This model-eliciting activity (MEA) challenges students to develop ideas about center and variability when making decisions based on data. Students examine data on departure delays for five airlines flying out of the Chicago O'Hare airport. The task is to develop a model to determine which airline has the best chance of departing on time. Students write a report that identifies the best airline and the reasoning behind their decision.

This model-eliciting activity has students create rules to allow them to judge whether or not the shuffle feature on a particular iPod appears to produce randomly generated playlists. Because people's intuitions about random events and randomly generated data are often incorrect or misleading, this activity initially focuses students' attention on describing characteristics of 25 playlists that were randomly generated. Students then use these characteristics to come up with rules for judging whether a playlist does NOT appear to be randomly generated. Students test and revise their rules (model) using five additional playlsits. Then, they apply their model to three particular playlists that have been submitted to Apple by an unhappy iPod owner who claims the shuffle feature on his iPod is not generating random playlists. In the final part of the activity, students write a letter to the ipod owner, on behalf of Apple, explaining the use of their model and their final conclusion about whether these three suspicious playlists appear to have been randomly generated.This lesson provides an introduction to the fundamental ideas of randomness, random sequences and random samples.

This model-eliciting activity has students determine how to create a fair judging scheme for a paper airplane contest while considering both the most accurate paper airplane and the best floater. Students are given a sample of data that includes multiple flights of paper airplanes by three different pilots. Each team writes a report describing how their judging scheme can be implemented by the judges of the contest. This activity could serve as an introduction to ideas of central tendency and variability. It can also set the stage for understanding the correspondence between data sets and their graphical representations. Alternatively, the activity could be the basis for student introduction to analysis of variance.

Students will be able to use their knowledge of volume and surface area through this fun, hands-on activity.

This purpose of this task is to help students understand the absolute value of a number as its distance from 0 on the number line. The context is not realistic, nor is meant to be; it is a thought experiment to help students focus on the relative position of numbers on the number line.

Spreadsheets Across the Curriculum/Geology of National Parks Collection. Students create a histogram to examine the time between geyser eruptions of Old Faithful, Yellowstone National Park.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: #### Materials * 10-15 quart plastic bags of various counters (different numbers of counters in each bag) * A recording sheet for the activity with pic...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Material * Assorted objects to create the groups * Clear ziplock bags or small cups * Index cards and stickers * An egg timer or a kitchen timer Action...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials The Napping House by Audrey Wood One ten-frame for each child (see PDF for black line master) 6-10 counters per child Actions The teacher rea...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Compare 3 quantities and order them from least to greatest. #### Materials * 5-6 baggies of various items. Each baggie should contain one type of item ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: #### Materials * One of the student's shoes to use to compare to other items. * A bin of seven to ten commonly used classroom items, such as a glue bot...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials Blackline Master Pencil or Crayons Balance Scale Objects to compare (sample list, teacher can use these or other objects like this they have ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials Blackline Master Pencil or Crayons Long, skinny objects to compare; for example: a pair of scissors a crayon a glue stick a long, skinny wood...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Decompose teen numbers using 10-frames and a number equation. #### Materials * Number cards 11-19 * Pencil, crayon, or marker * Attached student worksh...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Adding two numbers to make an equation. #### Materials * One pair of dice per student * A recording sheet for the activity. For example: #### Action Th...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Class white board and one marker * Paper and pencil for students * Materials such as counters or linker cubes * Number lines that go from 0...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Double sided counters * Markers that are the same colors as the counters * Teacher-made “My Book of 5” (see below for detailed directions) ...

This course covers Limits and Continuity, Derivatives: definition and basic rules; Derivatives: chain rule and other advanced topics; Applications of derivatives; Analyzing Functions; Integrals; Differential equations; and Applications of integrals.

This course covers Complex Number, Polynomials, Composite Functions, Trigonometry, Vectors, Matrices, Series, Conic Sections, and Probability and combinatorics.