chesapeake bluesChesapeake Blues (Math 6)

Standards of Learning: 2016 Math (6.1, 6.2, 6.10)

How do scientists know how many crabs are in the Bay? Did they catch them all and count them? How do they know if a crab has already been counted? These questions and others will be answered mathematically as we model population estimation using probability and proportional reasoning.

 


The Force of FractionsThe Force of Fractions (Math 6)

Standards of Learning: 2016 Math (6.2, 6.5)

How strong is the Force of Fractions in your students? The tools to create a lightsaber are locked away and your students' fraction number sense is the only way to break them out. Can your students use fraction circles to solve the different brain teasers to earn the correct lock combinations for this breakout lesson?

 


waterproof this

Waterproof This (Math 6)

Standards of Learning: 2016 Math (6.7, 6.11)

Imagine an outfit that is completely waterproof. Is it possible? Students will investigate and compare how different fabrics absorb water by measuring the area of the water stain and comparing their data on a graph. Will each fabric absorb a different amount of water? As students work to determine whether or not fabric can be waterproof, they will test different hydrophobic fabric treatments. Can your students surpass the fabric treatments nanotechnology has enabled?

 


tribute to volume

A Tribute to Volume (Math 7)

Standards of Learning: 2016 Math (7.4, 8.6)

Many real life applications require a deep understanding of surface area and volume. In this lesson the topic of intermodal transport is used to explore volume and surface area in a hands-on investigation that also highlights how volume is impacted when an attribute is changed.

 


catch the wave

Catch the Wave (Math 7)

Standards of Learning: 2016 Math (7.1); 2010 Physical Science (PS.1, PS.9)

Join us as we travel over the rainbow to explore the colors of mathematics. Students will discover the importance of scientific notation as they experiment with spectroscopes and the electromagnetic spectrum. Through their exploration, they will compare and order extremely large and extremely small numbers using scientific notation having both positive and negative exponents.

 


coding with ozobotsCoding with Ozobots - NEW! (Math 7)

Standards of Learning: 2016 Math (7.6a)

The Ozobot® is a programmable robot that allows students to use reasoning and problem-solving skills to develop code for performing various tasks. Using drag and drop programming, this lesson will engage students in the complex world of quadrilaterals as they program their Ozobot® to construct different shapes. Students will build connections between the coding language and the characteristics of quadrilaterals as they develop their programming skills.

Lesson Requirement: Students must have access to a computer for this lesson.

 


lego my math o

Lego® My Math-O (Math 7)

SOL: 2016 Math 7 (7.3, 7.5, 7.7, 7.8, 7.10e, 8.6b)

Legos® are the building blocks of children’s imaginations while the Engineering Design Process is the building block of engineering. Bring them together through a series of design and build challenges based on the seventh grade standards of learning. Each task will demonstrate and strengthen your students’ understanding of a math concept, as they use their imagination to create.

  


itty bitty reactions

Itty Bitty Reactions (Math 8)

Standards of Learning: 2016 Math (8.6, 8.13, 8.16)

Which fizzes faster, a tablet of Alka-Seltzer or crushed pieces? If you think it has nothing to do with math, think again. In this lesson, students will explore the relationship between surface area, volume, and chemical reactions. Using cubes and scatterplots students will model different sized Alka-Seltzer pieces in order to understand why the surface area to volume ratio has the greatest impact at the nanoscale.

 


start your enginesStart Your Engines (Algebra 1)

Standards of Learning: 2016 Math (8.12)

How fast is your reaction time? If a $20 bill is dropped right in front of you, can you catch it? How is reaction time important to a successful race car driver? Using data collected in class, students will create box and whisker plots to display, analyze, and compare their reaction time results. Find out if you are ready to become a race car driver!

 


Wrap and FillWrap and Fill (Math 8)

Standards of Learning: 2016 Math (8.6)

Would you rather have an ice cream cylinder or an ice cream cone? Should the Egyptians have built rectangular prisms instead of pyramids? Explore how the relationships between volumes and surface areas of geometric solids are applied in the real world.

 


zombie apocalypseZombie Apocalypse (Math 8)

Standards of Learning: 2016 Math (8.11, 8.16c)

A new virus has started attacking the brains of the human population, turning victims into mindless flesh-eating zombies. Use modeling/simulations, probability and graphing to determine how quickly this virus can become a pandemic and how it is being transmitted. Can we stop it?

