{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Looking\n\n
\n
\n
\n
\nEngageNY\n
\n

\nLooking More Carefully at Parallel Lines\n

\n
\n\nFor Students\n\n9th - 10th\n\nStandards\n
\n
\n
\nCan you prove it? Making assumptions in geometry is commonplace. This resource requires mathematicians to prove the parallel line postulate through constructions. Learners construct parallel lines with a 180-degree rotation and then...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Lawn\n\n
\n
\n
\n
\nNoyce Foundation\n
\n

\nLawn Mowing\n

\n
\n\nFor Teachers\n\n6th - 7th\n\nStandards\n
\n
\n
\nThis is how long we mow the lawn together. The assessment requires the class to work with combining ratios and proportional reasoning. Pupils determine the unit rate of mowers and calculate the time required to mow a lawn if they work...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Photographs\n\n
\n
\n
\n
\nNoyce Foundation\n
\n

\nPhotographs\n

\n
\n\nFor Teachers\n\n6th - 7th\n\nStandards\n
\n
\n
\nScaling needs to be picture perfect. Pupils use proportional reasoning to find the missing dimension of a photo. Class members determine the sizes of paper needed for two configurations of pictures in the short assessment task.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Linflower\n\n
\n
\n
\n
\nCalifornia Education Partners\n
\n

\nLinflower Seeds\n

\n
\n\nFor Students\n\n7th\n\nStandards\n
\n
\n
\nHow does your garden grow? Use proportions to help Tim answer that question. By using their understanding of proportional relationships, pupils determine the number of seeds that will sprout. They create their own linear...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Cultural\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCultural Issues\n

\n
\n\nFor Teachers\n\n5th - 7th\n
\n
\n
\nLearners observe another culture using a provided simulation script and then make assumptions about that culture based on what they witnessed. They will later be debriefed and talk about the assumptions they made that were not accurate.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"110\n\n
\n
\n
\n
\nBowland\n
\n

\n110 Years On\n

\n
\n\nFor Teachers\n\n6th - 9th\n
\n
\n
\nHow many great, great grandchildren can one have? Scholars estimate the number of descendants a woman can have after 110 years. They use information about the average number of children per family and life expectancy to make this estimate.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Animals\n\n
\n
\n
\n
\nCalifornia Education Partners\n
\n

\nAnimals of Rhomaar\n

\n
\n\nFor Students\n\n7th\n\nStandards\n
\n
\n
\nInvestigate the growth rates of alien animals. Pupils study fictional animals from another planet to determine how much they grow per year. The investigators plot the growth of their animals over a period of time and then compare...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Coffee\n\n
\n
\n
\n
\nInside Mathematics\n
\n

\nCoffee\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nThere are many ways to correlate coffee to life, but in this case a worksheet looks at the price of two different sizes of coffee. It requires interpreting a graph with two unknown variables, in this case the price, and solving for...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Recycling\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRecycling Relay Race\n

\n
\n\nFor Teachers\n\nK - 4th\n
\n
\n
\nStudents identify the reasons why recycling is important. In this recycling instructional activity, students practice sorting plastics into categories using recycling bins and types of plastics. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Hexagons\n\n
\n
\n
\n
\nInside Mathematics\n
\n

\nHexagons\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nScholars find a pattern from a geometric sequence and write the formula for extending it. The learning exercise includes a table to complete plus four analysis questions. It concludes with instructional implications for the teacher.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Scatter\n\n
\n
\n
\n
\nInside Mathematics\n
\n

\nScatter Diagram\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nIt is positive that how one performs on the first test relates to their performance on the second test. The three-question assessment has class members read and analyze a scatter plot of test scores. They must determine whether...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Swimming\n\n
\n
\n
\n
\nInside Mathematics\n
\n

\nSwimming Pool\n

\n
\n\nFor Teachers\n\n9th - 11th\n\nStandards\n
\n
\n
\nSwimming is more fun with quantities. The short assessment task encompasses finding the volume of a trapezoidal prism using an understanding of quantities. Individuals make a connection to the rate of which the pool is filled with a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Marble\n\n
\n
\n
\n
\nInside Mathematics\n
\n

\nMarble Game\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nPupils determine the theoretical probability of winning a game of marbles. Individuals compare the theoretical probability to experimental probability for the same game. They continue on to compare two different probability games.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Expressions\n\n
\n
\n
\n
\nInside Mathematics\n
\n

\nExpressions\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nStrive to think outside of the quadrilateral parallelogram. Worksheet includes two problems applying prior knowledge of area and perimeter to parallelograms and trapezoids. The focus is on finding and utilizing the proper formula and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Vencent's\n\n
\n
\n
\n
\nInside Mathematics\n
\n

\nVencent's Graphs\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nI like algebra, but graphing is where I draw the line! Worksheet includes three multiple-part questions on interpreting and drawing line graphs. It focuses on the abstract where neither axis has numbers written in, though both are...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Speedy\n\n
\n
\n
\n
\nBowland\n
\n

\nSpeedy Santa\n

\n
\n\nFor Teachers\n\n6th - 9th\n
\n
\n
\nSanta sure is fast. In the assessment task, learners calculate the number of minutes Santa can spend at each house. This calculation requires the use of given population demographics data.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Speedy\n\n
\n
\n
\n
\nCalifornia Education Partners\n
\n

\nSpeedy Texting\n

\n
\n\nFor Students\n\n7th\n\nStandards\n
\n
\n
\nModel the effects of practice on texting speed. Pupils develop a linear equation that models the change in texting speed based on the amount of practice. The sixth performance task in an eight-part series requires learners to solve...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Building\n\n
\n
\n
\n
\nNoyce Foundation\n
\n

\nBuilding Blocks\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nBuilding blocks have more uses than simply entertaining children. Young mathematicians calculate the volume of a given cube, and then calculate the volume and surface area of a prism formed from multiple cubes.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Snail\n\n
\n
\n
\n
\nNoyce Foundation\n
\n

\nSnail Pace\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nSlow and steady wins the race? In the assessment task, scholars calculate the rates at which different snails travel in order to find the fastest snail. Hopefully, your class will move much more quickly in finishing the task!\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Calories\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCalories in a sports drink\n

\n
\n\nFor Teachers\n\n7th - 10th\n\nStandards\n
\n
\n
\nHow much can a company round numbers without being misleading? Learners investigate the accuracy of claims made by a sports drink company. Teachers could easily modify the activity by bringing in their own beverage bottles, or by taking...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n\n
\n"}