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

Creating an Exponential Model  The Salary ProblemThis 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

HSFLE.A.1c HSFLE.A.2 MP.7  HS  Video  
Exploring the Function Definition and NotationThis 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

HSFIF.A.1 HSFIF.A.2 HSFIF.B.4 HSFIF.B.5 HSFBF.B.4a MP.7  HS  Activity  
Modeling with Exponential FunctionsA worksheet involving exponential modeling. 
6/2/2014 
Phillip Clark

HSFLE.A.4 MP.1 MP.4  HS  Activity  
Growth FactorsThis 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 FunctionThis 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

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MP.7

HS  Resource  
Definite Integral using Substitution

6/11/2014 
Phillip Clark

None

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Video  
Inside Mathematics Educator Resource SiteInside 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
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MP.5
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MP.8

1 2 3 4 5 6 7 8  Resource  
Mathematics Vision Project WebsiteMVP 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)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

HSFIF.B.5 HSFIF.B.6 HSFIF.C.7c HSFIF.C.7a HSFBF.A.1c HSFLE.A.3 MP.1 MP.3 MP.4 MP.5 MP.6  HS  Activity  
Average AthleticsOne 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 AddressStudents 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 DistributionThe 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?This lesson requires students to use sidebyside 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?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 ProblemStudents 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 PiecesThis 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 MarblesFor 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  