 Lesson Requirement: Students must have access to a computer for this lesson.

 


engineering disaster

Engineering Disaster (Algebra 1)

Standards of Learning: 2016 Math (A.4, 7, 9)

Walkways collapse, bridges fall down, and dams fail; yet from these failures come some of the greatest advances in design and building. Students will review several historical examples of engineering failures and how the investigations revealed new information which is still used in designs today. Students will also learn how equations, multiple representations, and data interpretation using the line of best fit are used to put a silver lining on a design cloud.

 


gearing up for variation

Gearing Up for Variation (Algebra 1)

Standards of Learning: 2016 Math (A.8)

Variation is a topic with many real-life applications. During this lesson, students will investigate both inverse and direct variation within the context of mechanical gears. Hands-on exploration will help students develop the equations for variation as well as a better understanding of the related scientific principles.

 


 

get your bearings

Get Your Bearings (Algebra 1)

Standards of Learning: 2016 Math (A.1, A.6)

Slope and the slope-intercept form of an equation of a line are key elements of an Algebra I course. During this lesson, students will participate in a math/science integrated activity to generate data that will then be used to identify the important characteristics that define a linear equation.

Lesson Requirement: Students must have access to a computer and the internet.

 


graph mania

Graph Mania (Algebra 1)

Standards of Learning: 2016 Math (A.9)

Your students will enjoy participating in hands-on activities to collect multiple data sets. Using a graphing calculator, they will then make scatterplots and determine the curve of best fit for each data set. Both linear and quadratic models will be incorporated into the lesson.

 


lego animal factory

LEGO Animal Factory (Algebra 1)

Standards of Learning: 2016 Math (A.1 & A.4), Technology: (C/T 6-8.9B, C/T 9-12.11C)

Join the workforce at a LEGO® factory! We will take a look at the rate of brick production and the profitability of different building sets. You will also have an opportunity to create a new design for the company to sell.

Lesson Requirement: Students must have access to a computer.

 


everybodys doing the logomotionEverybody's Doing the Logomotion (Geometry)

Standards of Learning: 2016 Geometry (G.11)

Logo design is a billion-dollar business. Where did logos originate and what goes into the making of a successful logo? Have you ever noticed how many logos have a circular shape? Students will create their own circular logos using diameters, radii, chords, secants, tangents, arcs, central angles, and inscribed angles. A discovery activity using angles and arcs will enhance the understanding of circle relationships. Based on specific criteria, which student in your class will win the Logo Design Competition?

 


let it snowLet It Snow (Geometry)

Standards of Learning: 2016 Geometry (G.10, G.13)

What does self-assembly in nanotechnology have to do with geometry? Plenty! Ice crystals naturally self-assemble into snowflakes as hexagonal prisms. Students will discover the science of self-assembly by demonstrating problem-solving skills. Patterns will be investigated when looking at interior and exterior polygon angle measures in order to derive algebraic formulas. The volume of a hexagonal prism model will be explored to determine its effectiveness in delivering cancer drugs to medical patients.

 


graph maniaGraph Mania (Algebra 2, AFDA)

Standards of Learning: 2016 Math (AII.9, AFDA.3)

Your students will enjoy participating in hands-on activities to collect multiple data sets. Using a graphing calculator, they will then make scatterplots and determine the curve of best fit for each data set. The exponential model will be emphasized; quadratic and linear models will also be incorporated.

 


 

it all comes out in the washers

It All Comes Out in the Washers (Algebra 2)

Standards of Learning: 2016 Math (AII.11, AFDA.7)

If your students are a little confused about statistics and think a "normal distribution" describes the usual way you pass out assignments while a z-score refers to a musical number written by Zorro, this lesson is for you. Students will be actively engaged in this engineering-based lesson and will see how z-scores are used in real life to help make important business decisions.

 


whats normalWhat's Normal? (Algebra 2)

Standards of Learning: 2016 Algebra II (AII.11, AFDA.7)

After taking their blood pressures, students will review the properties of the normal curve. Students will then use the standard normal probability table or a graphing calculator to find probabilities and draw conclusions associated with this real-life context.