Using batting averages, students will create ratios and convert them to rounded decimals (3 places). In addition, they will take decimals and determine several possible equivalent ratios. Then using the relationship that batting average = hits/at bats, the students can use proportions or equations to find either the number of hits or the number of at bats for a given situations.
In this lesson you will find two probability games: The Addition and Multiplication Game. Each game is played with partners and dice. It's a great way for students to find experimental and theoretical probability and discuss the fairness of games.
Students will act as contestants on a game show in order to establish a problem in which expected value can be used to determine whether they should play the game or quit without taking risks. They will also calculate simple and compound probabilities related to playing cards and rolling dice.
This 80 minute lesson introduces students to the concept of nets - flat, 2D objects which can be folded to create 3D prisms. This lesson contains a quick powerpoint exploring 2D and 3D in movies and videogames, as well as prisms in everyday life. Also contains a quick assessment quiz.
Lesson is an introduction to the Pythagorean Theorem. The lesson contains Brainpop, a rap video, and a model video to help students visualize the formula. Practice is provided on determining if a triangle is a right triangle and determining the missing side of a right triangle.
Lessons plans and curricula for two 4 hour sessions introducing conditional tables, explanatory/response variables, percentages/ratios, a new way of thinking and TinkerPlots. This week sets the stages for the rest of the semester. The focus is on student-centered learning through data exploration, opening one's mind to alternate ways of learning and on building community.
This activity covers the mathematical concepts of percents and fractions. A group of ten students and ten chairs serve as a model for the distribution of wealth in the United States. I’ve used this twice in classes, and adult learners appreciated the relevance of the material. I found it worked best after group work on fractions and percents, because the students were less shy about participating when their whole group volunteered. I spent about 5 to 10 minutes on background material including basic definitions of wealth. As I implemented it, the activity took approximately 20 minutes.
Key words: Percents, fractions, economics, social justice
This activity is intended to allow students to study the effects of changes to the
values of A, B, and C on the graph of the quadratic function when given in standard
form, y = ax2 + bx + c 1. As a result of this activity, students will be able to graph a
parabola in standard form by determining the vertex and then using the y-intercept
and a symmetric point to plot the curve 1. The students will learn how to represent the vertex (h,k) of a quadratic function in terms of a, b, and c when the function is in standard form.
Given real world situations, students will represent the given numbers using the appropriate signs, then write the arithmetic expression which illustrates the situation and finally perform the required arithmetic operation to answer the question.
Julie Harland, Mira Costa College, has created these videos for her classes.
You can also navigate to them from Julie's personal page at yourmathgal.com.
If you are interested in creating or using video resources for your students. join the new discussion on this topic within this Folder (select the Technology-enhanced learning and teaching link in navigation trail at the top of this panel).