Math Explorations by Mathworks

Earth, Sun and Moon

2010-01-22T13:03:00.001-08:00

Objective: Students will know the effects results from cyclical movements of the Earth, Sun and moon. Students will use their background knowledge to engage in activities to understand the relationship between the Earth, sun and moon.

Mathworks Math Explorations (2008): Section 4.1 Graphing on the Coordinate Plane

TEKS:
Math
Science

Sea Wall

2009-11-05T14:32:00.000-08:00

Objective: The purpose of this activity is to have kids use their own experiences, and experiences of their family, to more deeply understand the concept of the number line and describe and predict how catastrophic and current events have changed our world. Students will also make inferences and draw conclusions about the effects of human activities on the earth.

Mathworks Math Explorations (2008): Section 1.3 Applications of the Number Line

TEKS:
Math: 6.1 A,C 6.8, 6.11 B, 6.12 A,B 6.13 A, B
7.1 A, 7.13 A,D 7.14 A 7.15 A,B 8.14 A, D 8.15 A,B 8.16 A,B

Science: 6.2 A,B,C,D,E 6.3 C,E 7.2 A,B,C,D,E 7.3 A,B,C 7.14 A,B,C
8.2 A,B,C,D,E 8.3 A,B,C 8.5 A,B,C 8.14 A,B,C

Parachute Fun

2009-11-05T14:24:00.001-08:00

Objective: Students will measure a rectangle using standard and nonstandard units. They will discover that the ratio of length to width of a rectangle is constant and related to a linear function. Students will design rectangular and circular parachutes and use other equipment to measure time and distance so that the motion of the object can be determined. The students will also explain the results of applying a force to an object.

Mathworks Math Explorations (2008): Section 10.1 Rates, Ratios and Proportions

TEKS:
Math: Measurement
Science: Motion

Let it Rain!

2009-11-04T12:09:00.000-08:00

Objective: The purpose of this activity is to have kids use their own experiences, and experiences of their family, to more deeply understand the concept of the number line and coordinate graphing. Students will use the Texas map to analyze weather patterns to make inferences, make predictions and draw conclusions. The students will communicate their findings by constructing graphs.

Mathworks Math Explorations (2008): Section 1.3 Applications of the Number Line

TEKS:

Math: 6.1, 6.8, 6.1, 6.13, 7.1, 7.13, 7.14,

7.15, 8.14, 8.15, 8.16

Science: 8.1, 8.3

Plate Tectonic Theory: How Thick is the Crust?

2009-11-04T11:37:00.000-08:00

Objective: To understand the Earth’s layers and create scale drawings and models of the Earth.

Mathworks Math Explorations (2008): Section 8: Decimals, Fractions and Percents

TEKS:
Science: 6.6C. 7.5A, 8.12A
Math: Measurements, Proportions, scale drawings

What is Your Shoe Size?

2009-10-13T12:04:00.000-07:00

Objective:
Students will collect and record data about their class foot and shoe sizes to
Use promotional material to analyze, interpret and draw inferences
Represent real life situations
Find mean, median, mode and range of a set of data.
Use their knowledge of displaying data to make different forms of charts.
Use formulas to convert shoe sizes.
Communicate their findings.

Mathworks Math Explorations (2008) Lesson Plan: Section 12.3: Graphing Data

TEKS:
Science: 7.3A, 8.3A
Math: 6.10 A,B, 6.11 B,C, 6.12 A, 6.13 A,B, 7.11 A,B 7.12 A,B, 7.13 A,B,C 7.14 A, 7.15 A,B 8.12 A,C, 8.13 A,B, 8.14 A,B,C, 8.15 A, and 8.16 A,B.

Texas Mathworks Blog Site NEW!

2009-09-25T08:12:00.000-07:00

This site will be a resource for teacher using the Math Explorations curriculum. For more information about Texas Mathworks visit our website Texas Mathworks. We hope you like this resource.

Background

Math Explorations follows several fundamental principles. First, learning math is not a spectator sport. The activities that fill the text and accompanying CD allow students to develop the major concepts through exploration and investigation rather than being given rules to follow. Second, students should learn algebraic thinking and the precise use of mathematical language to model problems. This is not done as an afterthought, but is woven in throughout the text. Third, students should be continually challenged to see patterns, and through this process develop the ability to solve progressively more difficult problems.