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

AN algorithm for subtractionA 2nd grade student shared an algorithm for subtraction that was learned at home. This provides a great opportunity to make sense of mathematics! With a focus on place value, the algorithm can be made sense of by our students. The PDF Pencast simply explains the algorithm...share it in class and use it as a context to make sense of math, develop number sense, focus on place value. NOTE: Adobe Reader DC (or equivalent) is needed to view the "video" aspect of this pencast PDF. 
3/13/2017 
Scott Adamson

2.NBT.A.1 2.NBT.A.1a 2.NBT.A.1b 2.NBT.A.4 2.NBT.B.5 2.NBT.B.7 2.NBT.B.9 MP.1 MP.2 MP.3 MP.6 MP.7  1 2 3  Video  
Multiplying Improper FractionsInstructional 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 
11/10/2016 
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 NotationPat 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://patthompson.net/PDFversions/2013WhyF(x).pdf 
10/8/2016 
Scott Adamson

8.F.B.5 HSFIF.A.2 HSFIF.C.8 HSFIF.C.9 HSFBF.A.1 HSFBF.B.4a MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  7 8 HS  Activity  
NEW and IMPROVED Division of FractionsA 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/enus/faq/online_help/Maps/Connect_Desktop/c_viewingandplayingapencastpdf.html 
10/7/2016 
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  
Quadratic Function Models  Fuel Efficiency ContextA 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. 
6/15/2016 
Scott Adamson

HSFIF.C.7 HSFIF.C.7a HSFIF.C.9 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  8 HS  Activity  
Linear Function Model  Blood Alcohol ContentThis is the PowerPoint version of the activity related to developing a linear function model for the context of BAC. 
6/15/2016 
Scott Adamson

8.F.A.3 8.F.B.4 8.F.B.5 HSFIF.C.8 HSFBF.A.1 HSFLE.A.1a HSFLE.A.1b MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  8 HS  Activity  
Oscar the Grouch and His New HomeThis is a Calculus III project focused on Lagrange multipliers and constrained optimization. 
8/6/2015 
Scott Adamson

HSGMG.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  HS  Resource  
Derivative of Trigonometric FunctionsThis is a project designed for a Calculus 1 course. 
7/1/2015 
Scott Adamson

HSFTF.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  HS  Resource  
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 
6/30/2015 
Trey Cox

HSFIF.A.2 HSFIF.B.6 HSFIF.C.7a MP.1 MP.2 MP.3 MP.4 MP.5  HS  Video  
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. 
6/30/2015 
Trey Cox

HSFTF.B.5 HSFTF.B.7 HSFIF.A.2 HSFIF.B.4 HSFIF.B.5 HSFIF.C.7 HSFIF.C.7e HSFBF.A.1 MP.1 MP.2 MP.4 MP.5  HS  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/teambuildingactivities/ and download as many as you want! 
6/4/2015 
Trey Cox

None
MP.1
MP.3

K 1 2  Resource  
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 3part 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! 
2/20/2015 
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  7 8 HS  Activity  
2015 Excellence in Mathematics ContestThis is the Team Project from the 2015 Junior High Excellence in Mathematics Contest at ChandlerGilbert 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. 
1/27/2015 
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  
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. 
12/3/2014 
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  