### Showing 11 of 11 activities. To narrow your results, use the filters above.

- 9–12

- 9–12

- 9–12

- 9–12

- K–5

- 9–12

- K–5

- 9–12

- 9–12

- 9–12

- 9–12

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Students will investigate the relationship between quadratic functions and the parabolic path traveled by a ball in motion. Students will analyze data to understand the mathematical relationships that exist along the path of a ball in flight.
- 9–12

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Learn about gears, how they work, and differences in gear size as well as develop an understanding of angular speed. Students will analyze a variety of situations by applying arc length and other trigonometric functions to determine degrees of rotation.
- 9–12

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Students will investigate the application of 3D printing to space technology.
- 9–12

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Description: Students consider the benefits and tradeoffs of using credit and learn about the role interest plays in using credit cards. Then, they create an equation that describes the length of time it takes to pay off a debt.
- 9–12

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In this activity, students will design their own miniature golf hole and then determine the path along which a ball would travel to score a "hole-in-one."
- K–5

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Working in groups, students will select a city and then use U.S. government census data to develop an algebraic relationship between time and population size.
- 9–12

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In this activity, students will use a laser pointer and flat mirrors to explore the law of reflection.
- K–5

Funded by The Healthineers Fund of the Siemens Foundation

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Students model how a medication is filtered from the blood using colored water. They make predictions about how much medicine remains in a person’s system over time by comparing their predictions to observed data.
- 9–12

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Students will work in small groups to investigate constraints of starting a business. Each group will be assigned a specific constraint. Small groups will then write a linear inequality and graph the inequality on a group capture sheet.
- 9–12

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Students work together to build an algorithm for drawing a pixel picture using coordinate directions and color assignments on graph paper. Then, students follow the algorithms of other groups to create the images on a larger scale with post-it notes.
- 9–12

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Students will work in small groups to stack Solo cups vs. Styrofoam cups to see how many of each it takes for the two stacks to be equal. Students will then derive a system of linear equations to model the scenario of the two stacks of cups.
- 9–12