rdebro42

MYP3 Math Test (Grade 8, but could be used for Grade 7 or 9 depending on your curriculum) Tests are leveled to have questions that roughly demonstrate achievement level at 1-2, 3-4, 5-6 and 7-8 bands of Criterion A (MYP). Two tests and solutions are provided. Tests are marked holistically so there isn't a "markscheme" but solutions provide a guide

Math Angles and Polygons Practice - 5 different practice sheets. - 1 targeting vocabulary only - 2 tasks targeting a variety of angle and polygon practice for an entire unit - 2 tasks targeting finding angles using a variety of parallel angle and shape theorems.

Two (2) Diagnostic Math Tests - one for start of year with fractions, number, and a variety of other basics to check. Markscheme/solutions provided - one specifically for prior to a percentages unit, checking knowledge and skills in fractions and decimals concepts. No solutions provided. Written for Grade 8, but could be used for Grade 9 and (with perhaps some small adjustments) for younger grades.

This is ONE OF a set of scaffolded tasks that enable students to investigate patterns in the Wheel of Theodorus. This provides purposeful practice of Pythagorean theorem. Task 3 - students are given tables to help them organize their work. The task does not ask students to prove or justify the patterns they find. Buy this by itself or in a bundle with other scaffolded tasks. The set of tasks includes solutions!

MYP Style linear patterns task based on the famous painted cube problem. Students are asked to find the equation for number of small cubes with three, two, one, and no sides painted for a larger cube of any side length n. It is valuable as a formative task to help students get used to investigation task structure or possibly as a formative assessment. I would not recommend using it formally as a summative task. It is essentially four mini-investigations in one instead of one investigation whos

Inquiry lesson for students to discover logarithm laws. Extension to the proof of the log laws

A guided inquiry task to help students understand the significance of each stage of the function modeling process. One question with structured prompts for the types of things to write about is provided, followed by three practice questions each with data that is approximately quadratic. This may require two lessons, depending on the length of your lesson period. Or it could be done in one guided lesson with the practice questions being assigned for homework.

A structured inquiry task to draw students' attention to the connection between quadratic function equation forms and their graphs. This is a much more structured inquiry that draws more explicit attention to the parameters by prompting students to factorize or simplify equations to convert one form to another. This draws the students' attention to the connections between the geometry and the algebra.

This is ONE OF a set of scaffolded tasks that enable students to investigate patterns in the Wheel of Theodorus. This provides purposeful practice of Pythagorean theorem. Task 2 - students have no tables and must organize their work themselves. The task does not ask students to prove or justify the patterns they find. Buy this by itself or in a bundle with other scaffolded tasks

This is a set of scaffolded tasks that enable students to investigate patterns in the Wheel of Theodorus. This provides purposeful practice of Pythagorean theorem. Task 1 - students have no tables and must organize their work themselves. The task prompts students to prove or justify the patterns they find. Buy this by itself or in a bundle with other scaffolded tasks

Mathematics Investigation to help students determine the method for finding the result of two optimization problems: 1) the maximum area of a rectangle, given a perimeter 2) the minimum perimeter of a rectangle, given an area

A guided inquiry task to help students see the features of quadratic graphs that are linked to the different equation forms of a quadratic function (vertex form, factored form, standard form). I have available another task that does this, but that task provides context questions in each of the available forms. This task provides only equations to graph with the help of tables of values and the GDC. Since this task is context free, it can help strip away layers of complexity so students may focus

A mathematics investigation of the graphical properties of functions and their inverses. This helps students to discover the reflective property of graphs of inverses and can start students on the process of noticing the relationships between equations of functions and their inverses.

A mathematical investigation of different kinds of function transformations. The task requires use of a graphing tool and leads students to explore vertical and horizontal stretches and compression and vertical and horizontal translations. The task also has students explore these with different functions, which helps them to appreciate the variety of non-linear functions that exist.

An investigation task which challenges students to use their knowledge of the pythagorean theorem to create a general equation for the length of a helix. Potentially could be developed into an assessment task.

A mathematics investigation task that challenges students to find the dimensions of a cylindrical coca cola can with the minimum surface area, given a known volume.

A mathematical investigation where students are guided to discover the algebraic method of substitution for solving a system of linear equations.

A guided task with engaging questions based on real-life data scaffolding the linear modeling process.

This is an inquiry task one can use to guide students to developing a formula for simple interest and compound interest.

An inquiry activity in context to help students determine the meaning of parameters in vertex form, factored form, and standard form of Quadratic Functions.