Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
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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 | ||
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 | ||
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 | ||
Pennies From Heaven![]() The 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 | ||
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 | ||
Outlier Activity![]() Goal: The goal of this activity is for students to interpret measures of central tendency when an outlier is present. They will also be able to identify which value is an outlier and create a boxplot as well. |
8/2/2016 |
Ashley Nicoloff
|
6.SP.A.2 6.SP.A.3 6.SP.B.4 6.SP.B.5c 6.SP.B.5d 6.SP.B.5 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 | 5 6 7 8 HS | Activity | ||
Oscar the Grouch and His New Home![]() This 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 | ||
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 | ||
Number Systems - Binary, Decimal, and Other systems![]() Students 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 | ||
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 | ||
Now THAT'S Some Gas Mileage!![]() This activity involves working with percentages and is connected with the ACCR Standards at the sixth and seventh grade levels. |
8/2/2016 |
Lynda Boepple
|
6.RP.A.3c 7.RP.A.3 MP.1 MP.2 MP.3 MP.6 | 6 7 | 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 | ||
Nana's Lemonade - Dan Meyer Three Act Task![]() In 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 | ||
Multiplying Improper Fractions![]() Instructional videos for multiplying mixed numbers/improper fractions. The intent is NOT to share the most efficient, compact way to multiply. The point is to make sense of multiplication. Part 1 - multiplying two digit whole numbers in context. Part 2 - multipying mixed numbers using the idea from Part 1 |
8/2/2016 |
Scott Adamson
|
5.NF.B.4 5.NF.B.4a 5.NF.B.6 6.NS.A.1 6.NS.B.2 MP.2 MP.3 MP.4 MP.5 MP.7 | 5 6 7 | 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 | ||
Modeling with Exponential Functions![]() A worksheet involving exponential modeling. |
8/2/2016 |
Phillip Clark
|
HSF-LE.A.4 MP.1 MP.4 | HS | Activity | ||
Mathematics Vision Project Website![]() MVP provides curricular materials aligned with the Common Core State Standards for secondary mathematics. These items are free to download and remix. |
8/2/2016 |
Phillip Clark
|
None
|
HS | Resource | ||
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 | ||
M & M Variablility![]()
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8/2/2016 |
Ashley Nicoloff
|
6.SP.B.4 6.SP.B.5 6.SP.B.5a 7.SP.A.1 7.SP.A.2 MP.1 MP.2 MP.3 MP.4 MP.6 MP.8 | 6 7 | 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 | ||
Knee surgery & Muscle weakness![]()
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8/2/2016 |
Linda Meng
|
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 | ||
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 | ||
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 | ||
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 | ||
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
|
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 | ||
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
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1 2 3 4 5 6 7 8 | Resource | ||
Inferences about two populations![]() Goal: The goal of this activity is for students to compare to samples from two different populations. They will make inferences based on what they find from their dot plot. |
8/2/2016 |
Ashley Nicoloff
|
6.SP.A.2 6.SP.B.5 6.SP.B.5c 7.SP.B.4 7.SP.B.3 7.SP.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.8 | 5 6 7 8 HS | 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 | ||
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 | ||
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 | ||
How Big or How Little?![]() This activity is designed to have students think about what it means to “keep it in proportion” – a very common phrase, but what does it mean? |
8/2/2016 |
Scott Adamson
|
6.RP.A.1 6.RP.A.2 6.RP.A.3 6.RP.A.3a 6.RP.A.3b 6.RP.A.3c 7.RP.A.1 7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 6 7 | Activity | ||
Histograms vs. Bar Graphs![]() Using 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 | ||
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 | ||
Growth FactorsThis short video describes where a growth factor comes from and how to use it for a percent increase. |
8/2/2016 |
Phillip Clark
|
6.RP.A.3c MP.7 | HS 6 | Video | ||
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 | ||
Fraction Operations and Initial Decimal Ideas![]() This is a series of lessons from the Rational Number Project (http://www.cehd.umn.edu/ci/rationalnumberproject/rnp2.html) including teacher notes, activities ready to be copied. The Rational Number Project (RNP) is a cooperative research and development project funded by the National Science Foundation. Project personnel have been investigating children’s learning of fractions, ratios, decimals and proportionality since 1979. This book of fraction lessons is the product of several years of working with children in classrooms as we tried to understand how to organize instruction so students develop a deep, conceptual understanding of fractions. You may pick and choose the lessons that you would like to try and do not need to complete them all in order. |
8/2/2016 |
Scott Adamson
|
5.NF.A.1 5.NF.A.2 5.NF.B.3 5.NF.B.4 5.NF.B.4a 5.NF.B.4b 5.NF.B.5 5.NF.B.5a 5.NF.B.5b 5.NF.B.6 5.NF.B.7 5.NF.B.7a 5.NF.B.7b 5.NF.B.7c 6.NS.A.1 6.NS.B.3 AZ.6.NS.C.9 7.NS.A.2 7.NS.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 5 6 7 | Lesson | ||
Flintstone's Writing Project - Sampling![]() This writing project was written as a letter from Fred Flintstone to the students asking for their advice on proper sampling techniques that requires their mathematical “expertise”. This clearly defines the target audience for the paper and gives the students an idea of the mathematical background that they should assume of the reader. The plot lines in the project is a little bit goofy, although not imprecise, which helps relax the students and gives them the opportunity to be creative when writing their papers. |
8/2/2016 |
Trey Cox
|
7.SP.A.1 7.SP.A.2 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 | 7 | 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 | ||
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 | ||
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 | ||
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 | ||
Estimating the Mean![]() Goal: The goal of this activity is for students to randomly draw words from an excerpt to estimate the mean length word count of the entire document. |
8/2/2016 |
Ashley Nicoloff
|
7.SP.A.2 7.SP.A.1 MP.1 MP.2 MP.3 MP.6 MP.7 MP.8 | 5 6 7 8 HS | Activity | ||
Equations and Expressions Module![]()
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8/2/2016 |
Nicole Mwangi
|
None
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6 8 7 | Resource | ||
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 | ||
Division of Fractions![]() This 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 | ||
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 | ||
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
|
5.MD.A.1 MP.1 MP.2 MP.3 MP.5 MP.1 MP.2 MP.3 MP.5 | 5 | Activity | ||
Developing and Solving Equations Unit![]()
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8/2/2016 |
Tami Carr
|
6.EE.A.2 6.EE.A.2a 6.EE.A.2b 6.EE.A.2c 6.EE.A.3 6.EE.A.4 6.EE.B.5 6.EE.B.6 6.EE.B.7 7.EE.B.4 7.EE.B.4a 7.EE.B.4b 7.EE.A.1 7.EE.B.3 7.EE.A.2 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 7 8 HS | Lesson | ||
Derivative of Trigonometric Functions![]() This 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 |