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Rating | Views Title Posted Date Contributor Common Core Standards Grade Levels Resource Type

Wile E. Coyote - Modeling with Quadratic Functions (Writing project)

CC_BY-NC-SA

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.

3/29/2014 Trey Cox
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

Capture-Recapture

CC_BY-NC

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.

3/28/2014 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 8 7 6 Activity

Creating an Exponential Model - The Salary Problem

This video is a short demonstration of how a constant percent change can be represented using an exponential function. The context is an individual is given a salary and gets a 5% annual raise.

3/28/2014 Phillip Clark
HSF-LE.A.1c HSF-LE.A.2 MP.7 HS Video

Exploring the Function Definition and Notation

CC_BY-SA

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.

4/1/2014 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

Modeling with Exponential Functions

CC_BY-NC-SA

A worksheet involving exponential modeling.

6/2/2014 Phillip Clark
HSF-LE.A.4 MP.1 MP.4 HS Activity

Growth Factors

This short video describes where a growth factor comes from and how to use it for a percent increase.

6/3/2014 Phillip Clark
6.RP.A.3c MP.7 HS 6 Video

Problem Solving Template

CC_BY-NC-SA

Problem solving template used in my classroom. In PDF and Word formats. Created by members of Cohort 1 in Collaboration with Dr. Vicich.

6/5/2014 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

System of Inequalities

CC_BY-NC-SA

Students create a system of inequalities given certain real-life conditions and then find solutions of their system that would fit their scenario.

6/5/2014 Tami Carr
HSA-REI.D.12 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 HS Activity

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.

6/5/2014 William Zimmerer
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

To Rent or Not to Rent....

An real world intro activity to solving systems of equations using a graph.

6/5/2014 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.

6/5/2014 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

Transforming a Sine Function

This applet allows the user to transform the coefficients of a sine function and see how it changes the resulting graph.

6/5/2014 Phillip Clark
None
MP.7
HS Resource

Definite Integral using Substitution

6/11/2014 Phillip Clark
None
None
Video

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.

6/13/2014 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

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.

6/13/2014 Phillip Clark
None
HS Resource

Average Athletics

CC_BY-NC-SA

One of the measures of central tendency is the mean/average. Many do not know much about the average other than it is calculated by "adding up all of the numbers and dividing by the number of numbers". This activity is designed to help students get a conceptual understanding of what an average is and not just how to calculate a numerical value.

9/4/2014 Trey Cox
6.SP.A.2 6.SP.A.3 6.SP.B.5c 6.SP.B.5d MP.2 MP.4 6 7 Activity

SRS vs. Convenience Sample in the Gettysburg Address

CC_BY-NC-SA

Students have an interesting view of what a random sample looks like. They often feel that just closing their eyes and picking “haphazardly” will be enough to achieve randomness. This lesson should remove this misconception. Students will be allowed to pick words with their personal definition of random and then forced to pick a true simple random sample and compare the results.

9/4/2014 Trey Cox
6.SP.A.1 6.SP.B.4 6.SP.B.5 7.SP.A.1 7.SP.A.2 MP.1 MP.4 MP.5 6 7 Activity

Roll a Distribution

CC_BY-NC-SA

The purpose of this lesson is to allow the students to discover that data collected in seemingly similar settings will yield distributions that are shaped differently. Students will roll a single die 30 times counting the number of face up spots on the die and recording the result each time as a histogram or a histogram. Students will be asked to describe the shape of the distribution. Combining work with several students will yield more consistent results.

9/4/2014 Trey Cox
6.SP.A.2 6.SP.A.3 6.SP.B.4 6.SP.B.5d 6.SP.B.5c MP.1 MP.2 MP.3 MP.4 MP.5 MP.8 6 Activity

Who’s the Best Home Run Hitter of All time?

CC_BY-NC-SA

This lesson requires students to use side-by-side box plots to make a claim as to who is the "best home run hitter of all time" for major league baseball.

9/4/2014 Trey Cox
6.SP.B.4 6.SP.B.5 6.SP.B.5a 6.SP.B.5b 6.SP.B.5c 6.SP.B.5d 6.SP.A.3 6.SP.A.2 7.SP.B.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.7 6 7 Activity

Why do we need MAD?

CC_BY-NC-SA

Students will wonder why we need to have a value that describes the spread of the data beyond the range. If we give them three sets of data that have the same mean, median, and range and yet are clearly differently shaped then perhaps they will see that the MAD has some use.

9/4/2014 Trey Cox
6.SP.A.3 6.SP.B.4 MP.1 MP.2 MP.3 MP.4 MP.5 MP.7 6 Activity

The Forest Problem

CC_BY-NC-SA

Students want to know why they would ever use a sampling method other than a simple random sample. This lesson visually illustrates the effect of using a simple random sample (SRS) vs. a stratified random sample. Students will create a SRS from a population of apple trees and use the mean of the SRS to estimate the mean yield of the trees. Students will then create a stratified random sample from the same population to again estimate the yield of the trees. The use of the stratified random sample is to control for a known source of variation in the yield of the crop, a nearby forest.

9/4/2014 Trey Cox
6.SP.A.1 6.SP.B.4 6.SP.B.5 7.SP.A.1 7.SP.A.2 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 6 7 Activity