This resource could be used an a precurser for a lesson on …
This resource could be used an a precurser for a lesson on comparing areas of circles and squares. There is guess and check involved, as well as digging deeper to find the correct answer. Students could do part of this on their own device, using GeoGebra to help with graphing the equations. If students do not have access to devices, then the teacher can use it as a class discussion.
This includes questions that can be posed to students, as well as visuals to make the entire task make sense to students. Answer is included.
After playing a video clip of the Scarecrow from the Wizard of …
After playing a video clip of the Scarecrow from the Wizard of Oz, just after he was 'given brains' and he mentions how the Pythagorean Theorem works have students look for precision in his statement. This site helps you challenge students to be critical mathematicians and make the Scarecrow's statement more precise. A link to the video clip is embedded on the page.
This is a really nice task as it is open to everyone, …
This is a really nice task as it is open to everyone, can be solved in different ways and can also extend to work in combinatorics – a nice way of organizing counting. Ask students to work on this task in groups, and to display their results on posters. Often we name students' different approaches and strategies.
This task presents a contextual situation in which algae is growing in …
This task presents a contextual situation in which algae is growing in a lake at a rate of doubling every day. The task asks students to evaluate claims about the extent to which the algae will grow and to create an equation that models the algae growth on the lake.
This is a 3 act lesson by Dan Meyer. In this lesson …
This is a 3 act lesson by Dan Meyer. In this lesson students ask and answer, "How long does it take the sink to fill up?", after viewing a video of a leaky fauct.
This activity asks students to explore cubes with dimensions 1x1x1 up to …
This activity asks students to explore cubes with dimensions 1x1x1 up to 4x4x4. Each cube is painted on all six faces and students are asked to determine how many 1x1x1 cubes have zero painted faces, one painted face, two painted faces and three painted faces. This activiy requires students to consider volume vs. surface area and also offers students the opportunity to predict and make genrealizations using patterns that are noticed.
This is a high school geometry task that has students physically construct …
This is a high school geometry task that has students physically construct the point equidistant from three non-collinear points and to identify why the construction works. This construction motivates the notion of a triangle inscribed into a circle and why that particular construction might be useful.
This task is a procedures with connections task, of high cognitive demand. The procedure is not specified for students but there is largely only one way of folding the paper to be able to identify the intersection point. The high cognitive demand comes from students having to explain why the construction works and why only two creases are necessary. This gets at both the meaning and motivation for the construction and the notion of efficiency in having a canonical construction for a circle that inscribes a triangle given three non-collinear points that can form a triangle.
This task could also be used as an assessment task after students learn the construction, although the explanations that may be given by students are more likely to focus on the construction procedures in this particular case.
This task addresses the Pivotal Understanding of equivalence, because it focuses on generating a geometric construction procedure that determines a point equidistant from three non-collinear points. Equivalence is evident in at least two ways. First, the distance from the target point to each of the source points is equal. Second, the construction produces equivalent results (inscribed triangle within a circle given three points) each time.
Students will be working collaboratively with others to categorize equations into having …
Students will be working collaboratively with others to categorize equations into having one, no, or infinite solutions. Students will then make generalizations about the characteristics of equations that have one, no, or infinite solutions. This lesson unit is also intended to help you assess how well students are able to: • Solve linear equations in one variable with rational number coefficients.• Collect like terms.• Expand expressions using the distributive property. It also aims to encourage discussion on some common misconceptions about solving equations.
The is a 3-Act lesson which shows a video of a man …
The is a 3-Act lesson which shows a video of a man running Stairs and then running Super-Stairs. Students generate questions like "How long will it take for him to run" and "How many steps does he take".
This is appropriate for students studying sequences and series or as an enrichment problem for younger math students.
This is a rigrious lesson on finding the volume of cones and …
This is a rigrious lesson on finding the volume of cones and cylinders. A student should have a strong understanding of algebra to complete the tasks necessary in this lesson.
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