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This is one of our favorite team building activities. Students work together using a rope to create 3-D
shapes. The teacher plays the role of the skeptic and asks students to justify how they know their
shape satisfies its defined characteristics. Students will need everyone in their group to successfully
build these complex shapes and provide a convincing argument.

The goal of this lesson is to activate students’ current understanding of statistical sampling methods to find an accurate count of a number of dots in an image and then use the results of their sampling to find the value of π. The focus for this lesson should be on the different sampling methods, not the calculation of π.

Over the past few years, I have created videos and interactive notebook pages for all of the typical constructions that we teach.  The attached resource has all for your perusal.

This activity has students looking at emojis drawn on a graph and considering how the variables of cute/not cute and use/do not use are related to each other for each emoji.

A Classroom Challenge (aka formative assessment lesson) is a classroom-ready lesson that supports formative assessment. The lesson’s approach first allows students to demonstrate their prior understandings and abilities in employing the mathematical practices, and then involves students in resolving their own difficulties and misconceptions through structured discussion.

A Classroom Challenge (aka formative assessment lesson) is a classroom-ready lesson that supports formative assessment. The lesson’s approach first allows students to demonstrate their prior understandings and abilities in employing the mathematical practices, and then involves students in resolving their own difficulties and misconceptions through structured discussion.

Students will sort probability situations into dependent and independent and explain what makes them so. Students will discuss which ones were hardest to identify.

This is a two-matching activity from the Standards Units produced by the Department of Education of the United Kingdom.

The goal of this two-matching activity is to help learners:

*interpret frequency graphs, cumulative frequency graphs, and box and whisker plots, all for large samples
*see how a large number of data points can result in the graph being approximated by a continuous distribution.

This goal of this lesson is for students in making connections between the standard form of a quadratic function (where a = 1) and the graph or table of that function.

This is an alternative formative assessment lesson for Unit 4 of Algebra II.

This lesson unit is intended to help you assess how well students understand the relationship between the slopes of parallel and perpendicular lines and in particular, to help identify students who find it difficult to:
Find, from their equations, lines that are parallel and perpendicular.
Identify and use intercepts.
It also aims to encourage discussion on some common misconceptions about equations of lines.

The objective is for students to be able to create a visual representation, from the sequence of numbers, that shows the correspondence between the function given and the numbers produced by that function.