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

Knee surgery & Muscle weakness

CC_BY-NC-SA

1/3/2018 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 HS Activity

Is a Super Ball REALLY Super?

CC_BY-NC-SA

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

12/20/2017 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 8 7 HS Activity

Multiplying Improper Fractions

CC_BY-NC-SA

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

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 Notation

CC_BY-NC-SA

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

10/8/2016 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

NEW and IMPROVED Division of Fractions

CC_BY-NC-SA

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

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 Context

CC_BY-NC-SA

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.

6/15/2016 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

Linear Function Model - Blood Alcohol Content

CC_BY-NC-SA

This 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 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

Covariation and the Finger Tool

CC_BY-NC-SA

The intended sequence is: Sprinter Skateboarder Bungee Jumper Jump start the car

6/15/2016 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

A Pool Design Pattern

CC_BY-NC-SA

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.

10/5/2015 Lynda Boepple
8.F.A.1 8.F.B.4 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 8 Activity

Derivative of Trigonometric Functions

CC_BY-NC-SA

This is a project designed for a Calculus 1 course.

7/1/2015 Scott Adamson
HSF-TF.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!

CC_BY-NC-SA

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
HSF-IF.A.2 HSF-IF.B.6 HSF-IF.C.7a MP.1 MP.2 MP.3 MP.4 MP.5 HS Video

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

CC_BY-NC-SA

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
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

Is the Sine a Circular Function? How about a Star Sine?

CC_BY-NC-SA

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. 

3/23/2015 Trey Cox
HSF-IF.B.4 HSF-TF.A.2 HSF-TF.B.5 MP.1 MP.2 MP.3 MP.4 MP.6 HS Activity

Paper-folding - Exponential Growth/Percentage Change

CC_BY-NC-SA

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. 

3/2/2015 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 HS Activity

Steeper, Faster, Division, and Slope

CC_BY-NC

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!

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

Shooting Hoops! - Dan Meyer Three Act Task

CC_BY-NC-SA

In 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.

12/18/2014 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 HS Activity

Fractions and Free Throws

CC_BY-NC

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.

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