Integrated Math 1 - MVP
Activities for Mathematics Vision Project - Secondary Math One: An Integrated Approach
Table of Contents
- Module 1
- Module 2
- Too Big, or Not Too Big
- All For One, One For All
- Pet Sitters Feasible Region
- Module 3
- Module 4
- Module 5
- Module 6
- Leap Frog Rigid Transformations
- Symmetries of Regular Polygons - Rotational Symmetry
- Leaping Lizards
- Module 7
- Go The Distance
- Module 8
- IM1.8.1 Texting by the numbers (MVP)
Too Big, or Not Too Big
Enter the equation of one of the Pet Sitter constraints in the form of ac + bd = t, where c represents the number of cats, d represents the number of dogs, and t represents the total space, total cost, or total time. Pick a specific number of cats and dogs and decide if that number of cats and dogs would be "too big," "not too big," or "just right" for the constraint. Enter the coordinates of the point in the appropriate boxes and press the button corresponding with your prediction to plot the point. If your prediction was correct, the point will be plotted in the correct color: green, orange, or red. If not, the point will be plotted in black. Try to avoid getting black points while you are trying to plot at least five points of each of the other colors.
Too Big, or Not Too Big
Leap Frog Rigid Transformations
For use with MVP Math 1 Module 6
Use the check boxes and input boxes to transform one frog onto another.[list][*]image 1 to image 2[br][/*][*]image 2 to image 3[br][/*][*]image 3 to image 4[br][/*][*]Which image was used to obtain image 5? How? Is it the only one?[br][/*][/list]
Go The Distance
Drag points B and G to see how the calculations change. Think about how you can generalize the calculations for any two points with coordinates ([math]x_1[/math], [math]y_1[/math]) and ([math]x_2[/math], [math]y_2[/math]).
IM1.8.1 Texting by the numbers (MVP)
Task 1: Entering and displaying data with GGB
Technology changes quickly and yet has a large impact on ourlives.
Recently, Rachel was busy chatting with her friends via text message when her mom was trying to also have a conversation with her. Afterward, they had a discussion about what is an appropriate amount of texts to send each day. Since they could not agree, they decided to collect data on the number of texts people send on any given day. [br][br]They each asked 24 of their friends the following question:“What is the average number of texts you SEND each day?” The data representing all 48 responses are below: [br]Data:[br]{150, 5.5, 6, 5, 3, 10, 150, 15, 20, 15, 6, 5, 3, 6, 0, 5,12, 25, 16, 35, 5, 2, 13, 5, 130, 145, 155, 150, 162, 80, 140, 150, 165, 138,175, 275, 85, 137, 110, 143, 138, 142, 164, 70, 150, 36, 150, 150}[br][br] 1. Enter the data in Row 1 of your spreadsheet below (you can copy and paste).[br][br]2. Select Row 1 and do a One Variable Analysis [icon]/images/ggb/toolbar/mode_onevarstats.png[/icon] of the data. You should get a histogram.
Here's my histogram
3. Can you make your histogram look like mine? (Hint: you may need to move the pane dividers to make your histogram bigger). [br][br]4. Change the display from “Histogram” to “Dot Plot”. How is this view similar or[br]different? [br][br]5. Change the display from “Dot Plot” to “Box Plot”. [b] [/b]How is this view similar or different? [br][br][b]Answer these questions below.[/b][br]6. What does a box plot show that a histogram and a dot plot do not?[br][br]7. What do a histogram and a dot plot show that a box plot does not?
Rachel's Box Plot
Prior to talking about the data with her mom, Rachel had created a box plot using her own data she collected and it looked quite different than when they combined their data. [br][br]8. Looking at Rachel's box plot, which of the following data sets is Rachel's, and which is her mother's? How do you know?[br][br]Set A: {150, 5.5, 6, 5, 3, 10, 150, 15, 20, 15, 6, 5, 3, 6, 0, 5, 12, 25, 16, 35, 5, 2, 13, 5}[br][br]Set B: {130, 145, 155, 150, 162, 80, 140, 150, 165, 138, 175, 275, 85, 137, 110, 143, 138, 142, 164,70, 150, 36, 150, 150} [br][br]
9. Create a box plot of the data from Rachel's mother in the spreadsheet below.[br]
10. Rachel wants to continue sending her normal number of texts (average of 100 per day) and her mom would like her to decrease this by half. Present an argument for each side, using mathematics and the box plots to justify each person’s request.