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

Shipping Routes - Dan Meyer Three Act Task

CC_BY-NC-SA

The questions are simple: As two ships leave port at the same time but at different speeds, we wonder if they will ever meet again? And if so, how long will that take? The lesson hooks students immediately with the initial video clip of two simulated ships leaving port and separating from one another as they travel at slower rates. 

6/23/2015 Trey Cox
6.NS.B.4 MP.2 MP.3 MP.4 MP.5 MP.7 6 Activity

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

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

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

Preheating the Oven

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Students use rate of change ideas to predict how long it will take for an oven to preheat to 400 degrees. The youtube video may be used to bring drama to the lesson! A link to the video is here and also in the documents. https://www.youtube.com/watch?v=I2ooIWFAcII&list=UUiPlxONW80Z8rGpu3lSLwjg

9/8/2014 Scott Adamson
7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c 8.F.A.3 8.F.B.4 8.F.B.5 MP.1 MP.2 MP.3 MP.4 MP.6 MP.8 6 7 8 Activity

How Big or How Little?

CC_BY-NC

This activity is designed to have students think about what it means to “keep it in proportion” – a very common phrase, but what does it mean?

9/8/2014 Scott Adamson
6.RP.A.1 6.RP.A.2 6.RP.A.3 6.RP.A.3a 6.RP.A.3b 6.RP.A.3c 7.RP.A.1 7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 6 7 Activity

Rule Time: Salute to Speed

CC_BY-NC

You will need these video clips: Part 1 - https://www.youtube.com/watch?v=-XLkMx58Mb8 Part 2 (after the problem situation is resolved) - https://www.youtube.com/watch?v=BQ28I3TLcRI Outtakes if you want - https://www.youtube.com/watch?v=ObBiRjepgxA

9/8/2014 Scott Adamson
8.F.A.1 8.F.A.3 8.F.B.4 8.F.B.5 8.EE.C.7 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 7 8 Activity

Survivor - Mathematics!

CC_BY-NC

Students will apply their understanding of linear and quadratic functions to solve a Survivor challenge!

9/8/2014 Scott Adamson
8.F.A.3 8.F.B.4 8.F.B.5 HSA-CED.A.2 HSA-CED.A.1 HSA-REI.B.4 HSA-REI.B.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 8 7 HS Activity

Rule Time: Salute to Brakes

CC_BY-NC

This project involves a movie that was written by, directed by, and starring Scott Adamson and Trey Cox. The focus of the project is making sense of the idea of quadratic functions from a rate of change perspective. First, watch Part 1 with your class. https://www.youtube.com/watch?v=b2huVGJXnH8 Then watch Part 2 after the problem has been resolved. https://www.youtube.com/watch?v=KStlLsmURcw

9/8/2014 Scott Adamson
8.F.A.1 8.F.A.2 HSF-IF.A.1 HSF-IF.A.2 HSF-IF.B.4 HSF-IF.B.6 HSF-IF.C.7 HSF-IF.C.7a HSF-BF.A.1 HSF-BF.B.4a MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 8 HS Activity

Adding Integers

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This is a series of lessons focused on: Making Zero (Sea of Zeros idea) Adding integers using chips and a checking account analogy It contains three activities and homework: Part 1 - Making Zero Part 2 - Adding integers with the Chip Model Part 3 - Adding inetgers with the Checking Account Analogy Homework To see a related video, go to: http://vimeo.com/71450580

9/19/2014 Scott Adamson
6.NS.C.5 6.NS.C.6 6.NS.C.7 6.NS.C.6a 6.NS.C.6c 6.NS.C.7a 6.NS.C.7b 6.NS.C.7c 6.NS.C.7d 7.NS.A.1 7.NS.A.1a 7.NS.A.1b 7.NS.A.1c 7.NS.A.1d 7.NS.A.2 7.NS.A.2a 7.NS.A.2b 7.NS.A.2c 7.NS.A.2d 7.NS.A.3 MP.2 MP.4 MP.5 MP.6 MP.7 MP.8 6 7 8 Activity

Subtracting Integers

CC_BY-NC

This is a series of lessons fouced on Making sense of integer subtraction using number lines, patterns, and the chip model It contains two activities and homework Part 1 - Number lines and Patterns Part 2 - Chip Model Homework To see a related video, go to: http://vimeo.com/71450580

9/23/2014 Scott Adamson
6.NS.C.5 6.NS.C.6 6.NS.C.6a 6.NS.C.6c 6.NS.C.7 6.NS.C.7a 6.NS.C.7b 6.NS.C.7c 6.NS.C.7d 7.NS.A.1 7.NS.A.1a 7.NS.A.1b 7.NS.A.1c 7.NS.A.1d 7.NS.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 6 7 8 Activity

What does division mean and how do you do it?

