Adapted from mathematicsvisionproject.com’s Material Overview:
The Mathematics Vision Project (MVP) was created as a resource for teachers to implement the Common Core State Standards (CCSS) using a task-based approach that leads to skill and efficiency in mathematics by first developing understanding. The MVP approach develops the Standards of Mathematical Practice through experiential learning. Students engage in mathematical problem solving, guided by skilled teachers, in order to achieve mathematical proficiency: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. The MVP authors created a curriculum where students do not learn solely by either “internalizing what a teacher or book says or, on the other hand, solely by inventing mathematics on their own.”
The MVP classroom experience begins by confronting students with an engaging problem and allows them to grapple with solving it. As students’ ideas emerge, take form, and are shared, the teacher deliberately orchestrates the student discussions and explorations toward a focused math goal. Students justify their own thinking while clarifying, describing, comparing, and questioning the thinking of others leading to refined thinking and mathematical fluency. What begin as ideas become concepts that lead to formal, traditional math definitions and properties. Strategies become algorithms that lead to procedures supporting efficiency and consistency. Representations become tools of communication which are formalized as mathematical models. Students learn by doing mathematics.

This lesson unit is intended to help you assess how well students are able to:
• Interpret a situation and represent the constraints and variables mathematically.
• Select appropriate mathematical methods to use.
• Explore the effects of systematically varying the constraints.
• Interpret and evaluate generated data and identify the optimum case, checking it for confirmation.
• Communicate their reasoning clearly.

This lesson explains what the meaning is of two lines intersecting one another in the coordinate plane.

This lesson addresses what measure of variability is appropriate for a skewed data distribution. Students construct a box plot of the data using the 5-number summary and describe variability using the interquartile range.

Students calculate standard deviation for the first time and examine the process for its calculation more closely. Through questioning and discussion, students link each step in the process to its meaning in the context of the problem and explore the many questions about the rationale behind the development of the formula.

The purpose of this task is to develop students' understanding of standard deviation.

Geogebra activity that allows students to physically see the midpoint and endpoints of a segment.

Worksheet with practice problems and key involving midpoint of a line segment and a pair of ordered numbers.

In this Khan Academy activity, students will find the midpoint of a line using the midpoint formula.

Advanced lesson involving using geometric figures in the coordinate plane to find slopes of lines, distances between two points, and the midpoints between two points. From that point, students can classify polygons based on their definition.

Students write equations to model data from tables, which can be represented with linear, quadratic, or exponential functions, including several from Lessons 4 and 5. They recognize when a set of data can be modeled with a linear, exponential, or quadratic function and create the equation that models the data. Students interpret the function in terms of the context in which it is presented, make predictions based on the model, and use an appropriate level of precision for reporting results and solutions.

Students create a two-variable equation that models the graph from a context. Function types include linear, quadratic, exponential, square root, cube root, and absolute value. They interpret the graph, function, and answer questions related to the model, choosing an appropriate level of precision in reporting their results

Students interpret the function and its graph and use them to answer questions related to the model, including calculating the rate of change over an interval, and always using an appropriate level of precision when reporting results. Students use graphs to interpret the function represented by the equation in terms of the context, and answer questions about the model using the appropriate level of precision in reporting results.

Students recognize when a table of values represents an arithmetic or geometric sequence. Patterns are present in tables of values. They choose and define the parameter values for a function that represents a sequence

Students will be able to create exponential functions to model real-world situations, use logarithms to solve equations of the form f(t) = a · b^(ct) for t, and decide which type of model is appropriate by analyzing numerical or graphical data, verbal descriptions, and by comparing different data representations.

This video models the height of a tower on top of a tree, by adding the functions that model the growth of the tower and the tree separately.