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4434Grid and Percent It
http://www.merlot.org/merlot/viewMaterial.htm?id=449423
In this lesson, students use a 10 × 10 grid as a model for solving various types of percent problems. This model offers a means of representing the given information as well as suggesting different approaches for finding a solution. This lesson is adapted from "A Conceptual Model for Solving Percent Problems," which originally appeared in Mathematics Teaching in the Middle School, Vol. 1, No. 1 (April 1994), pp. 20-25.Math 6 Spy Guys
http://www.merlot.org/merlot/viewMaterial.htm?id=450660
Interactive lessons that cover multiple Grade 6 standards from the Mathematics Framework for California Public Schools.Budgeting with Percents
http://www.merlot.org/merlot/viewMaterial.htm?id=449415
This is a full lesson plan for applying percents in a real life application.Difference of Squares
http://www.merlot.org/merlot/viewMaterial.htm?id=427540
This activity uses a series of related arithmetic experiences to prompt students to generalize into more abstract ideas. In particular, students explore arithmetic statements leading to a result that is the factoring pattern for the difference of two squares. A geometric interpretation of the familiar formula is also included. This lesson plan was adapted from an article by David Slavit, which appeared in the February 2001 edition of Mathematics Teaching in the Middle School.Greatest Common Factor
http://www.merlot.org/merlot/viewMaterial.htm?id=447799
This lesson is intended to be used for review after students have learned about GCF. It takes about 30 minutes to complete.Growth Rate
http://www.merlot.org/merlot/viewMaterial.htm?id=426819
Given growth charts for the heights of girls and boys, students will use slope to approximate rates of change in the height of boys and girls at different ages. Students will use these approximations to plot graphs of the rate of change of height vs. age for boys and girls.Movement with Functions: Lesson 1
http://www.merlot.org/merlot/viewMaterial.htm?id=447682
This investigation uses a motion detector to help students understand graphs and equations. Students experience constant and variable rates of change and are challenged to consider graphs where no movements are possible to create them. Multiple representations are used throughout the lesson to allow students to build their fluency with in how graphs, tables, equations, and physical modeling are connected. The lesson also allows students to investigate multiple function types, including linear, exponential, quadratic, and piecewise.Movement with Functions: Lesson 2
http://www.merlot.org/merlot/viewMaterial.htm?id=451756
A common problem when students learn about the slope-intercept equation y = mx + b is that they mechanically substitute for m and b without understanding their meaning. This lesson is intended to provide students with a method for understanding that m is a rate of change and b is the value when x = 0. This kinesthetic activity allows students to form a physical interpretation of slope and y-intercept by running across a football field. Students will be able to verbalize the meaning of the equation to reinforce understanding and discover that slope (or rate of movement) is the same for all sets of points given a set of data with a linear relationship.Movement with Functions: Lesson 3
http://www.merlot.org/merlot/viewMaterial.htm?id=452542
In this lesson, students use remote-controlled cars to create a system of equations. The solution of the system corresponds to the cars crashing. Multiple representations are woven together throughout the lesson, using graphs, scatter plots, equations, tables, and technological tools. Students calculate the time and place of the crash mathematically, and then test the results by crashing the cars into each other.Solving Linear Equations Review Game
http://www.merlot.org/merlot/viewMaterial.htm?id=449537
Solving linear equations is a cornerstone of Algebra and other higher level math classes. The skills involved are critically important to the students' confidence and success within high school mathematics. In this project, students develop a board game that help their peers review solving linear equations. This project requires internet access as the students will use various websites to collect sample problems of varying degrees of difficulty. The entire project should use about 230 minutes of instruction time. Adjust as needed.