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.
9-12
This activity allows students to look for functions within a given set
of data. After analyzing the data, the student should be able to
determine a type of function that represents the data. This lesson plan
is adapted from an article by Jill Stevens that originally appeared in
the September 1993 issue of the
Mathematics Teacher.
3-5
In this lesson, students participate in an activity in which they
conduct a survey, analyze and summarize the data they collect, and draw
conclusions from their findings. This lesson plan was adapted from the
article "Picture This" by Marty Hopkins, which appeared in
Teaching Children Mathematics, February 1998, vol. 4, no. 6, pp. 354-59.
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.
3-5
Students investigate the ways shapes can be divided into equal pieces
with one or two cuts. The lesson provides a review of the following vocabulary
terms:
square, triangle, and rectangle; congruent, one-half, and one-fourth.
The other lessons in this unit build on this introductory lesson.
