This lesson encourages students to explore another model of subtraction, the balance. Students will use real and virtual balances. Students also explore recording the modeled subtraction facts in equation form.
This lesson explores magic squares from both a historical and
mathematical perspective. The mathematical analysis leads into symbolic
algebraic representation of the patterns. This lesson is based upon an
article from the April 2001 edition of Mathematics
Teaching in the Middle School.
In this lesson, students classify polygons according to more than one
property at a time. In the context of a game, students move from a
simple description of shapes to an analysis of how properties are
related. This lesson was adapted from an article which appeared in the
October, 1998 edition of Mathematics Teaching in the Middle School
In this lesson, students complete a chart by multiplying or dividing a given value, compare two categories in a line graph, and identify number patterns.
In this lesson, students investigate relationships between numbers, identify number patterns,
represent the information in graphic chart form, and generalize the results of an investigation. Specifically, students explore the relationship between a whale's length and its weight.
This lesson emphasizes the connections between science and mathematics by using a performance, or authentic, assessment format. Students explore applications involving their own heart. This activity involves students in interpreting factual information in a variety of problem-solving situations. Students also create and solve an original problem.
In this lesson for grades 6‑8, students participate in activities in
which they focus on patterns and relations that can be developed from
the exploration of balance, mass, length of the mass arm, and the
position of the fulcrum. The focus of this lesson is the relationship
between the length of the arm and the mass of the objects.
Using the story "The Celebrated Jumping Frog of Calveras County" by Mark Twain, students simulate a jumping-frog contest and determine the distances "jumped." The students record the distance of individual jumps in centimeters and determine the total distance jumped (the sum of the three separate jumps) and the official distance (the straight-line distance from the starting line to the end of the frog's third jump). The students compare the range and median of the total distances with those of the official distances of the group.
Students measure distances using standard and nonstandard units and
record their measurement in various tables. Then they are asked to use
descriptive statistics to report the results. During a top-spinning
contest, students measure the distance along a curve using indirect
measurement. They record the data for their group in a chart, and
compute their individual median and the group median.
Students organize and prepare a luncheon for the entire class. Working
in committees, each group of students is responsible for a different
aspect of the event.