This lesson plan includes an interactive activity to illustrate various sampling methods. Using the periodic table of elements, students will collect real data implementing simple random and systematic sampling. With both samples collected, students will calculate appropriate descriptive statistics and use the sampling distributions to compare the performance of the methods.

The purpose of this activity is to engage the students in a critical evaluation of a statistical investigation, commenting on the validity and relevance of the findings presented graphically, and of the conclusions drawn.

This lesson explains how the graph of a function may be shifted to the left or right.

A series of interactive applets that allows the user to rotate various shapes around a given axis to form a solid.

Students compare linear and exponential models by focusing on how the models change over intervals of equal length. Students observe from tables that a function that grows exponentially eventually exceeds a function that grows linearly.

This task can be implemented in a variety of ways. For a class with previous exposure to the incenter or angle bisectors, part (a) could be a quick exercise in geometric constructions.

This activity is designed to help your pre-calculus students solve for exponential and logarithmic equations at the end of the unit on Exponential, Logistic, & Logarithmic Functions.

This lesson highlights the relationship between logarithmic and exponential functions by demonstrating how to change between them.

This lesson will teach you how to rewrite an equation in exponential form if the equation is in a specific format.

This lesson introduces students to randomization tests for making inferences about a population parameter using a randomly selected sample from the population. Students use random samples of salaries for petroleum engineering graduates and technology tools to conduct a significance test to determine whether petroleum engineering graduates after 2014 suffered lower starting salaries in alignment with falling crude oil prices than the 2014 population mean starting salary of petroleum engineering graduates. They also explore connections between significance tests and confidence intervals. Students draw conclusions using both the context of the activities and one- sided and two-sided randomization tests using simulations.

Using the whole numbers 1-9 as many times as you like, make the biggest circle by filling in the blanks

Students simulate a binomial distribution and calculate probabilities for a variety of situations involving binomial probability distributions.

Look at pages 8-12. This resource gives examples of how to make inferences and justify conclusions from sample surveys, experiments, and observational studies

This task is designed as an instructional task to develop students understanding of how data from a random sample can be used to estimate a population proportion or percentage .

The purpose of this task is to illustrate the development of margin of error when estimating a population mean.

In this activity, students work through a series of scaffolded linear graphing challenges to develop their proficiency with direct variation, slope-intercept, point-slope, and other linear function forms.

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.