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

Modeling with Exponential FunctionsA worksheet involving exponential modeling. 
6/2/2014 
Phillip Clark

HSFLE.A.4 MP.1 MP.4  HS  Activity  
Quadratic  Fence ProblemThis is an activity designed to introduce a lot of concepts tied to quadratic functions. A piece of advice, make sure each group uses TWO pieces of pipe cleaners. 
6/5/2014 
William Zimmerer

HSASSE.A.1b HSASSE.A.1 HSASSE.A.1a HSFIF.A.2 HSFIF.B.4 HSFIF.B.5 HSFIF.C.7a HSFIF.C.7 HSFBF.A.1b HSFBF.A.1 HSFBF.B.3 HSACED.A.2 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7  HS  Activity  
To Rent or Not to Rent....An real world intro activity to solving systems of equations using a graph. 
6/5/2014 
Ashley Morris

8.EE.C.8c 8.EE.C.8b HSACED.A.2 HSAREI.C.6 MP.1 MP.3 MP.4 MP.6  8 HS  Activity  
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

None
MP.7

HS  Resource  
Definite Integral using Substitution

6/11/2014 
Phillip Clark

None

None

Video  
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  
A Bug's Life  Estimating Area of Irregular PolygonsThis is a creative writing project that includes a rubric for scoring student's work. It works well as a team project. The focus of the project is on solving a contextual problems involving area of a twodimensional object composed of triangles, quadrilaterals, and polygons. 
9/5/2014 
Trey Cox

7.G.B.6 6.G.A.1 MP.1 MP.3 MP.4 MP.5 MP.6  7  Activity  
Flintstone's Writing Project  SamplingThis writing project was written as a letter from Fred Flintstone to the students asking for their advice on proper sampling techniques that requires their mathematical “expertise”. This clearly defines the target audience for the paper and gives the students an idea of the mathematical background that they should assume of the reader. The plot lines in the project is a little bit goofy, although not imprecise, which helps relax the students and gives them the opportunity to be creative when writing their papers. 
9/5/2014 
Trey Cox

7.SP.A.1 7.SP.A.2 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6  7  Activity  