Open Educational Resources
/ Contribute Content| Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
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Thinking About Exponents
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
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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 | |
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A Motorcycle TransactionMyles purchases two motorcycles without his mother's permission. She makes him sell them. You will determine if he made a profit or a loss in this buying and selling transaction. Concepts: percent to decimal conversion, finding the percent of a number, and calculating the percent of change. |
10/20/2014 |
Lynda Boepple
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6.RP.A.3c 7.RP.A.3 MP.1 MP.2 MP.3 MP.6 MP.7 | 6 7 | Activity | |
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Spreading Rumors!Welcome to Rumor Middle School! News at Rumor Middle School travels quickly! Use the information presented in the problem to determine how many kids will know a rumor an hour and ten minutes after the first person shared it. Then, find what time it will be when over 4,000 students know the rumor! Stick with it! Use multiple strategies, and be ready to share and defend your work! |
10/16/2014 |
Lynda Boepple
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5.OA.B.3 MP.1 MP.2 MP.3 MP.7 MP.8 | 5 6 7 8 | Activity | |
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Now THAT'S Some Gas Mileage!This activity involves working with percentages and is connected with the ACCR Standards at the sixth and seventh grade levels. |
10/16/2014 |
Lynda Boepple
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6.RP.A.3c 7.RP.A.3 MP.1 MP.2 MP.3 MP.6 | 6 7 | Activity | |
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Fraction Operations and Initial Decimal Ideas
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
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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 | |
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Number Sense: Getting a Feel for "BIG" numbers
Good number sense is fundamental for success in estimation, approximation, and problem solving. We need to develop a sense of large numbers because newspaper and television news reports contain many references to large quantities. This activity has students working with large numbers to understand their relative magnitudes. |
9/26/2014 |
Trey Cox
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8.EE.A.3 8.EE.A.4 7.RP.A.2 7.RP.A.1 MP.1 MP.2 MP.3 MP.4 | 8 7 | Activity | |
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Yellow Starburst - Dan Meyer Three Act Task
This lesson is designed to introduce students to probability using Dan Meyer's three-act-task, Yellow Starburst. After viewing a brief introductory video clip, students are asked to determine how many Starburst packs have exactly one yellow Starburst and how many packs will have exactly two yellow Starbursts. |
9/24/2014 |
Trey Cox
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7.SP.A.2 7.SP.C.6 MP.1 MP.2 MP.3 MP.4 | 7 | Activity | |
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Subtracting Integers
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
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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 | |
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Adding Integers
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
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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 | |
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Survivor - Mathematics!
Students will apply their understanding of linear and quadratic functions to solve a Survivor challenge! |
9/8/2014 |
Scott Adamson
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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 | |
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Rule Time: Salute to Speed
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
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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 | |
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How Big or How Little?
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
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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 | |
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Preheating the Oven
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
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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 | |
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Number Systems - Place Value
Exploring different number bases may not only help you if you are needing in some particular application (like computers or electronics), but also in helping you make sense of the number system with which you are most familiar – the base 10 number system. |
9/6/2014 |
Trey Cox
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5.NBT.A.1 5.NBT.A.2 5.NBT.A.3 5.NBT.A.4 3.NBT.A.1 3.NBT.A.2 4.NBT.A.1 4.NBT.A.2 4.NBT.A.3 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 | 3 4 5 6 7 8 | Activity | |
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Sugar Packets - Dan Meyer Three Act Task
The question is simple: How many sugar packets are in a soda bottle? The lesson hooks students immediately with the initial video clip of a man sitting in a restaurant downing packets of sugar one-after-another! The mathematics involved is proportional reasoning. |
9/5/2014 |
Trey Cox
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6.RP.A.3 6.RP.A.3a 6.RP.A.3b 6.RP.A.3d 7.RP.A.2 7.RP.A.2a 7.RP.A.2b MP.1 MP.2 MP.3 MP.4 MP.5 | 6 7 | Video | |
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Directed Distance - An Introduction to "Graph"
This annotated lesson can be used to introduce directed distance and the concept of graph. It can be used as the very first experience students have with graphs, as a review, and/or as an introduction to “circular” coordinates (you can choose to never refer to them as polar coordinates). It is highly interactive and connects the concepts of “new” graphing systems to rectangular coordinates. Initially, there is a brief history given and review of the Cartesian rectangular coordinate system. |
9/5/2014 |
Trey Cox
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5.G.A.2 6.G.A.3 5.OA.B.3 6.NS.C.8 7.RP.A.2d 8.EE.C.8a 8.F.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 | 5 6 7 8 | Activity | |
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Powers of Ten - Number Sense
Students (and adults) have a difficult time trying to grasp very large (and very small) numbers. This activity uses an interesting context (astronomical objects0 to stimulate their interest in modeling enormous distances in a way that can help them understand relative distances. Students naturally arrive at the need for a different kind of number scale than linear and arrive at a "power of ten" (logarithmic) scale. The lesson includes an extension for advanced students ready to begin to investigate logarithms. |
9/5/2014 |
Trey Cox
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5.NBT.A.2 6.EE.A.1 8.EE.A.1 8.EE.A.3 HSF-BF.B.5 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 5 6 7 8 HS | Activity | |