CC_BY-NC

This activity focuses on the idea of divsion and challenges students to make sense of what division means and helps students to make sense of the traditional algorithm of "long division."

10/1/2014 Scott Adamson
3.OA.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7 MP.1 MP.2 MP.3 MP.4 MP.7 MP.8 3 Activity

Rational Number Project - Initial Fraction Ideas

CC_BY-NC

This is a series of lessons from the Rational Number Project (http://www.cehd.umn.edu/ci/rationalnumberproject/default.html) including teacher notes, activities ready to be copied. The Rational Number Project (RNP) is a cooperative research and development project funded by the National Science Foundation. Project personnel have been investigating children’s learning of fractions, ratios, decimals and proportionality since 1979. This book of fraction lessons is the product of several years of working with children in classrooms as we tried to understand how to organize instruction so students develop a deep, conceptual understanding of fractions. You may pick and choose the lessons that you would like to try and do not need to complete them all in order.

10/10/2014 Scott Adamson
4.NF.A.1 4.NF.A.2 4.NF.B.3 4.NF.B.3a 4.NF.B.3b 4.NF.B.3c 4.NF.B.3d 4.NF.B.4 4.NF.B.4a 4.NF.B.4b 4.NF.B.4c 4.NF.C.5 4.NF.C.6 4.NF.C.7 5.NF.A.1 5.NF.A.2 5.NF.B.3 5.NF.B.4 5.NF.B.4a 5.NF.B.4b 5.NF.B.5 5.NF.B.5a 5.NF.B.5b 5.NF.B.6 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 4 5 6 Lesson

Fraction Operations and Initial Decimal Ideas

CC_BY-NC

This is a series of lessons from the Rational Number Project (http://www.cehd.umn.edu/ci/rationalnumberproject/rnp2.html) including teacher notes, activities ready to be copied. The Rational Number Project (RNP) is a cooperative research and development project funded by the National Science Foundation. Project personnel have been investigating children’s learning of fractions, ratios, decimals and proportionality since 1979. This book of fraction lessons is the product of several years of working with children in classrooms as we tried to understand how to organize instruction so students develop a deep, conceptual understanding of fractions. You may pick and choose the lessons that you would like to try and do not need to complete them all in order.

10/10/2014 Scott Adamson
5.NF.A.1 5.NF.A.2 5.NF.B.3 5.NF.B.4 5.NF.B.4a 5.NF.B.4b 5.NF.B.5 5.NF.B.5a 5.NF.B.5b 5.NF.B.6 5.NF.B.7 5.NF.B.7a 5.NF.B.7b 5.NF.B.7c 6.NS.A.1 6.NS.B.3 AZ.6.NS.C.9 7.NS.A.2 7.NS.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 5 6 7 Lesson

Thinking About Exponents

CC_BY-NC

The idea of negative exponents and zero as an exponent is a problem that persists with students into a college calculus class. What is, for example, 2-4 and why? This activity is designed to help students to make sense of exponents from a real-world context.  By the way, I plan to follow this up with an extension including rational exponents like 21/2.

10/23/2014 Scott Adamson
8.EE.A.1 6.EE.A.1 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8 6 7 HS 8 Activity

Sochi Olympics - Junior High Math Contest

CC_BY-NC-ND

This is the 2013 Chandler-Gilbert Community College Junior High Math Contest Team Project. You may use all or just parts of it as it contains lots of different math topics including: The idea of AVERAGE The idea of AVERAGE SPEED and GRAPHS of LINEAR FUNCTIONS The idea of CREATING and INTERPRETING BOX and WHISKER PLOTS  The idea of SLOPE The idea of ANGLE The idea of PERCENT Look at the project and decide what parts your students are ready to tackle...and HAVE FUN!

11/18/2014 Scott Adamson
6.RP.A.1 6.RP.A.3 7.RP.A.3 6.SP.B.4 8.EE.B.5 8.F.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 7 6 8 Activity