**Title:** What is the slope of the stairs in front of the school?

**Description:**
The purpose of this lesson is to help students apply the mathematical definition of slope to a concrete example. The students will learn to make the appropriate measurements and apply the formula to calculate the slope of the stairs experimentally.
**Standard(s): **

[MA2015] GEO (9-12) 31: Prove the slope criteria for parallel and perpendicular lines, and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). [G-GPE5]

**Subject:**Mathematics (8 - 12)

**Title:**What is the slope of the stairs in front of the school?

**Description:**The purpose of this lesson is to help students apply the mathematical definition of slope to a concrete example. The students will learn to make the appropriate measurements and apply the formula to calculate the slope of the stairs experimentally.

**Title:** Creating a Payroll Spreadsheet

**Description:**
Spreadsheet software allows you to calculate numbers arranged in rows and columns for specific financial tasks. This activity allows students to create an "Employee Work/Pay Schedule" spreadsheet to reinforce spreadsheet skills. Students will practice spreadsheet skills by entering data, creating formulas, and using formatting commands.
**Standard(s): **

**Subject:**Mathematics (9 - 12), or Technology Education (9 - 12)

**Title:**Creating a Payroll Spreadsheet

**Description:**Spreadsheet software allows you to calculate numbers arranged in rows and columns for specific financial tasks. This activity allows students to create an "Employee Work/Pay Schedule" spreadsheet to reinforce spreadsheet skills. Students will practice spreadsheet skills by entering data, creating formulas, and using formatting commands.

**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:** Rags to Riches or Riches to Rags?

**Description:**
In this lesson students will apply the interest formulas to make the best investment decision for our fictional character Algebrea Calculique. The students will be provided with a story explaining the situation that Algebrea faces and the investment choices that she has. To present their findings and conclusion, the students will write an expository essay. This lesson integrates mathematics into the writing process.
**Standard(s): **

**Subject:**English Language Arts (9 - 10), or Mathematics (9 - 12)

**Title:**Rags to Riches or Riches to Rags?

**Description:**In this lesson students will apply the interest formulas to make the best investment decision for our fictional character Algebrea Calculique. The students will be provided with a story explaining the situation that Algebrea faces and the investment choices that she has. To present their findings and conclusion, the students will write an expository essay. This lesson integrates mathematics into the writing process.

**Title:** Graph Chart

**Description:**
This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs.
**Standard(s): **

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

**Subject:**Mathematics

**Title:**Graph Chart

**Description:**This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs.

**Thinkfinity Partner:**Illuminations

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

**Title:** Percent Slope Tool

**Description:**
This reproducible activity, from an Illuminations lesson, provides a template by which students can create a tool for calculating the slope of real-world inclines.
**Standard(s): **

[MA2015] ALC (9-12) 2: Solve application-based problems by developing and solving systems of linear equations and inequalities. (Alabama)

**Subject:**Mathematics

**Title:**Percent Slope Tool

**Description:**This reproducible activity, from an Illuminations lesson, provides a template by which students can create a tool for calculating the slope of real-world inclines.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**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:** 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:** Rates and Taxes

**Description:**
In this lesson, from Illuminations, students become familiar with percents and taxes. Students learn how to determine the amount of tax a family must pay based on a certain income.
**Standard(s): **

[MA2015] ALC (9-12) 1: Create algebraic models for application-based problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama)

**Subject:**Mathematics,Social Studies

**Title:**Rates and Taxes

**Description:**In this lesson, from Illuminations, students become familiar with percents and taxes. Students learn how to determine the amount of tax a family must pay based on a certain income.

**Thinkfinity Partner:**Illuminations

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

**Title:** Do I Have to Mow the Whole Thing?

**Description:**
This lesson offers examples of inverse variation. Students collect data and generate graphs before finding specific equations for inverse variation relationships and examining their graphs and discuss the asymptotes.
**Standard(s): **

[MA2015] ALC (9-12) 1: Create algebraic models for application-based problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama)

**Subject:**Mathematics

**Title:**Do I Have to Mow the Whole Thing?

**Description:**This lesson offers examples of inverse variation. Students collect data and generate graphs before finding specific equations for inverse variation relationships and examining their graphs and discuss the asymptotes.

**Thinkfinity Partner:**Illuminations

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

**Title:** Bean Counting

**Description:**
By using sampling from a large collection of beans, students get a sense of equivalent fractions, which leads to a better understanding of proportions. Equivalent fractions are used to develop an understanding of proportions. The number-sense of recognizing equivalent fractions is useful when students study slope and proportions.
**Standard(s): **

[MA2015] ALC (9-12) 1: Create algebraic models for application-based problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama)

**Subject:**Mathematics

**Title:**Bean Counting

**Description:**By using sampling from a large collection of beans, students get a sense of equivalent fractions, which leads to a better understanding of proportions. Equivalent fractions are used to develop an understanding of proportions. The number-sense of recognizing equivalent fractions is useful when students study slope and proportions.

**Thinkfinity Partner:**Illuminations

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