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

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

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

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

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

Sampling Reese’s Pieces

CC_BY-NC-SA

This activity uses simulation to help students understand sampling variability and reason about whether a particular sample result is unusual, given a particular hypothesis. By using first candies, a web applet, then a calculator, and varying sample size, students learn that larger samples give more stable and better estimates of a population parameter and develop an appreciation for factors affecting sampling variability.

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

Valentine Marbles

CC_BY-NC-SA

For this task, Minitab software was used to generate 100 random samples of size 16 from a population where the probability of obtaining a success in one draw is 33.6% (Bernoulli). Given that multiple samples of the same size have been generated, students should note that there can be quite a bit of variability among the estimates from random samples and that on average, the center of the distribution of such estimates is at the actual population value and most of the estimates themselves tend to cluster around the actual population value. Although formal inference is not covered in Grade 7 standards, students may develop a sense that the results of the 100 simulations tell them what sample proportions would be expected for a sample of size 16 from a population with about successes.

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