Parade Float
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SCUBA - or whatever floats your boat
Students will be introduced to ideas such as density, Charles's Law, Boyle's Law, and buoyancy. They will model with mathematics, using linear equations, ratios and rates. The students will apply the ideas and physical properties to scuba diving and transfer the knowledge to explain why objects float in air. Ultimately, students will become "teachers" of the subject and will work together to create a model and poster session.
7th - 10th
Algebra, Physical Science
CCSS
7.G.B.4
, 7.G.B.6
, 8.G.C.9
 +12
Parks and Rec - Systems of Equations
Students will plan a parade route using linear equations and use the diagonals of that route to find the center. All of this will be done on graph paper or on a graphing calculator.
7th - 9th
Algebra, Algebra 2, Geometry
CCSS
HSA-REI.C.6
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Graphing Denisty
We use mass and volume and plot them on a graph making 3 lines. We discuss why something might sink or float due to its density. We graph 3 objects, Water with a density of 1, a pencil with a density of 0.5 and a rock with a density of 2. This could be given to honors Algebra or Earth Science students or be used as guided practice with regular education students. It makes density more real life than just using numbers. It includes using the literal equation D=M/V and also the slope formula. I
9th - 11th
Algebra, Earth Sciences
Solving One-Step Equations Puzzle
Used to enhance student learning through practice, this flat sided puzzle will re-enforce problem solving strategies through the use of inverse operations. Students must match the equation on one side of the puzzle piece to a value for x that makes the statement true Meets Common Core State Standards 6.EE.5, 6.EE.7, 7.NS1d, and 7.NS.2c. Math puzzle includes lesson plan, puzzle, and answer key. Math puzzle can be for individual use or laminated and used time and time again. TERMS OF USEThis purch
7th - 9th
Algebra, Basic Operations, Numbers
CCSS
7.NS.A.1d
, 7.NS.A.2c
, 6.EE.B.5
 +1
Calculating Pi by Dropping Toothpicks
In this project, we are using a simple experiment to estimate the value of pi. We drop toothpicks randomly on a flat surface and count the number of toothpicks that cross over one of the lines on the surface. We then use this information to calculate pi using the formula pi = (2 x length of toothpick x number of toothpicks dropped) / (hits x spacing). The formula works because the probability of a toothpick crossing a line on the surface is proportional to the ratio of the length of the toothpic
5th - 12th
Algebra, Geometry, Math
Prices, Discounts, and Function Notation
The word "discount" makes us think -- what a great deal! But is the sale worth paying the subscription cost? Should I take the flat rebate or percentage-off sale? Functions can help us decide. This three-tiered application problem set can be used to differentiate or scaffold the learning. Level 1 -- Write functions based on Charlotte's desire for fitness equipmentLevel 2 -- Write a set of functions for both of Davis's part-time job opportunities to help him decide which to takeLevel 3 -- Work
9th - 12th
Algebra, Applied Math
CCSS
HSA-CED.A.1
, HSA-REI.A.1
, HSF-IF.B.5
Basic Algebraic Equations Connect Four Game
Included in this product are two "Connect Four" boards that can either be taped to the back of a Connect Four board and played vertically as in traditional Connect Four or can be laid flat on the table and played horizontally. In this version of Connect Four students must first solve a basic Algebraic Equation before they can place their piece. Both boards have answer keys and a set of rules. Can be used as a math center, review game, or as an activity for early finishers.
Students love be
4th - 6th
Algebra, Basic Operations, Math
CCSS
6.EE.A.2
Slope Staircase Investigation
Looking for an engaging activity to introduce slope? In this investigation, students examine four different "staircases" of varying steepness. They will calculate the rise/run ratios of each staircase and analyze how the size of the ratio relates to how steep each staircase appears. Through this comparison, they begin to recognize that larger slopes correspond to steeper lines and smaller slopes correspond to flatter lines. This allows students to build an intuitive understanding of slope before
5th - 12th
Algebra, Graphing, Other (Math)
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