like if it were based upon other geometric figures. |
8/2/2016 |
Trey Cox
|
HSF-IF.B.4 HSF-TF.A.2 HSF-TF.B.5 MP.1 MP.2 MP.3 MP.4 MP.6 MP.1 MP.2 MP.3 MP.4 MP.6 | HS | Activity | ||
Straighten up and Fly Right!The purpose of this lesson is to allow the students gather data in a fun way and answer a statistical question through analysis of the data. Students will fly paper airplanes and analyze the data to determine which style of plane flies longer. |
8/2/2016 |
Trey Cox
|
6.SP.A.2 6.SP.A.3 6.SP.B.4 6.SP.B.5 6.SP.B.5a 6.SP.B.5b 6.SP.B.5c 6.SP.B.5d MP.1 MP.3 MP.4 | 6 | Activity | ||
Talking Two-Way TablesWhen 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 TablesTwo 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 | ||
Histograms vs. Bar GraphsUsing data from the Internet, students summarize information about party affiliation and ages at inauguration of Presidents of the United States in frequency tables and graphs. This leads to a discussion about categorical data (party affiliations) vs. numerical data (inauguration ages) and histograms vs bar graphs. This activity is from NCTM Illuminations at http://illuminations.nctm.org/Lesson.aspx?id=2983 |
8/2/2016 |
Trey Cox
|
3.MD.B.3 MP.3 MP.4 | 3 | Activity | ||
Creating a Collaborative Classroom Culture: Team Building ActivitiesA website with many team building activites to assist in building a collaborative classroom culture. Go to: https://getrealmath.wordpress.com/team-building-activities/ and download as many as you want! |
8/2/2016 |
Trey Cox
|
None
MP.1
MP.3
|
K 1 2 | Resource | ||
Creating a box plot on the TI 84 CalculatorSteps 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 calculatorThe 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-TaskSystems 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 | ||
Shipping Routes - Dan Meyer Three Act TaskThe questions are simple: As two ships leave port at the same time but at different speeds, we wonder if they will ever meet again? And if so, how long will that take? The lesson hooks students immediately with the initial video clip of two simulated ships leaving port and separating from one another as they travel at slower rates. |
8/2/2016 |
Trey Cox
|
6.NS.B.4 MP.2 MP.3 MP.4 MP.5 MP.7 | 6 | 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 | ||
Derivative of Trigonometric FunctionsThis is a project designed for a Calculus 1 course. |
8/2/2016 |
Scott Adamson
|
HSF-TF.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | HS | Resource | ||
Oscar the Grouch and His New HomeThis is a Calculus III project focused on Lagrange multipliers and constrained optimization. |
8/2/2016 |
Scott Adamson
|
HSG-MG.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | HS | Resource | ||
How Many Houses?Carpenters and apprentices are busy building houses... Students are asked to answer four questions regarding the relationships between the number of workers and how many houses can be built during a specific number of days. |
8/2/2016 |
Lynda Boepple
|
6.RP.A.1 6.RP.A.2 6.RP.A.3 6.RP.A.3b 6.RP.A.3d 7.RP.A.1 7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 6 7 | Activity | ||
A Pool Design PatternA 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 | ||
Two PailsThis problem will challenge you to think about how to acquire 5 gallons of water if the only tools that you have are a 3 gallon pail and a 7 gallon pail. A great logic problem! |
8/2/2016 |
Lynda Boepple
|
5.MD.C.5c MP.1 MP.2 MP.3 MP.4 | 5 | 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 | ||
Is Ellen Correct?This clip was edited for middle school students: https://www.youtube.com/watch?v=XeOLW-NqQt4 |
8/2/2016 |
Amanda Larner
|
7.RP.A.3 MP.1 MP.5 MP.6 | 7 | Activity | ||
Covariation and the Finger ToolThe 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 |