Representing mean as the balance point Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom. 

In computer science, a pseudocode is used to change well written words into a programming language. Programmers have to write very clearly, and have their thoughts well organized to accomplish the goal. Likewise, in balancing equations students have to approach it in a systemized way. In other words much like pseudocode, they have to solve the equation systematically to ensure the correct answer. Success in today’s “Hook” is dependent on the group’s ability to lead a blindfolded teammate through a “maze” by using only one or two word phrases. Once other members have a turn being blindfolded, students will work with a partner toward the goal of balancing equations by just using Mathematics.

This simulation serves as an introduction to balancing equations, the included student sheet by Elyse Zimmer is just one of the guided inquiry sheets available with this resource. The google form assessment will allow you to gauge student understanding after your lessons on balancing equations.

The purpose of this podcast is for students to listen and regulate emotions with a mixture of balancing as well as breathing exercises.

Students are provided situations of tax, tip, discount, and other practical consumer applications. Students need to be able to determine if their situation is a credit or debit in order to complete a checkbook register on their devices.

Learn about Bald Eagles in this episode of UNTAMED.   Wildlife Center staff members discuss the conservation successes of Bald Eagles, as well as the threats that eagles still face today, including lead poisoning and vehicle collisions. Buddy, the Wildlife Center's non-releasable Bald Eagle ambassador, is featured. 

In the Ball Bounce task, teams of three students collect real-time ball bounce data for two minutes to organize, display and use to form predictions. After collecting and organizing their data, students first observe how the data behave. Then they make predictions using data, scatterplots, or the equation of the curve of best fit to solve a
practical problem. This task offers students collaborative experience in using mathematical models of linear functions.

Students collect position-time data for a ball rolling down a ramp. Students then plug the data into the companion Excel document, which automatically plots the data for them. Students then answer the analysis questions on the companion document.

Teachers will implement a lesson recognizing and naming shapes. The teacher will blow up balloons (at least one for each student) and have the four different shapes drawn on them.  Students will hit balloons around the room, while keeping them off the ground, in a designated area until the music stops or the teacher says freeze.  Students will then grab a balloon and then identify and locate the matching shape card that is  drawn on the ground or posted around the room. 

Experiment with a helium balloon, a hot air balloon, or a rigid sphere filled with different gases. Discover what makes some balloons float and others sink.

Why does a balloon stick to your sweater? Rub a balloon on a sweater, then let go of the balloon and it flies over and sticks to the sweater. View the charges in the sweater, balloons, and the wall.

This resource consists of a Java applet and expository text. The applet is a simulation of the ballot experiment: The votes in an election are randomly counted. The event of interest is that the winning candidate is always ahead in the vote count.

Explore the origin of energy bands in crystals of atoms. The structure of these bands determines how materials conduct electricity.

This activity is a great way to get students talking about patterns they see in the negative exponents chart.

Each student will step up to bat. The “pitcher” will toss the ball, pitch, and give a student a letter, letter sound, or their name. That student will then write the letter on the dry erase board. Next the student will RUN to their base. If they get the letter or letter sound correct they are safe,  If they get the Letter or sound incorrect, that is STRIKE 1, students get three chances, after 3 wrong answers they are out.  Students will score points when students cross home plate. 

Normal Distribution Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Students will understand and explain the difference between a model and a simulation. Modeling means creating a physical replica or equations of a situation or activity. A simulation is a virtual representation of a process that reflects how a real physical situation would most likely happen. In Mathematics 8, students explore 3D models given a 2 dimensional perspective from the front/back, sides, and top. This will be an introduction to explore modeling 3D figures with a hands-on approach.

This short reading about the springtime has varying images that are downloadable. One is a simple reading. Another is the same reading with short questions that follow. Another is a fill in the blank story based on the picture.

Students will build upon knowledge of hardware and software used in a computer system to determine what is used for input, output and both.

This is an activity to use with students as they are learning how to read a map and decipher continents and oceans. This activity is intended for high school students and can also be used as a check for understanding.