3-5
In this activity, students use a software simulation of one runner
along a track. Students control the speed and starting point of the
runner, watch the race, examine a graph, and analyze the
time-versus-distance relationship. This activity helps students
understand, describe, and compare situations involving constant rates
of change.
3-5
In this activity, students use a software simulation of two runners
along a track. Students control the speed and starting point of the
runners, watch the race, examine the graphs, and analyze the
time-versus-distance relationships. This activity helps students
understand, describe, and compare situations involving constant rates
of change.
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.
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
Students find, record, and analyze patterns on hundred and
multiplication charts. They also use an online calculator to generate
patterns and then record the patterns on a chart.
3-5
Students use numbers to make growing patterns. They create, analyze,
and describe growing patterns and then record them. They also analyze a
special growing pattern called Pascal’s triangle.
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.
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
This activity uses a series of related arithmetic experiences to prompt
students to generalize into more abstract ideas. In particular,
students explore arithmetic statements leading to a result that is the
factoring pattern for the difference of two squares. A geometric
interpretation of the familiar formula is also included. This lesson
plan was adapted from an article by David Slavit, which appeared in the
February 2001 edition of
Mathematics Teaching in the Middle School.
