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

Knee surgery & Muscle weakness

CC_BY-NC-SA

1/3/2018 Linda Meng
HSA-CED.A.1 HSA-CED.A.2 HSF-LE.A.3 HSF-LE.A.1 HSF-LE.A.1a MP.1 MP.2 MP.3 MP.4 MP.5 HS Activity

Tesla Roadster Loan

CC_BY-NC-SA

1/3/2018 Linda Meng
7.RP.A.2c 7.RP.A.3 6.RP.A.3b 6.RP.A.3c 6.EE.B.6 6.EE.C.9 7.EE.B.4a 7.EE.B.4 7.EE.B.3 MP.1 MP.3 MP.4 MP.8 7 Activity

Tesla Roadster Trip

CC_BY-NC-SA

1/3/2018 Linda Meng
6.RP.A.3 6.RP.A.3b 6.RP.A.3d 7.RP.A.1 7.RP.A.2 MP.1 MP.4 MP.5 MP.7 6 7 Activity

Ratios & Proportions Unit

CC_BY-NC-ND

1/27/2018 Sarah Gummow
6.RP.A.3 6.RP.A.3a 6.RP.A.3b 7.RP.A.1 7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c 7.RP.A.2d MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 6 7 Lesson

KayZ Pro

CC_BY-NC-SA

Do drones make your day? Do you love exploring with drones? This custom designed "Headless Mode Mini Drone" is definitely a MUST HAVE! Designed and made with premium quality material.

2/13/2018 Steve Gaston
None
None
Resource

Creating an Exponential Model - The Salary Problem

This 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
HSF-LE.A.1c HSF-LE.A.2 MP.7 HS Video

Growth Factors

This 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

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

Wile E. Coyote - Modeling with Quadratic Functions (Writing project)

CC_BY-NC-SA

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
HSF-IF.B.5 HSF-IF.B.6 HSF-IF.C.7c HSF-IF.C.7a HSF-BF.A.1c HSF-LE.A.3 MP.1 MP.3 MP.4 MP.5 MP.6 HS Activity

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

Exploring the Function Definition and Notation

CC_BY-SA

This 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
HSF-IF.A.1 HSF-IF.A.2 HSF-IF.B.4 HSF-IF.B.5 HSF-BF.B.4a MP.7 HS Activity

Problem Solving Template

CC_BY-NC-SA

Problem solving template used in my classroom. In PDF and Word formats. Created by members of Cohort 1 in Collaboration with Dr. Vicich.

6/5/2014 Matthew Perales
None
MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8
5 6 7 8 HS Resource

System of Inequalities

CC_BY-NC-SA

Students create a system of inequalities given certain real-life conditions and then find solutions of their system that would fit their scenario.

6/5/2014 Tami Carr
HSA-REI.D.12 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 HS Activity

Explorations with Unit Rates, Slope, Equations of a Line and an Intro to Systems of Equations

Handouts to walk students through exploring unit rates, slope, equation of a line, x and y intercepts and an intro to systems of equations.

6/5/2014 Jacelyn O'Roark
8.EE.B.5 8.EE.B.6 8.EE.C.8a 8.EE.C.8b MP.5 MP.7 8 Resource

Inside Mathematics Educator Resource Site

Inside 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
MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8
1 2 3 4 5 6 7 8 Resource

Mathematics Vision Project Website

MVP 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

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

Adding Integers

CC_BY-NC

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

Number Sense: Getting a Feel for "BIG" numbers

CC_BY-NC-SA

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
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

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

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

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

Fractions and Free Throws

CC_BY-NC

Do 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

Sharing Pencils

CC_BY

Sarah and Michelle are working on a class project using colored pencils. Given some information about the number of pencils that Sarah and Michelle had when they started, and how some sharing of pencils has taken place, students must employ proportional reasoning skills to determine how many colored pencils the girls now possess.

2/19/2015 Lynda Boepple
6.RP.A.2 6.RP.A.3 6.RP.A.3a 7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c MP.1 MP.3 MP.4 MP.6 MP.7 6 7 Activity