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\n\"Building\n\n
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\nCCSS Math Activities \n
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\nBuilding Blocks\n

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\n\nFor Students\n\n5th - 6th\n\nStandards\n
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\nMath is a lot like building blocks—it requires a solid foundation. A short performance task has pupils consider the volume of a cubic block. It then asks mathematicians to find the surface area and volume of a prism made from stacking...\n
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Assessment
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\n\"Cereal\n\n
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\nCCSS Math Activities \n
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\nCereal\n

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\n\nFor Students\n\n7th\n\nStandards\n
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\nYour breakfast cereal is a good source of math practice. Young mathematicians apply ratios and percents to analyze the amount of protein and carbohydrates in two brands of cereal. They complete a worksheet to answer several questions on...\n
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Assessment
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\n\"Out\n\n
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\nCCSS Math Activities \n
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\nOut of the Swimming Pool\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nOut of the swimming pool and into the math classroom! Young mathematicians analyze two linear functions representing the number of liters of water in a pool as it drains over time. They must evaluate functions, interpret function...\n
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Assessment
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\n\"Ferris\n\n
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\nCCSS Math Activities \n
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\nFerris Wheel\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWheel the resource right into your classroom. Young mathematicians use given dimensions of a Ferris wheel to write a height versus time function. They use their functions to answer a set of questions about the Ferris wheel. \n
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Assessment
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\n\"Picking\n\n
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\nCCSS Math Activities \n
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\nPicking Apples\n

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\n\nFor Students\n\n7th - 8th\n\nStandards\n
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\nPick the resource while it's ripe. A performance task challenges young mathematicians to consider the costs of apple picking. They compare the costs for two different orchards for different situations. \n
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Instructional Video4:30
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\n\"Real-Life\n\n
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\nPBS\n
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\nReal-Life Math | Physical Trainer\n

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\n\nFor Students\n\n6th - 7th\n\nStandards\n
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\nTrain yourself to naturally use math. Young mathematicians first watch a video in which a personal trainer describes math concepts necessary in his daily professional life. After measuring their heart rates, they apply percentages to...\n
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Assessment
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\n\"A\n\n
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\nConcord Consortium\n
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\nA Linear System\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nYoung mathematicians have the hang of graphing with integer coefficients now. Can they generalize what they've learned to equations with variable coefficients? The task asks individuals to verify the solution to the system is (x,y) and...\n
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Instructional Video4:32
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\n\"Lower\n\n
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\nCorbett Maths\n
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\nLower and Upper Bounds\n

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\n\nFor Students\n\n5th - 8th\n\nStandards\n
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\nTeach young mathematicians to keep an eye on boundaries! Young scholars use a video lesson to explore the possible values of numbers rounded to varying place values. The instructor provides an explanation to several contextual...\n
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Instructional Video3:36
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\n\"Drawing\n\n
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\nCorbett Maths\n
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\nDrawing Graphs Using Gradient and Intercept\n

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\n\nFor Students\n\n7th - 9th\n\nStandards\n
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\nHelp mathematicians see lines from equations as they learn the patterns in the equations. An instructional video describes the steps to graphing a linear function. All equations begin in slope-intercept form and result in a line with...\n
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Assessment
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\n\"Twinkle,\n\n
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\nConcord Consortium\n
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\nTwinkle, Twinkle\n

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\n\nFor Students\n\n7th - 12th\n
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\nTake a look at a star resource. Young mathematicians use a graphing calculator to draw intersecting lines that look like a star. They then apply translations to move the entire star and also consider what transformations must occur to...\n
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Assessment
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\n\"You\n\n
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\nConcord Consortium\n
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\nYou Are What You Drive\n

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\n\nFor Students\n\n11th - 12th\n\nStandards\n
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\nGrab the wheel in learning about functions. A short performance task challenges young mathematicians to develop a function that describes the cars eight people drive. They consider whether the inverse of the function exists. If not, they...\n
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Assessment
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\n\"Walled-Up\n\n
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\nConcord Consortium\n
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\nWalled-Up Parabolas\n

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\n\nFor Students\n\n9th - 12th\n
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\nJump at the chance to use parabolas. Young mathematicians apply trigonometry to explore the trajectory of a ball in different situations. Some walls cause the ball to bounce, so participants must consider all possibilities. \n
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Assessment
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\n\"Calculator\n\n
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\nConcord Consortium\n
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\nCalculator Numbers\n

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\n\nFor Students\n\n7th - 12th\n
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\nKnow thy calculator. Young mathematicians use their calculators to answer a set of questions. They consider how the number of digits the calculator displays affects the answers to calculations. They then find examples of computations...\n
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Assessment
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\n\"Catching\n\n
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\nConcord Consortium\n
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\nCatching Up\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nClass members have some catching up to do. Given a linear equation describing the distance of a runner, young mathematicians interpret the equation in terms of the context. They consider a general equation of the same form and describe...\n
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Instructional Video4:46
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\n\"Drawing\n\n
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\nCorbett Maths\n
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\nDrawing and Reading Box Plots\n

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\n\nFor Students\n\n7th - 10th\n\nStandards\n
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\nBox and whiskers have more to do with data than they do with cats! A video lesson describes how to plot, analyze, and compare box plots. Mathematicians first learn to create a box plot and then how to use information about the quartiles...\n
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Unit Plan
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\n\"Module\n\n
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\nMathematics Vision Project\n
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\nModule 8: Probability\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nIt's probably a good idea to use the unit. Young mathematicians learn about conditional probability using Venn diagrams, tree diagrams, and two-way tables. They also take into consideration independence and the addition rules. \n
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