[size=150]GeoGebra can be used in elementary school to explore and practice math.[br][/size]
Geogebra - Sample Resource Activities
Geogebra - Sample Resource Activities
Table of Contents
- K-5 Math
- Elementary School Math: 300+ Resources
- Middle School
- Middle School Math: 500+ Resources
- Algebra 1
- IM Algebra I
- Middle & High S. Math: 2200+ Resources
- IM 6–8 Math - Free & Digital
- CCSS HS FUNCTIONS RESOURCES!!!
- Geometry
- Properties of Tangents Drawn to Circles (VC)
- IM Geometry
- CCSS HS GEOMETRY RESOURCES!!!
- Algebra 2
- IM Algebra II
- CCSS HS FUNCTIONS RESOURCES!!!
- Trigonometry
- Definition of Trigonometry
- Unit circle for trigonometry.
- Trigonometry- Finding A side Lenght in A Right Triangle
- Calculus
- First Fundamental Theorem of Calculus
- Second Fundamental Theorem of Calculus
- Fundamental theorem of calculus exploration
- Statistics
- Battleship in the Coordinate Plane!
Elementary School Math: 300+ Resources
Explore over 300 resources through which elementary school students can learn math concepts in a fun and interactive way! [br][left][b]K-2 Math Resources[/b][br][/left][list][*][url=https://www.geogebra.org/m/av6psbf7]K-2 Number Sense, Operations, Measurement, Data[/url][/*][*][url=https://www.geogebra.org/m/rvz58cma]K-2 Geometry[/url][/*][/list][b]3-5 Math Resources[/b][br][list][*][url=https://www.geogebra.org/m/j4w554q8]3-5 Operations, Fractions, Decimals, Percents[/url][/*][*][url=https://www.geogebra.org/m/pvjjawmc]3-5 Geometry, Measurement, Data[/url][/*][/list]
The following silent videos show some of these engaging math resources. Try them yourself!
[url=https://www.geogebra.org/m/av6psbf7#material/vgJ8ySBK]Explore this resource: Adding 2-Digit Numbers (by Tom Carpenter)[/url]
[url=https://www.geogebra.org/m/j4w554q8#material/fxYY32cW]Explore this activity: Unit Fractions (by Duane Habecker)[/url]
[url=https://www.geogebra.org/m/av6psbf7#material/vgJ8ySBK]Explore this activity: Working with Ratios (by cemccourseware)[/url]
[url=https://www.geogebra.org/m/j4w554q8#material/s6fgsqv9]Explore this resource: Multiplying Fractions (by Adrián Martín)[/url]
[url=https://www.geogebra.org/m/j4w554q8#material/GceeVgnb]Explore this resource: Adding Fractions (by Anthony OR)[/url]
[url=https://www.geogebra.org/m/pvjjawmc#material/BZ6nUw95]Explore this activity: Rectangle and Square Properties (by Anthony OR)[/url]
[url=https://www.geogebra.org/m/pvjjawmc#material/fmbmkpj7]Explore this resource: Surface Area - Intuitive Introduction (by Tim Brzezinski)[/url]
More interactive elementary math resources
[list][*][url=https://www.geogebra.org/m/uxNNNKPK]Place value[/url][/*][*][url=https://www.geogebra.org/m/DNC5JUDD]Geometric solids[/url][/*][*][url=https://www.geogebra.org/m/qj8GQMZ8]Tangram with geometric figures[/url][/*][*][url=https://www.geogebra.org/m/mJTRqFwQ]Nets of 3D solids[/url][/*][*][url=https://www.geogebra.org/m/JzAfEKjj]Money unit[/url][/*][*][url=https://www.geogebra.org/m/K7cDMUC7]Fractions[/url][/*][*][url=https://www.geogebra.org/m/n6EjQDw8]Exploring nets of geometric solids[/url][/*][*][url=https://www.geogebra.org/m/ZezBnC8Q]Geometry[/url][/*][*][size=100][url=https://www.geogebra.org/m/fUKh9xMH]Geometric figures on the virtual geoboard[/url][/size][/*][*][url=https://www.geogebra.org/m/wqkvbwey]Multiply with dice[/url][/*][*][url=https://www.geogebra.org/m/ua4yNy75]Different math activities for elementary school[/url][/*][*][url=https://www.geogebra.org/m/rSjV8S8q]Elementary school applets collection[/url][/*][*][url=https://www.geogebra.org/m/dVXMR4U7]Primary school mathematics collection[/url][br][/*][*][url=https://www.geogebra.org/m/TbGQNCQn]Puzzles, games, and other fun stuff[/url][br][/*][/list]
Middle School Math: 500+ Resources
Explore more than 500 interactive resources through which middle school students can learn math concepts in a fun way![br][list][*][url=https://www.geogebra.org/m/knxczufb][/url][url=https://www.geogebra.org/m/knxczufb]Ratios, Proportions, and Percents[/url][/*][*][url=https://www.geogebra.org/m/jnuyag9b][/url][url=https://www.geogebra.org/m/jnuyag9b]PreAlgebra and Algebra 1[/url][/*][*][url=https://www.geogebra.org/m/avkgxbea][/url][url=https://www.geogebra.org/m/avkgxbea]Geometry[/url][/*][*][url=https://www.geogebra.org/m/tn7wppdp]Probability and Statistics[/url][/*][/list]
[size=100]Using the GeoGebra applets, students can practice calculating with fractions in a vivid way. [br][/size]
The following silent videos show some of these engaging middle school math resources. Try them yourself!
