**Title:** Swimming Pool Math

**Description:**
Students will use a swimming pool example to practice finding perimeter and area of different rectangles.
**Standard(s): **

[MA2015] (8) 24: Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems. [8-G9]

**Subject:**Mathematics (6 - 12)

**Title:**Swimming Pool Math

**Description:**Students will use a swimming pool example to practice finding perimeter and area of different rectangles.

**Title:** Make a Conjecture

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart.
**Standard(s): **

[MA2015] AL1 (9-12) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [F-BF2]

**Subject:**Health,Mathematics

**Title:**Make a Conjecture

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Think of a Graph

**Description:**
This reproducible transparency, from an Illuminations lesson, asks students to sketch a graph in which the side length of a square is graphed on the horizontal axis and the perimeter of the square is graphed on the vertical axis.
**Standard(s): **

[MA2015] ALC (9-12) 12: Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama)

**Subject:**Mathematics

**Title:**Think of a Graph

**Description:**This reproducible transparency, from an Illuminations lesson, asks students to sketch a graph in which the side length of a square is graphed on the horizontal axis and the perimeter of the square is graphed on the vertical axis.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Road Trip!

**Description:**
In this Illuminations lesson, students investigate the famous Traveling Salesman Problem by considering the shortest route between five northeastern cities. Three different algorithms for finding the shortest route are explored, and students are encouraged to look for others.
**Standard(s): **

[MA2015] ALT (9-12) 22: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. [A-CED3]

**Subject:**Mathematics

**Title:**Road Trip!

**Description:**In this Illuminations lesson, students investigate the famous Traveling Salesman Problem by considering the shortest route between five northeastern cities. Three different algorithms for finding the shortest route are explored, and students are encouraged to look for others.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Exploring Linear Data

**Description:**
In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Exploring Linear Data

**Description:**In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8,9,10,11,12

**Title:** Supply and Demand

**Description:**
Students write and solve a number of systems of linear equations in the context economics as supply and demand. Students should be familiar with finding linear equations from two points or slope and y-intercept.
**Standard(s): **

[SS2010] ECON (12) 8: Explain the impact of the labor market on the United States' economy.

**Subject:**Mathematics,Social Studies

**Title:**Supply and Demand

**Description:**Students write and solve a number of systems of linear equations in the context economics as supply and demand. Students should be familiar with finding linear equations from two points or slope and y-intercept.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Pick's Theorem as a System of Equations

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students gather three examples from a geoboard or other representation to generate a system of equations. The solution provides the coefficients for Pick s Theorem.
**Standard(s): **

[MA2015] ALT (9-12) 22: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. [A-CED3]

**Subject:**Mathematics

**Title:**Pick's Theorem as a System of Equations

**Description:**In this lesson, one of a multi-part unit from Illuminations, students gather three examples from a geoboard or other representation to generate a system of equations. The solution provides the coefficients for Pick s Theorem.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Escape from the Tomb Activity

**Description:**
This reproducible activity sheet, from an Illuminations lesson, includes instructions and questions for a mathematical adventure game. In the game, students are given a problem in which two bowls are suspended from the ceiling by springs, and one bowl is lower than the other. Students must work out how many items should be placed in each bowl so that the heights of the bowls are the same.
**Standard(s): **

[MA2015] AL2 (9-12) 22: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. [A-CED3]

**Subject:**Mathematics

**Title:**Escape from the Tomb Activity

**Description:**This reproducible activity sheet, from an Illuminations lesson, includes instructions and questions for a mathematical adventure game. In the game, students are given a problem in which two bowls are suspended from the ceiling by springs, and one bowl is lower than the other. Students must work out how many items should be placed in each bowl so that the heights of the bowls are the same.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12