This is a general collection of math resources. It is a large collection, but you can use the fliters on the left side of the screen to filter down to the specific education level you are looking for. (You are encouraged to filter by education level, not grade.)
This task requires students to use functions to calculate how to best benefit from a pizza promotion.
This short video and interactive assessment activity is designed to teach fourth graders about four operations - missing operation.
This short video and interactive assessment activity is designed to teach fourth graders about adding, subtracting, and multiplying with parentheses - missing operation.
This short video and interactive assessment activity is designed to teach fourth graders about placing the missing parentheses to make the equation true.
This short video and interactive assessment activity is designed to teach second graders an overview - thousandths.
This short video and interactive assessment activity is designed to give fourth graders an overview of - thousandths.
This short video and interactive assessment activity is designed to teach fourth graders about using both division and multiplication - word problems.
This short video and interactive assessment activity is designed to teach third graders about finding the amount of change - multiplication.
This short video and interactive assessment activity is designed to teach third graders about place value problems involving money.
Student groups use a "real" 3D coordinate system to plot points in space. Made from balsa wood or wooden dowels, the system has three axes at right angles and a plane (the XY plane) that can slide up and down the Z axis. Students are given several coordinates and asked to find these points in space. Then they find the coordinates of the eight corners of a box/cube with given dimensions.
This task can be implemented in a variety of ways. For a class with previous exposure to properties of perpendicular bisectors, part (a) could be a quick exercise in geometric constructions, and an application of the result. Alternatively, this could be part of an introduction to perpendicular bisectors, culminating in a full proof that the three perpendicular bisectors are concurrent at the circumcenter of the triangle, an essentially complete proof of which is found in the solution below.
This is a simple exercise in creating equations from a situation with many variables. By giving three different scenarios, the problem requires students to keep going back to the definitions of the variables, thus emphasizing the importance of defining variables when you write an equation. In order to reinforce this aspect of the problem, the variables have not been given names that remind the student of what they stand for. The emphasis here is on setting up equations, not solving them.
The purpose of this task is to have students add mixed numbers with like denominators. This task illustrates the different kinds of solution approaches students might take to such a task.
We're going to finish up our discussion of p-values by taking a closer look at how they can get it wrong, and what we can do to minimize those errors. We'll discuss Type 1 (when we think we've detected an effect, but there actually isn't one) and Type 2 (when there was an effect we didn't see) errors and introduce statistical power - which tells us the chance of detecting an effect if there is one.
Shapes and Space Example Playlist for Grade 4 Math.
Today we’re going to finish up our unit on data visualization by taking a closer look at how dot plots, box plots, and stem and leaf plots represent data. We’ll also talk about the rules we can use to identify outliers and apply our new data viz skills by taking a closer look at how Justin Timberlake’s song lyrics have changed since he went solo.
This year my major plan for integrating critical thinking and collaboration included a major classroom change. I was rearranged my classroom into pods and I started presenting my lessons in a flipped form.
The pods and flipped classroom provided an opportunity for critical thinking and collaboration. The students were to watch the videos and write down any questions they had on the material. They then met up as a group to go over the material. I found the students would have impressive conversations on the material. They then also worked in their pods to complete the daily practice. I found it was great for the students to be able to work together through problems and struggles. I was constantly happy to hear the students offer their own explanations to each other.
This task is part of a series presenting important foundational geometric results and constructions which are fundamental for more elaborate arguments. They are presented without a real world context so as to see the important hypotheses and logical steps involved as clearly as possible.
This task is designed to get at a common student confusion between the independent and dependent variables. This confusion often arises in situations like (b), where students are asked to solve an equation involving a function, and confuse that operation with evaluating the function.