[url=https://www.geogebra.org/m/knxczufb#material/rfyd4z9h]Explore this resource: Percent Change (by Anthony OR)[br][/url]
[url=https://www.geogebra.org/m/avkgxbea#material/vaNH8j5H]Explore this resource: Pythagorean Theorem (by Steve Phelps)[/url]
[url=https://www.geogebra.org/m/fnf6vfj5]Explore this activity with GeoGebra Geometry[/url]
[url=https://www.geogebra.org/m/avkgxbea#material/HSgSE469]Explore this resource: Cross Sections of Rectangular Prisms (by Anthony OR)[/url]
[url=https://www.geogebra.org/m/jnuyag9b#chapter/471893]Explore this resource for several traffic scenarios: Interpreting Graph Models (by Tom Button)[/url]
[url=https://www.geogebra.org/m/jnuyag9b#material/CcBHdCEz]Explore this activity: Graphing Linear Inequalities with 2 Variables[/url]
[url=https://www.geogebra.org/m/tn7wppdp#material/SJmxRvKC]Try the activity: Predict the Location of the Mean (by Steve Phelps)[/url]
More interactive middle school math resources
[list][*][url=https://www.geogebra.org/m/uxqmsy6m]Illustrative Mathematics - lots of resources for grades 6-8[/url][/*][*][url=https://www.geogebra.org/m/jFFERBdd][/url][url=https://www.geogebra.org/m/jFFERBdd]Pythagorean Theorem - over 30 beautiful illustrations by Steve Phelps[/url] [/*][*][url=https://www.geogebra.org/m/jazvukfd]Open Middle problems - formative assessment questions with feedback[/url][/*][*][url=https://www.geogebra.org/u/cemccourseware]CEMC courseware resources[/url][/*][/list]
IM Algebra I
This Algebra I curriculum builds on students’ previous studies from middle school through classroom exercises centered around building mathematical modeling skills through real world prompts. Students start with data collection and analysis in statistics before expanding their understanding of correlation and causality through linear equations and inequalities. They then learn about rearranging functions and their characteristics as they finish Algebra I with a study of quadratic equations. To access the curriculum for other grades or learn more about using GeoGebra Classroom with this curriculum, visit our [url=https://www.geogebra.org/m/nknzhjzc]IM 9–12 Math page[/url].
