Girl Math

I love Star Wars! Since the last movie is coming out soon, I thought I would create a Probability Wars Review using Deck.Toys.  I love using Deck.Toys as a test review. It allows me to keep track of their progress, and my students would rather do this activity then a worksheet.  I found a site where you could create your own Star Wars opening ...of course, I had to do that! :) I also created a quest for each main topic we discussed in class. (Mutually Exclusive/Inclusive, Independent events, Binomial, Permutations, Combinations, Counting Principles, and Normal Distribution.)  I didn't use any study sets for this particular activity. I utilized the Lock app for each question. I decided to use this because I noticed some students guessing on multiple choice to get done with the activity faster. With the Lock app, students had to answer correctly to move on to the next question. I could also easily see where students were struggling by watching the teacher page!...

I always find myself needing fresh ideas. Thankfully, Stats Medic was here to help... again! The CLT is not a terribly hard concept for students to memorize, but do they truly understand it?  For this ACTivity, students are comparing the ACT scores (get it now? ACT ivity?) from two high schools: one has an approximately Normal distribution while the other distribution is clearly skewed right. Students are taken to an applet where simulations are performed on the two distinct distributions, they are instructed to take samples of different sizes and then to describe/compare the sampling distributions. After the activity, there is an example problem to check for understanding. A couple of notes: While the resources on Stats Medic are fantastic, it's not very pretty (IMHO). Therefore, I have prettified it. Instead of using paper/pencil worksheet, I did create a HyperDoc for the students. Thanks for reading! Student HyperDoc Teacher Solutions ~ssb

Our school has made the jump to online testing! So you know what that means...DESMOS!  I wanted to show the students how Desmos could create histograms and box plots. Then I got the idea to allow students to find the mean, median, and standard deviation too.  So I created this Desmos activity as a tutorial & practice for those topics. The activity ends with a card sort where they must match the  mean, median and standard deviation to a histogram and box plot. I also included some multiple choice and open ended questions just as a review. I allowed them to use the Desmos calculator to assist in answering the questions.  I will say that my students aren't making the jump to Desmos so easily. They still can't let the handheld calculator go...but at least I'm trying!  Here is the activity if you would like to try this out in your classroom: Activity   ~RJ

I was recently collaborating with a group of NC Math 3 teachers, I truly learned a lot from them while working that project! One thing that went across my computer screen during this collaboration project was the "Birthday Polynomial" activity. Sounds straight forward, right? Just use Desmos, right? "What could possibly go wrong", I asked myself.  Well, many things went wrong.  For starters, almost all students were born in the same year and the graphs were hard for my students to manipulate. They also had an issue with all of the zeros (2003 was the popular year of birth). Needless to say, I put out many fires that day. I knew I had to revamp this activity, not ditch it, as there are a lot of great features and learning points (a little pun there). Introducing the " Personalized Polynomial " activity. In this version, we go from a polynomial with a degree of 7 to one with a more manageable degree of 3- what we mainly use in class anyway. Students ar...

While there are many introductions to this unit, I wanted to create something that was more fresh than the activities I have done in the past. Hence, I Googled. I found an activity similar this one, but it cost money. So, I spent about 30 minutes creating my own! I have always avoided using the "Guess the Age" of celebrities since it changes yearly... but heights don't! Here is a link to my presentation; feel free to copy and edit according to your tastes and your students' interest. I also forced a copy of this spreadsheet to my students. This way they could copy/paste their data into Desmos. This was pretty fun, I may want to add a couple more celebrities the next time I try it. I also had everyone save their graphs in Desmos so that when the "Achieving Linearity" component of this unit popped up, everyone could choose their best fit model based on residual plots and numerical summaries.  It was fun and little more updated than some past intro ac...

This is one of those activities that had all students engaged from the moment they logged in!  Students begin by practicing graphing systems of inequalities and finding points that exist in the feasible region. Then students are asked to create a system with a specific point in the solution. They had fun playing around in Desmos and the ease of use within in website where they could clearly see the effects of changing values in their inequalities to fit the guidelines and expectations of the exercises. Once the students were familiar with graphing systems of inequalities and finding solutions, we moved on to finding objects in a photo, this is point where the kiddos had the most fun. First, they graphed inequalities to see which object was isolated in two different photos. Then, they had to find Waldo and isolate him using a system of two inequalities. Finally, they were given a map of the US and asked to isolate North Carolina using three inequalities. I teach onlevel Math 3...

I saw this on Stats Medic (if you haven't visited this website and you teach AP Statistics, it's a must) and I'm so glad I tried it :) I did this as my opening day activity, so the students have not had any prior AP Stats instruction and it's perfect.  Basically, students "randomly" choose words from Beyoncé's "Crazy in Love" song, count the number of letters in the words, and find the average. We then make a class dotplot of everyone's means. Then, I show them how to use a random number generator (AKA their calculator) to choose a for reals random sample. Again, the students find the average word length and plot the result on a dotplot beside the first one we created. Of course, we discuss the differences between the two dotplots and the importance of random sampling. We then decide, based on given information, if Beyonc é  wrote the lyrics for "Crazy in Love". Oh yeah, I created a Beyonc é  playlist to put us in the mood! ...