Evaluating algebraic expressions for given replacement values of the variablesMathematics 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.

This video is part of the Continue to Know with WHRO TV series. Watch Fallan Lee-Brown teach about evaluating algebraic expressions using the order of operations.

This video is part of the Continue to Know with WHRO TV series. Watch Fallan Lee-Brown teach about evaluating expressions with replacements using the order of operations.

Students will explore literal equations using pictures/images to represent variables.  Students use inverse operations and properties of equality to solve for the specified image.

In this activity, students must find solutions to quadratic equations in order to create a monster with specific characteristics.

Students analyze the number of French fries in an average restaurant bag through understanding median, upper and lower quartiles and building box plots.

In this task, students will use their knowledge of area and perimeter and explore the best or most unique design for a community garden. Students will represent their garden on a grid and explain why it is the best garden for the community.

This is a project for geometry students after they have completed their unit on parallel lines and angles formed by parallel lines and transversals.  This project involves creativity and artistic expression.

In this activity, students will be randomly assigned a point and a slope. They will use a movable point to plot a second point and receive visual feedback via animation as well as explicit written feedback about the slope of the line they created. All starting points and target slopes are generated randomly, so students in the class are not likely to get the same problems within a slide. They will all be practicing plotting points given a slope.

This learning resource provides students insight into combining and subdividing figures as well as utilizing the understanding of quadrilaterals.  Along with the exploration, students will be developing critical thinking through the decisions that are made to create the final mathematical product.  They will also communicate through collaboration to produce a final mathematical product.  They will also develop creative thinking and citizenship by producing a written piece to show their caring and understanding nature.

This is an exploratory activity.  Students should have some prior knowledge of evaluating functions for given domain inputs using function notation.This lesson will walk students through using a table and plotting points.  By the end of the lesson students should walk away understanding that a line is infinitely many points.

Graphing Linear EquationsMathematics Instructional Plans (MIPs) help teachers align instruction with the 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.

This is a guided practice, instructional activity. First students create input-output tables to graph. Then students apply slope-intercept reasoning to graph linear equations. Equations are given in slope-intercept form.

This task requires students to use the fact that on the graph of the linear function h(x)=ax+b, the y-coordinate increases by a when x increases by one. Specific values for a and b were left out intentionally to encourage students to use the above fact as opposed to computing the point of intersection, (p,q), and then computing respective function values to answer the question. The Virginia Department of Education resource titled, "Graphing Linear Functions," which requires students to graph equations in y=mx + b form includes a template and lesson plan.

Language based activity requiring students to use words to describe the steps to graph a linear inequality.
Virginia Department of Education Activity titled, "Represent the Solution to a Linear Inequality in Two Variables Graphically Scavenger Hunt," supportive document which provides an extension activity exploring graphing linear inequalities and utilizing a Scavenger Hunt activity.

This lesson integrates computer science through discovering graphing on a coordinate plane for 6th graders all the way to a review for 8th graders with extensions that include slope.

1. Have the students bring a Math graphing problem that they have been working on in class.  **This will take some coordination with their homeroom teacher in order to work! or present a simple graphing problem for them to solve.  It needs to have 3-4 variables. This is so that they can use 3-4 coordinating colors of yarn for their design.In this lesson, we will translate the bar graph chart into a horizontal graph design.  Use the numbers to represent rows of weaving. For example, if a 5 is represented in the information then color in a section of rows on the graph paper to represent 5 rows that will be woven in that color. Tell the students to use the same colors that they have on their math bar graph, when creating their graph for weaving so that there is less confusion. 

In this activity, students use their knowledge of variable substitution and one-step equations to find the missing values in similar puzzles.

Students will explore the "story" that can be interpreted from graphs. Graphical representations can be created by looking at videos of different situations on Desmos. After noticing that all types of linear slopes (zero, positive, and negative) can be included in a given situation, students create a graphical representation to show a change in heart rate overtime.