Algebra I Outline
[list][*][b][url=https://www.geogebra.org/m/xhw4mcvd]Unit 1: One-variable Statistics[/url][/b][/*][*][b][url=https://www.geogebra.org/m/nhhcyah6]Unit 2: Linear Equations, Inequalities, and Systems[/url][/b][/*][*][b][url=https://www.geogebra.org/m/rsb8xggd]Unit 3: Two-variable Statistics[/url][/b][/*][*][b][url=https://www.geogebra.org/m/fp24yumy]Unit 4: Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/z8yy3fbn]Unit 5: Introduction to Exponential Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/mkk2jekf]Unit 6: Introduction to Quadratic Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/b7kg4ett]Unit 7: Quadratic Equations[/url][/b][/*][/list]
[b]More Information[/b][list][*][url=https://www.geogebra.org/m/nknzhjzc]IM 9–12 Math[/url][br][/*][*][url=https://im.kendallhunt.com/HS/teachers/1/scope_and_sequence.html]IM 9–12 Math Pacing Guide[/url][br][/*][*][url=https://www.geogebra.org/m/pq3kpceq]Attribution Statement[/url][br][/*][/list]
Properties of Tangents Drawn to Circles (VC)
DIRECTIONS:
In the applet below, note the [b]circle[/b] with [color=#ff7700][b]center [/b][/color][i][color=#ff7700][b]A[/b][/color]. [br][/i]You can alter the radius by dragging the [b][color=#ff7700]unlabeled point[/color][/b] on the circle. [br][br][color=#0000ff][b]Point [i]B[/i] is a point on the circle.[/b] [/color][br][b][color=#0000ff]Point [i]C[/i] is a point that lies outside the circle.[/color] [/b] [br]Feel free to alter the locations of any of these 4 points at any time. [br][br]1. Select the TANGENTS [icon]/images/ggb/toolbar/mode_tangent.png[/icon] tool. Then select point [i]B[/i] and then select the circle. This will construct a line through [i]B[/i] that is tangent to the circle. [br][br]2. Use the SEGMENT [icon]/images/ggb/toolbar/mode_segment.png[/icon]tool to construct radius [math]\overline{AB}[/math]. [br][br]3. Use the POINT ON OBJECT [icon]/images/ggb/toolbar/mode_pointonobject.png[/icon] tool to plot a point [i]D[/i] on this tangent line. [br] Use the ANGLE [icon]/images/ggb/toolbar/mode_angle.png[/icon]tool to measure [math]\angle DBA[/math]. (Be sure to select the points in this order.)
4. Select the MOVE [icon]/images/ggb/toolbar/mode_move.png[/icon]tool. Move point [i]B[/i] around the circle. What do you notice?
5. Use the TANGENTS [icon]https://www.geogebra.org/images/ggb/toolbar/mode_tangent.png[/icon]tool to construct a line passing through [i]C[/i] that is tangent to the circle. [br]How many tangents can be drawn from point [i]C[/i] to the circle?
6. Use the INTERSECT [icon]https://www.geogebra.org/images/ggb/toolbar/mode_intersect.png[/icon] tool to plot the point(s) at which these tangents intersect the circle.[br] GeoGebra should name these points [i]E[/i] and [i]F[/i].
7. Use the DISTANCE OR LENGTH [icon]https://www.geogebra.org/images/ggb/toolbar/mode_distance.png[/icon] tool to measure the distance from [i]C[/i] to [i]E[/i] and the distance from [i]C[/i] to [i]F[/i]. What do you notice? [br]
8. What two new properties can we conclude about tangents drawn to circles? [i]Describe. [/i]
IM Algebra II
Through this Algebra II curriculum, students will grow their understanding of mathematics through the use of technology tools, collaboration, and mathematical modeling. As students begin the course studying sequences, they will look at using functions to model situations which leads into an exploration of transforming polynomial, rational, exponential, logarithmic, and periodic functions. Lastly, they will analyze data from experiments using normal distributions to make statistical inferences. To access the curriculum for other grades or learn more about using GeoGebra Classroom with this curriculum, visit our [url=https://www.geogebra.org/m/nknzhjzc]IM 9–12 Math page[/url].
Algebra II Outline
[list][*][b][url=https://www.geogebra.org/m/chgxqgyv]Unit 1: Sequences and Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/wgapvfsq]Unit 2: Polynomials and Rational Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/ewenp6k5]Unit 3: Complex Numbers and Rational Exponents[/url][/b][/*][*][b][url=https://www.geogebra.org/m/hsgcqpzz]Unit 4: Exponential Functions and Equations[/url][/b][/*][*][b][url=https://www.geogebra.org/m/nhegwwcz]Unit 5: Transformations of Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/tmyt8m8g]Unit 6: Trigonometric Functions[/url][/b][/*][*][b][url=https://www.geogebra.org/m/bej9rvmd]Unit 7: Statistical Inferences[/url][/b][/*][/list]
[b]More Information[/b][list][*][url=https://www.geogebra.org/m/nknzhjzc]IM 9–12 Math[/url][br][/*][*][url=https://im.kendallhunt.com/HS/teachers/1/scope_and_sequence.html]IM 9–12 Math Pacing Guide[/url][br][/*][*][url=https://www.geogebra.org/m/pq3kpceq]Attribution Statement[/url][/*][/list]
