Students view a screenshot of different times throughout the day and remaining cell phone battery percentages. After creating a scatterplot to display the data, students can make inferences and draw conclusions.
Students will determine what type of data is needed to answer a question and will use Google Sheets to find patterns. These data skills are needed in many career and academic fields. In addition, students will use input output tables in their daily lives through the use of vending machines, banking, and taking trips to new places. This Performance Task allows them to practice these skills through real-world scenerios.
In this performance task, students will have the opportunity to demonstrate the use of flowcharts in Google Draw and then create their own flowchart to show their understanding of the Order of Operations.
Your friend asked you to enter a texting/typing competition but have months to practice. We know practicing something makes you better at it. You will be given your current speed and how well you improve over each month. It is your job to find your texting/typing speed given a number of months that you have practiced. You are also to look over other student’s work to see if they made an error and if so, where.
In this lesson, students practice translating between words and algebraic expressions. Students also draw models for these expressions.
This lesson incorporates both computer science and mathematics to analyze coding with patterns and proportional relationships. It uses the Turtle library with Python programming.
Analyzing probability of events through Venn diagramsMathematics 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 this resources, students are provided with data of animals weight and brain size. Students use the graph available on Desmos to plot the data to create a scatter plot. From the graph, students are encouraged to notice outliers and write an equation for a line of best fit.
ClassifyingMathematics 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.
Exploring equality -- 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.
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.
In this activity, students find the unit rates of various objects from two different stores and then compare the unit rates to determine which store has the better deal.
In this activity, students find the unit rates of various objects from two different stores and then compare the unit rates to determine which store has the better deal.
Students lean about proportions, ratios, and unit rate. It is important for connections to be made among ratio tables, graphing points, and slope of a line. Students make these connections through the first activity provided by the VDOE. The second task by Illustrative Mathematics is a way to assess student understanding.
This is a lesson that introduces kids to the concepts of slope and y-intercept as they relate to multiplicative and additive relationships.
The cell phone task is open-ended in that it allows students to use multiple solution strategies. Students can create an algebraic inequality or reason through the problem differently. Students can also get different answers (decimal or whole number) as along as they are able to provide reasoning towards their solution.
The cell phone task is open-ended in that it allows students to use multiple solution strategies. Students can create an algebraic inequality or reason through the problem differently. Students can also get different answers (decimal or whole number) as along as they are able to provide reasoning towards their solution.
This is a unit plan to teach computational thinking in the primary grades.
Comparing Linear and Exponential ModelsMathematics 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 compare slope as it relates to distance vs. time. Using a simulation on Desmos, students find that faster speeds create steeper slopes on a graph.