6-8, 9-12
Students model linear data in a variety of settings that range from car repair costs to sports to medicine. Students work to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
6-8, 9-12
This activity demonstrates the Birthday Paradox, using it as a springboard into a unit on probability. Students use a graphing calculator to run a Monte Carlo simulation with the birthday paradox and perform a graphical analysis of the birthday-problem function. This lesson was adapted from an article, written by Matthew Whitney, which appeared in the April 2001 edition of
Mathematics Teacher.
3-5
Students begin their study of growing patterns by making linear
patterns with pattern block shapes using several pattern cores. They
extend a partner’s pattern and find the missing element in a pattern.
3-5
In this final lesson of the Unit, students use logical thinking to create, identify, extend, and translate patterns. They make patterns with numbers and shapes and explore patterns in a variety of mathematical contexts.
3-5
Students analyze numeric patterns, including Fibonacci numbers. They also
describe numeric patterns and then record them in table form.
3-5
During this lesson, student use mathematical knowledge and skills developed in the previous lessons to demonstrate understanding and ability to apply that knowledge in a real-life context. As students tackle more complex tasks, teachers have opportunity to observe student’s competence with methods and tools for computation, estimation, problem posing and solving, collection of data, organization and interpretation of graphical representations, measuring with standard units, and responding to investigations that require the comparison of data sets.
6-8, 9-12
This lesson plan presents a classic game-show scenario. A student picks
one of three doors in the hopes of winning the prize. The host, who
knows the door behind which the prize is hidden, opens one of the two
remaining doors. When no prize is revealed, the host asks if the
student wishes to "stick or switch." Which choice gives you the best
chance to win? The approach in this activity runs from guesses to
experiments to computer simulations to theoretical models. This lesson
was adapted from an article written by J. Michael Shaughnessy and
Thomas Dick, which appeared in the April 1991 issue of the
Mathematics Teacher.
6-8
The paper pool game provides an opportunity for students to develop their understanding of ratio, proportion, greatest common divisor, and least common multiple.
6-8
The interactive paper pool game in this i-Math investigation provides an opportunity for students to further develop their understanding of ratio, proportion, and least common multiple.
6-8
The interactive paper pool game in this i-Math investigation provides an opportunity for students to further develop their understanding of ratio, proportion, and least common multiple.
