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

Nana's Lemonade  Dan Meyer Three Act TaskIn a brief video, students are confronted with the situation of a person squeezing a lemon slice into a small cup of water. Then a "big gulp" cup is placed next to the smaller, lemon filled cup. By asking the question, "How many lemon wedges do you need to add for the same lemony taste?" students will begin to experiment and mathematically determine the answer. 
12/10/2014 
Trey Cox

6.NS.A.1 6.RP.A.1 6.RP.A.2 6.RP.A.3 6.RP.A.3b 6.RP.A.3d MP.1 MP.2 MP.4  6  Activity  
Fractions and Free ThrowsDo 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  
Division of FractionsThis is a series of 4 activities designed to help students to focus on the idea of division from a proportional reasoning perspective. 
12/2/2014 
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.6 MP.7 MP.8  5 6  Activity  
Sampling Techniques  Jelly BlubbersThis activity introduces the Simple Random Sample (SRS) to students, and shows why this process helps to get an unbiased sample statistic. Relying on our perceptions can often be deceiving. In this exercisestudents are asked to determine the average length of a jellyblubber (a hypothetically recently discovered marine species) using a variety of techniques. The student will learn that a Simple Random Sample (SRS) is the most accurate method of determining this parameter, and that intuition can be deceptive. 
11/29/2014 
Trey Cox

6.SP.A.1 6.SP.B.4 6.SP.A.2 7.SP.A.1 MP.1 MP.3 MP.4 MP.5  6 7  Activity  
Biking to Bernie's

11/25/2014 
Lynda Boepple

4.NF.B.3c 4.NF.B.3d 4.NF.B.4a 4.NF.B.4c 5.NF.A.1 5.NF.B.4a 5.NF.B.6 6.RP.A.3 6.EE.B.6 7.RP.A.1 MP.1 MP.3 MP.4 MP.5 MP.6  4 5 6 7  Activity  
Solving Systems of Linear EquationsThis is a lesson to introduce the idea of solving systems of equations using graphical methods and substitution. The goal is to help students to make sense of the meaning of the solution to a system and to make sense of what it means to substitute. 
11/21/2014 
Scott Adamson

8.EE.C.8b 8.EE.C.8a 8.EE.C.8 8.EE.C.8c MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  7 8  Activity  
SunsplashThis is a series of activities from the 2007 CGCC Excellence in Math Junior High Contest Team Project. You can pick and choose which parts of the project you want to use or do them all! Volume and converting of units Circumference and average speed Understanding average speed Readiing and interpreting line graphs Volume of a cylinder and rates 
11/19/2014 
Scott Adamson

6.G.A.4 6.RP.A.3 7.RP.A.1 7.G.B.4 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  6 7 8  Activity  
Mathematics and AdvertisingThis activity is from the 2011 CGCC Junior High Math Contest Team Project. You may pick and choose which parts of the project to use or use it all! Percent increase/decrease and Area of circles The Counting Principle Pythagorean Theorem and Ratios 
11/19/2014 
Scott Adamson

7.RP.A.3 7.G.B.4 7.G.B.6 8.G.B.7 7.RP.A.2 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  7 8  Activity  
Sochi Olympics  Junior High Math ContestThis is the 2013 ChandlerGilbert 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  
College Success  Comparing Two PopulationsIn this task, students are able to conjecture about the differences in the two groups from a strictly visual perspective and then support their comparisons with appropriate measures of center and variability. This will reinforce that much can be gleaned simply from visual comparison of appropriate graphs, particularly those of similar scale. Students are also encouraged to consider how certain measurements and observation values from one group compare in the context of the other group. 
11/13/2014 
Trey Cox

7.SP.B.3 7.SP.B.4 MP.1 MP.2 MP.3 MP.4 MP.5  7  Activity  
Proving the Pythagorean Theorem with GeogebraThe Pythagorean theorem is one of the most important concepts in all of mathematics. This activity uses Geogebra to help students see why the relationship between the sides of a right triangle are as they are. 
11/13/2014 
Trey Cox

8.G.B.6 8.G.B.7 MP.1 MP.3 MP.4 MP.5  8  Activity  
Can We SWIM Yet?The Johnson family is SO excited to go swimming in their new pool! Which of the three hoses should they use to fill it the most quickly? How long will it take to fill if they use all three of the hoses? 
11/7/2014 
Lynda Boepple

5.NF.A.1 5.NF.A.2 6.RP.A.3 7.RP.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  5 6 7  Activity  
Fantastic Fruit!Algebra at its finest! The weights of several different fruits are being compared in this problem. Use the given information to state the weight of various fruits in terms of the other fruit... 
11/5/2014 
Lynda Boepple

8.F.A.2 8.EE.C.8b 8.EE.C.8c 8.EE.C.8 HSAREI.C.6 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  8 HS  Activity  
An AREA RiddleKnowing the perimeter of a certain rectangle, see if you can figure out what the area of the rectangle might be. Then, discover what happens to the area when the perimeter of the rectangle doubles... 
11/4/2014 
Lynda Boepple

4.MD.A.3 6.G.A.1 7.G.A.1 7.G.B.6 7.RP.A.1 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  4 6 7  Activity  
A Coin Conundrum!Figure out how many nickels and how many quarters Jamie has if you also know the total value of the coins. Then, take the problem to a whole new level by mixing in several dimes. Now THIS is a real coin conundrum! 
10/31/2014 
Lynda Boepple

7.EE.B.4 8.EE.C.8c HSAREI.C.6 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8  7 8 HS  Activity  
Piggy Bank Ca$h!Meredith has LOTS of one dollar bills in her piggy bank, and she discovers something special when she stacks the bills in piles of 5, 6, and 8 bills. Find a pattern to answer some questions about what will happen if she stacks the bills in piles of 9. 
10/28/2014 
Lynda Boepple

AZ.4.OA.A.3.1.a 4.OA.C.5 4.NBT.B.6 5.NBT.B.6 6.NS.B.2 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8  4 5 6  Activity  
Thinking About ExponentsThe 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, 24 and why? This activity is designed to help students to make sense of exponents from a realworld 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  
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

6.RP.A.3c 7.RP.A.3 MP.1 MP.2 MP.3 MP.6 MP.7  6 7  Activity  
Pythagorean Theorem Investigation: It's As Easy Asâ€¦ a, b, cOftentimes, the Pythagorean Theorem is taught from the standpoint of, "Here is the formula, let's practice finding the lengths of the sides of triangles!" without helping students understand or develop the relationships between the sides on their own. This activity helps students experience those relationships using multiple approaches, prove why the theorem is true, and practice using it. 
10/19/2014 
Trey Cox

8.G.B.6 8.G.B.7 8.G.B.8 MP.1 MP.2 MP.3 MP.4 MP.7  8  Activity  
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

5.OA.B.3 MP.1 MP.2 MP.3 MP.7 MP.8  5 6 7 8  Activity  