rdebro42

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

A task that provides purposeful practice with integers while challenging students to find the greatest/least sum/product and many other challenges with groups of integers.

MYP Style linear patterns task based on number of persons seated at tables. It is valuable as an introduction to investigation task structure or possibly as a formative assessment. It is debatable whether it could be properly used as an investigation. On one hand, students find a linear pattern equation for rectangular tables then apply this idea to finding an equation to trapezoidal tables - so in that sense they apply their pattern finding to a new context. On the other hand, one could see thi

MYP Style (criterion B Investigation and criterion C Communication) linear patterns task. It is valuable as an introduction to investigation task structure or possibly as a formative assessment. It would require doing some linear patterns in class informally (without showing students how to make equations for linear patterns) and then using this to help the students generalize how to do it, with discussion and debrief afterward to ensure all students understand the concept. It is not intended t

A task that provides purposeful practice with integers while challenging students to find the greatest/least difference/quotient and many other challenges with groups of integers. Buy alone or in a bundle

An investigation of factors that leverages area and volume to illustrate the difference between prime numbers and composite numbers.

An inquiry based way to generate the formula for a geometric sequence

An inquiry approach to developing the formula for an arithmetic sequence.