count on it

Count On It (Math 6)

Standards of Learning: 2009 Math (6.17)

Through exploration of various number systems used throughout history, students investigate concepts of place value, patterns, and sequences of numbers including powers of 10. Students will then use a specially designed light box to explore the binary system and its uses in 21st century technology.


waterproof this

Waterproof This (Math 6)

Standards of Learning: 2009 Math (6.10, 6.15)

Imagine an outfit that is completely waterproof. Is it possible? Students will investigate and compare how different fabrics absorb water by measuring the area of the water stain and comparing their data on a graph. Will each fabric absorb a different amount of water? As students work to determine whether or not fabric can be waterproof, they will test different hydrophobic fabric treatments. Can your students surpass the fabric treatments nanotechnology has enabled?


catch the wave

Catch the Wave (Math 7)

Standards of Learning: 2009 Math (7.1); 2010 Physical Science (PS.1, PS.9)

Join us as we travel over the rainbow to explore the colors of mathematics. Students will discover the importance of scientific notation as they experiment with spectroscopes and the electromagnetic spectrum. Through their exploration they will compare and order extremely large and extremely small numbers using scientific notation having both positive and negative exponents.


tribute to volume

A Tribute to Volume (Math 7)

Standards of Learning: 2009 Math (7.5)

Students frequently get surface area and volume confused. This lesson uses intermodal transport to explore volume and surface area in a hands-on exploration that also highlights how volume is impacted when an attribute is changed.


angling your neighborhood

Angling Your Neighborhood (Math 8)

Standards of Learning: 2009 Math (8.6)

As new neighborhoods are being developed, each designer is trying to make theirs unique and family friendly. It's time to bring the different angle relationships into roadway development. Through an angle exploration, students will discover the different angle relationships and be challenged to design a roadway system that incorporates these relationships.


itty bitty reactions

Itty Bitty Reactions (Math 8)

Standards of Learning: 2009 Math (8.3, 8.7, 8.13, 8.14, 8.17)

Which fizzes faster—a tablet of Alka-Seltzer™ or crushed pieces? If you think it has nothing to do with math, think again. In this lesson, students will explore the relationship between surface area, volume, and chemical reactions. Using cubes and scatterplots, students will model different-sized Alka-Seltzer pieces in order to understand why the surface area-to-volume ratio has the greatest impact at the nanoscale.


engineering disaster

Engineering Disaster (Algebra 1)

Standards of Learning: 2009 Algebra I (A.4, A.7, A.11)

Walkways collapse, bridges fall down, and dams fail; yet from these failures come some of the greatest advances in design and building. Students will review several historic examples of engineering failures and how the investigations revealed new information which is still used in designs today. Students will also learn how equations, multiple representations, and data interpretation are used to put a silver lining on a design cloud.


gearing up for variation

Gearing Up for Variation (Algebra 1)

Standards of Learning: 2009 Algebra I (A.8), 2016 Math(A.8)

Variation is a topic with which many students struggle. During this lesson, students will explore both inverse and direct variation within the context of mechanical gears. Hands-on exploration will help students develop the equations for variation as well as a better understanding of the related scientific principles.



get your bearings

Get Your Bearings (Algebra 1)

Standards of Learning: 2009 Math (A.1, A.6); 2016 Math (A.1, A.6)

Students can have a hard time fully understanding slope and the slope intercept form of an equation of a line. During this lesson, students will participate in a math/science integrated activity to generate data that will then be used to identify the important characteristics that define a linear equation.

Lesson Requirement: Students must have access to a computer and the Internet.


graph mania

Graph Mania (Algebra 1)

Standards of Learning: 2009 Math (A.11); 2016 Math (A.9)

Your students will enjoy participating in hands-on activities to collect multiple data sets. Using a graphing calculator, they will then make scatterplots and determine the curve of best fit for each data set. Both linear and quadratic models will be incorporated into the lesson.




it all comes out in the washers

It All Comes Out in the Washers (Algebra 1)

Standards of Learning: 2009 Algebra I (A.9), 2016 Math (All.11, AFDA.7)

If your students are a little confused about statistics and think a “normal distribution” describes the usual way you pass out assignments while a z-score refers to a musical number written by Zorro, this lesson is for you. Students will be actively engaged in this engineering-based lesson and will see how z-scores are used in real life to help make important business decisions.



lego animal factory

LEGO Animal Factory (Algebra 1) NEW

Standards of Learning:

 2009 Math (A.1 & A.4), 2016 Math (A.1 & A.4), Technology: C/T 6-8.9B, C/T 9-12.11C

Join the workforce at a LEGO® factory! We will take a look at the rate of brick production and the profitability of different building sets. You will also have an opportunity to create a new design for the company to sell.


start your engines

Start Your Engines (Algebra 1)

Standards of Learning: 2009 Algebra I (A.10)

How fast is your reaction time? If a $20 bill is dropped right in front of you, can you catch it? How is reaction time important to a successful race car driver? Using data collected in class, students will create box and whisker plots to display, analyze, and compare their reaction time results. Find out if you are ready to become a race car driver!


whose slope is it anyway

Whose Slope is it Anyway? (Algebra 1)

Standards of Learning: 2009 Algebra I (A.4, A.6)

Do your students ever look at a graph and just see a bunch of lines? This lesson brings meaning to these lines by relating the data to a contextual situation. The students will explore a computer simulation involving a cat chasing a mouse and will examine how the generated data relates to their corresponding graph.

Lesson Requirement: Computer lab or classroom set of computers.