In Monster School Bus, students play a newly hired bus driver with a certain number of seats on the bus. The mission: to pick up each neighborhood’s little monsters and bring them to school – without dividing up groups (monsters don’t like that).
In early levels, each little monster takes up one seat and players combine integers to add up to 10. Each new neighborhood exposes learners to a more complex set of numbers, including decimals and fractions. The design of characters and locations gives the game an edgy look, and provides a more mature atmosphere to a game covering fairly juvenile content (e.g., buildings transform into punk Monster Buildings as a reward for picking up kids). This is important: though students learn this concept of number chunking in earlier grades, they often fail to understand it conceptually. Therefore, this content could turn off older students if they feel the game is “below them.” The edgy character design helps make the content feel more age-appropriate, and the graphical details impact gameplay and motivate players to visualize numbers as sets and quantities and think harder about relationships among numbers and number systems.

This is an introductory text intended for a one-year introductory course of the type typically taken by biology majors, or for AP Physics 1 and 2. Algebra and trig are used, and there are optional calculus-based sections. .

Students revisit the fundamental theorem of algebra as they explore complex roots of polynomial functions.  They use polynomial identities, the binomial theorem, and Pascal’s Triangle to find roots of polynomials and roots of unity. Students compare and create different representations of functions while studying function composition, graphing functions, and finding inverse functions.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

The purpose of this task is to directly address a common misconception held by many students who are learning to solve equations. Because a frequent strategy for solving an equation with fractions is to multiply both sides by a common denominator (so all the coefficients are integers), students often forget why this is an "allowable" move in an equation and try to apply the same strategy when they see an expression.

National Board Certified teacher Marlo Warburton introduces a fresh approach to teaching the notoriously difficult "mixture" word problems for Algebra I. Using an in-class demonstration and incorporating basic physics principles of weight and distance, Ms. Warburton helps her students visualize, solve -- and even enjoy! -- these challenging problems.

Precalculus is intended for college-level Precalculus students. Since Precalculus courses vary from one institution to the next, we have attempted to meet the needs of as broad an audience as possible, including all of the content that might be covered in any particular course. The result is a comprehensive book that covers more ground than an instructor could likely cover in a typical one- or two-semester course; but instructors should find, almost without fail, that the topics they wish to include in their syllabus are covered in the text. Many chapters of Openstax Precalculus are suitable for other freshman and sophomore math courses such as College Algebra and Trigonometry; however, instructors of those courses might need to supplement or adjust the material. Openstax will also be releasing a College Algebra and Trigonometry title tailored to the particular scope, sequence, and pedagogy of those courses.

This amazing site from Alberta has interactive for all the strands.
These could be used by students or in small group instruction or as a whole class.

"Provided below are links to a series of free booklets to assist mathematics teachers of Grades 4, 5, 6.

These books will stimulate interest, competence, and pleasure in mathematics among students. The activities are appropriate for either individual or group work. Collaborative activities allow students to construct their own meanings and understanding. This emphasis, plus the "Extensions'' and related activities included with individual activities/projects, provide ample scope for all students' interests and ability levels. Related "Family Activities'' can be used to involve the students' parents/caregivers.

Each book is intended to occupy about one week of daily classes. However, teachers may choose to take extra time to explore the activities and extensions in more depth. The books have been designed for specific grades, but need not be so restricted. Activities are related to curriculum expectations."

Third-grade math instruction is focused on the following areas: developing an understanding of multiplication and division and strategies for multiplication and division within 100; developing an understanding of fractions, especially unit fractions (fractions with numerator 1); developing an understanding of the structure of rectangular arrays and of area; describing and analyzing two-dimensional shapes.

The best way to ensure your students fully grasp the math concepts they'll need to successfully progress in their education is to practice as much as possible. The worksheets, puzzles, games, and other resources available here are the perfect solution for parents and teachers who want to provide their third graders with the tools they need to understand and excel in third-grade math.

This award winning math site is searchable by grade level (6-8, 9-10, 11-12), course content and activities. It encourages:
Active Learning
- The unique content format makes learning more interactive than ever before. Students can explore, discover and actively engage in problem solving and creativity.
Personalization
- The content can seamlessly adapt to different students, allowing everyone to achieve mastery. A virtual personal tutor gives real-time hints and encouragement.
Storytelling
- Every course has a captivating narrative and is full of colourful illustrations. Discover all the real-life applications of mathematics, and why it is incredibly beautiful.

Just a few topics include:
- Virtual manipulatives (including Canadian money)
- multiplication flash cards
- Fractals
- timeline of mathematics
- graph theory
- Pascal's triangle
- Factris
- Fibonacci
- circles and pi
- origami
- Platonic Solids
- Symmetry
- Probability
- Cylinders

"This interactive, online course teaches students how to make wise financial decisions to promote financial well-being over their lifetime. Through real-life scenarios, students explore complex financial concepts and gain actionable strategies for managing their finances."
7 lessons; 35 minutes each

CK-12 Foundation gives access to high quality educational materials for K-12 students all over the world.
They have high-quality, standards-aligned, open content in the STEM subjects.

This is an OUTSTANDING resource. Be sure to check out the Math & Science FlexLets

Students - select "switch to student version" from the top menu.

This problem asks the students to represent a sequence of operations using an expression and then to write and solve simple equations. The problem is posed as a game and allows the students to visualize mathematical operations. It would make sense to actually play a similar game in pairs first and then ask the students to record the operations to figure out each other's numbers.

The primary purpose of this problem is to rewrite simple rational expressions in different forms to exhibit different aspects of the expression, in the context of a relevant real-world context (the fuel efficiency of of a car). Indeed, the given form of the combined fuel economy computation is useful for direct calculation, but if asked for an approximation, is not particularly helpful.

This task looks at zeroes and factorization of a general polynomial. It is related to a very deep theorem in mathematics, the Fundamental Theorem of Algebra, which says that a polynomial of degree d always has exactly d roots, provided complex numbers are allowed as roots and provided roots are counted with the proper "multiplicity.''

For a polynomial function p, a real number r is a root of p if and only if p(x) is evenly divisible by x_r. This fact leads to one of the important properties of polynomial functions: a polynomial of degree d can have at most d roots. This is the first of a sequence of problems aiming at showing this fact.

This task is designed to make students think about the meaning of the quantities presented in the context and choose which ones are appropriate for the two different constraints presented. In particular, note that the purpose of the task is to have students generate the constraint equations for each part (though the problem statements avoid using this particular terminology), and not to have students solve said equations.

This task is for instructional purposes only and builds on ``Building an explicit quadratic function.''

Parts (d) and (e) of this task constitute a very advanced application of the skill of making use of structure: in (d) students are being asked to use the defining property of even and odd functions to manipulate expressions involving function notation. In (e) they are asked to see the structure in the system of two equations involving functions.

This task illustrates the process of rearranging the terms of an expression to reveal different aspects about the quantity it represents, precisely the language being used in standard A-SSE.B.3.