This is a ready-made unit plan, allowing for approximately six weeks of contact time in the classroom, 10 lessons in total, that explores all things numbers with your students. It is over 80 multi-layered slides that will engage every learner as they present each topic (rational numbers, irrational numbers, exponents, scientific notation) from several different perspectives. These are not your ordinary slide presentations. They are fully interactive, ensuring no boredom in the classroom, either from you or your students. Long gone are the flat, uninspiring lectures. This presentation will make your students sit up, take notice, and increase participation. It comes complete with embedded videos, activities, worksheets, student reflections, investigations, summatives, and answer keys. It has everything you need to keep YOUR planning time to the minimum, and your students interested. While these lesson plans were designed for an International Baccalaureate school, MYP3 classroom, they easily translate for use in Common Core, homeschooling, or any type of educational program. However, because the IB stresses real life applications, the examples used tend to answer that old classroom question, “Why do we need to learn this again?” We want the learners to connect the lessons to real-life potentials, to connect what they are learning to real-world usage. We want to make them think outside the lesson, outside the test, and be able to see how math works in the everyday. You will receive the full unit plan, with a total of 85, multi-layered slides, along with coordinating activities. You will also receive all the activity worksheets that enhance the learning experience. The following is a full list of what’s covered: Rational numbers; explanations; how they are used Irrational numbers; explanations; how they are used Rational numbers; terminating and repeating decimals Irrational numbers; infinite decimals Converting terminal decimals, repeating decimals, and infinite decimals into fractions Exponents; what they are and how to apply them Negative exponents and the exponent of zero Rules for Exponents Multiplication Let me tell you a little secret about me, for most of my career I used to wing it in the classroom. When I transitioned to an IB school that wasn’t going to cut it anymore. I had to create actual lesson plans and unit plans. Can you believe that?!?! These unit plans are the result of the last few years of work put in to ensure my students received the best classroom experience, and that I was meeting the standards of my curriculum. These are the actual lessons I use in my own classroom. Now you can benefit from all the time and effort I had to put in and save yourself a little of both. They are less expensive than some unit plans, not because they offer less, but because teachers generally are under-compensated for the amount of work they do and I want this to be an affordable way for you to have more free time in your off time.

This activity uses the basic trigonometric ratio to show that it is possible for shapes to have equal measures but still have different areas. Using cell phones as an example, the students will compare two different cell phones that have the same screen size, but different aspect ratios, and prove that the same screen size does not necessarily equate to the same amount of screen area. They will find the length of the sides using all three trigonometric functions, and then calculate the area. Then they will be able to compare cell phone #1 to cell phone #2, and determine which has the greater amount of screen area, despite having the same screen size.

In this activity students will learn how linear systems can be used in a business to predict at what point the business will break even after any projected costs. The learners will use all three methods of solving a linear system to find the points of intersection, or the point at which a business will have recouped their costs, in two different scenarios. They will first consider a plan where a producer simply grows and sells unprocessed coffee beans. Then they will be presented with the opportunity to create a new linear system as the business owner considers a new business model where the grower considers not just growing, but processing and selling directly to the consumer. Based on the points of intersection found in both pieces of the activity, the students will then answer questions regarding which business model might be best by analyzing the graphs they created. You will receive the activity sheet for the students, along with 8 multi-layered slides for you to use while guiding them through the process, along with solutions.

This MATH-O activity is designed to help students explore the use of logarithms. This game lets students apply the basic definition of a logarithm with various types of problems, such as finding exponents that belong with the base, and changing the logarithm to its exponential form and simplifying. It’s best to use after logarithms are introduced. MATH-O is just like the game BINGO. You can play the standard way of getting 5 boxes horizontally, vertically or diagonally. Or, you could play “cover all.” A link to a spinner is included with the questions. As well, there is a question and answer sheet along with a card maker. The card maker creates individual cards, so each card will be unique.

Using their trigonometry skills, students are going to determine how often any one key, or note, is played on a standard 88 key piano (keyboard). Your students will first need to find the common ratio between all the keys (the 52 white keys and the 36 black keys). Then, they will narrow down further by using the common ratio that was found to determine the use of higher or lower frequencies. The final step will be to create a sin function to find the constancy of use of any note(key) on that standard keyboard. This activity is both a fun, and effective means for students to practice their proficiency while making the theories more relatable, concrete, and understandable.

A good activity for students who have a working knowledge of GeoGebra. Your students will begin in one of three dig areas in Egypt, and then, using circle theorems and triangles, will find the distance to the other two sites. Then they will choose one of the three dig starts to start, where they will find an artefact that they will reconstruct in GeoGebra 3D for their report/submission to the contracting museum. The purpose of the activity is to use circle theorems, congruent triangles, and similar triangles to show applications of skills taught in the specified unit and how they might apply in a real world application.