Definition of Trigonometry
GeoGebra Tutorial Example 63 - Definition of Trigonometry
Definition of Trigonometry
GeoGebra Tutorial Example 63 - Definition of Trigonometry
First Fundamental Theorem of Calculus
Accumulation Function
We suggest that you first explore the Second Fundamental Theorem of Calculus via Dr. Jackson's GeoGebra activity before proceeding. https://www.geogebra.org/m/cn2khzjf
Differentiating and then Integrating
In the App[br][br]Start by typing in any formula for a function [i]f[/i]([i]x[/i]) in the input box. If you check the f(x) checkbox in the right window the graph of [i]f[/i]([i]x[/i]) will appear in the right window in blue. [br]The formula for f '(x) is displayed, along with the graph of [i]f[/i] '([i]x[/i]) in red in the left window.[br]For now, toggle off the graph of [i]f[/i]([i]x[/i]) to clear out most of the right window.[br][br]Choose a value for [i]a[/i] via the slider or input box in the left window. Similarly pick a value for [i]x[/i].[br]Start the value of [i]x[/i] the same as the value for a and slowly slide the slider for [i]x[/i] to the right. You will see area accumulating between the graph of [i]f[/i] '([i]x[/i]) and the [i]x[/i]-axis. Green areas accumulate positively and red areas accumulate negatively. The green area minus the red area is the value of the accumulation function for that value of [i]x[/i]. [br][br]Click the checkbox for ([i]x[/i], [i]A[/i]([i]x[/i])) in the right window to see this value graphed there. Move [i]x[/i] around via the slider to see it change. Now click on the checkbox for [i]A[/i]([i]x[/i]) to see the graph. Again move [i]x[/i] around to investigate. [br][br]Now deselect ([i]x[/i], [i]A[/i]([i]x[/i])) to hide that portion of the illustration. Does the graph of [i]A[/i]([i]x[/i]) look familiar?[br][br]Select the checkbox for[i] f[/i]([i]x[/i]). How does the graph of [i]A[/i]([i]x[/i]) compare to the graph of [i]f[/i]([i]x[/i])?[br][br]Does they look like vertical shifts of each other?[br]Select the checkbox for Shift in the right window. This will show how far apart the two graphs are vertically for a particular[i] x[/i]-value. Move this point on the graph of [i]f[/i]([i]x[/i]) around. Does the vertical distance stay constant? How does this distance compare to [i]f[/i]([i]x[/i])?[br][br]You should see that, yes, the graphs of [i]A[/i]([i]x[/i]) and [i]f[/i]([i]x[/i]) are vertical shifts of each other and that the amount of the vertical shift is [i]f[/i]([i]a[/i]).[br][br]What does this tell use about an alternate way to express [math]\int_{^a}^xf\left(t\right)dt[/math]?[br][br]
First Fundamental Theroem of Calculus
(Fundamental Theorem of Calculus Part 1)[br][br]If f is any function differentiable on the interval including a and b and any points between them, then[br][math]\int_a^xf'\left(x\right)=f\left(x\right)-f\left(a\right)[/math].[br][br]First differentiating and then integrating produces the original function, possibly with a vertical shift.[br][br]One of the consequences of this is that if we are integrating a function [i]g[/i]([i]x[/i]) and we can find a function [i]f[/i]([i]x[/i]) so that [i]g[/i]([i]x[/i]) = [i]f[/i] '([i]x[/i]) (i.e. we find any antiderivative [i]f[/i] for the original function [i]g[/i]), then we can find an exact value for the definite integral by finding the total change in the antiderivative over the interval:[br][math]\int_a^bg\left(x\right)dx=\int_a^bf'\left(x\right)dx=f\left(b\right)-f\left(a\right)=\Delta f[/math].
Battleship in the Coordinate Plane!
Creation of this activity was inspired by [url=https://twitter.com/alicekeeler]Alice Keeler[/url]'s blog article "[url=http://www.alicekeeler.com/2016/01/14/game-based-learning-google-slides-coordinate-plane-battleship/]Game Based Learning: Google Slides Coordinate Plane Battleship[/url]".
INTRODUCTION:
[b]This game is played JUST LIKE the old Milton-Bradley game BATTLESHIP. [br]Yet here we'll be playing within the context of the COORDINATE PLANE. [br]The goal is to to SINK ALL 5 of your opponent's ships before he/she sinks all 5 of yours. [/b][br][br][b]When it is YOUR TURN, be sure to state the following: [/b][br][br][b]1) Quadrant Number[br]2) The Ordered Pair[br][br][/b]For example, stating "Quadrant 2: Negative 3 comma 2" indicates the ordered pair (-3, 2). [br]If it's a "MISS", plot a white point on your game board at that location. [br][color=#cc0000]If it's a "HIT", plot a red point on your game board at that location. [br][br][/color]Once you sink one of your opponent's ships, he/she needs to announce this fact to you. [br]When this does happen, use the SEGMENT tool to mark a sunken ship. [b][color=#ff00ff][i]Have fun! [/i][/color][/b]