This resource is an example of modeling the line of best fit by plotting the number of rubber bands that form a bungee cord and how far a Barbie doll can bungee jump with the length of cord. Students calculate the line of best fit by hand and using a graphing calculator. They interpret key parts of the line such as slope and y-intercept.

This activity helps students move from arithmetic to more algebraic thinking by providing problems and activities that have them moving from a one solution problem to those that are not limited to a single response and require symbolic representation.  Most problem situations explore linear models and would be suitable for grades 6 & 7, but there are problems included that explore quadratic and exponential models as well.
This lesson would be appropriate for an introduction to y=mx using problem situations with real world applications.

Students will simulate a jumping frog contest and collect data for frog distances jumped.  Students will measure three consecutive jumps along with the total distance jumped in centimeters.  Students will determine the range of classroom data jumps and find the mean and the median of jump data.

Explore the different conic sections and their graphs. Use the Cone View to manipulate the cone and the plane creating the cross section, and then observe how the Graph View changes.

Create equivalent fractions by dividing and shading squares or circles, and match each fraction to its location on the number line.

Students use data on space debris, analysis of rates,  and regression in order to model situations.

Students extend their knowledge of proportions to solving problems dealing with similarity. They measure the heights and shadows of familiar objects and use indirect measurement to find the heights of things that are much bigger in size, such as a flagpole, a school building, or a tree.

In this lesson, students practice addition (subtraction optional) and deductive reasoning skills to solve KenKen puzzles, which is a break off of the Sudoku puzzle.  All of the directions of what a KenKen puzzle is and how to use them are included in the resource in detail.  The students investigate as a group what they think is happening in a completed puzzle.  In this way they are using the Math Practice Standards MP1 and MP7.  Once they understand the rules, they will work on solving problems using addition and possibly subtraction.

"The Knots Lab" is a hands-on experiment that can be used when teaching linear functions; primarily when discussing lines of best fit.  Students are given a rope (3-5 feet in length) and a ruler.  Students begin by measuring the rope.  Students then tie knots in the rope, and after tying each knot, measure the resulting length of the rope.  After constructing a scatter plot of their data, students are asked a series of questions where they must use their data and regression equation to answer.

Students will explore estimation of length.
K student will use the non standard unit (ladybugs) to measure the length of something longer than the given unit (e.g., their workspace).
There are suggestions to vary the lesson for each grade level (K-2).
There are other related resources linked within this lesson.

This applet allows the user to investigate the mean, median, and box-and-whisker plot for a set of data that they create. The data set may contain up to 15 integers, each with a value from 0 to 100.

In this two-player e-example, students take timed turns racing to the end of each fraction line by moving one or more of their markers to sum to a given fraction value.

In the game Polygon Capture, students select polygons based on specific attributes as associated with angles of the polygon and sides of the polygons.  During the activity, students will be presented with situations they may not always encounter in geomoetry.  For instance, instead of being asked to select "all polygons with right angles" and "all polygons with 4 equal sides" they may be asked to select "all polygons with at least one right angle" and with "no parallel sides."

Students are encouraged to build conceptual reasoning for multiplying decimals by manipulating an area model.