6-8
Students use their class schedules to create
time-distance graphs by counting the number of walking strides they take from
their lockers and timing themselves as they walk through their class schedules.
They will use their graphs to answer questions about slope,
x- and
y-intercepts, and the meaning of horizontal and vertical lines.
6-8, 9-12
This lesson is based upon a story from Virgil's
Aeneid. Students work in groups to
investigate maximizing area with a fixed length of rope. They investigate which
figure results in the greatest area by real-life experimentation as well
algebraically. Students gain an understanding of quadratic functions, the
isoperimetric principle, and parabolas.
6-8
In Parts I and II of this investigation, students learn about the notion of equivalence in concrete and numerical settings. As students begin to use symbolic representations they use variables as place holders or unknowns. This part of the i-Math investigation illustrates the continued transition from the concrete balance view of equivalence to a more abstract view.
3-5, 6-8
Using inversions — words that can be read in more than one way — as the context, students will be introduced to various types of symmetry. After exploring the symmetries that exist with letters of the alphabet, they will make inversions of their own name.
Pre-K-2
In this activity, students use their knowledge of number, measurement and geometry to plan the steps necessary for a ladybug to draw rectangles of different sizes. As they experiment, students begin to understand the relationship between the shape of a rectangle and the lengths of its sides. They also develop a sense of the amount of turn in a right angle.
6-8
In this lesson, students develop number sense through a series of three hands-on activities. Students explore the following concepts: the magnitude of a million, fractions between 0 and 1, and the effect of decimal operations.
6-8, 9-12
In this lesson, students learn to use a compass and a straight edge to
construct rectangles of leg ratios 1:1; 1:√2; 1:√3; 1:2; and 1:√5. The
lesson culminates with the class constructing a full size façade of a
house using the proportions of the Ancient Maya.
Pre-K-2
In this activity, students use 45- and 90-degree angles to create triangles, and develop an understanding of the relationship between angles and the shape of triangle. Students use their knowledge of number, measurement and geometry to design a "virtual path" using two different angles to help a ladybug reach its hiding place under a leaf.
3-5, 6-8
In this activity for grades 4-6, students attempt to identify the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition until a million is reached. Additionally, they use critical thinking to analyze situations and to identify mathematical patterns that will enable them to develop the concept of very large numbers.
6-8
Students explore drawing a mat plan when given a three dimensional figure built from cubes. Students also explore building a three dimensional figure when given the mat plan.
