Students are used to calculating traditional means. In college, in order to project their semester

grades for many classes, they will need to understand how to use a weighted average with

unknown quantities. This lesson allows students to explore a possible scenario while pushing their

thinking about averages and proportionality.

In this long-term project, students are asked to go through the entire process of collecting data,

representing data, and forming conclusions based on data. In partners, they will collect data at

their school that pertains to a subject they are invested in. The project culminates in a full research

paper and presentation. This is ideal for an end-of-year project in any high school math course

covering data & statistics.

In this lesson, high school math students, in groups of three or four, are asked to use what they

know about volume to estimate the number of tennis balls it would take to fill their classroom. They

will decide on the mathematical problem to be solved; make measurements to find the solution of

their problem; and express and defend their estimation mathematically, orally, and in written form.

Students will take obstacles (desks, cabinets, etc.) into consideration when making calculations.

Students will team up with a peer from another group to evaluate the usefulness of the problemsolving

methods they used.

In this lesson, students learn how to represent numeric facts visually. As a class, in partners, and

individually, they construct Venn Diagrams based on facts as well as deduce facts from given Venn

Diagrams. They learn about the importance of representing their ideas, mathematical or otherwise,

in a digestible visual format.

In this lesson, students evaluate both sides of a contemporary debate in which mathematics is an

important factor. First, they investigate the purely mathematical questions about the world’s

population and land area. Then, students view videos from two opposing viewpoints (i.e.

“Overpopulation is a problem” and “Overpopulation is a myth”) and write a paper expressing their

opinion. Last, each student shares one question or conclusion from their papers and the class

discusses the issues related to the debate and their implications.

This lesson assesses students’ ability to evaluate the quality of their work, based on

evidence and explicit criteria, for the purpose of challenging themselves to do better

work in the future. Working collaboratively and individually, students will explore the

value of self-evaluation and then generate a series of criteria upon which to evaluate

written work.

This lesson assesses students’ ability to recognize different types of writing patterns in

order to help them organize ideas and information before writing an essay. Students will

identify patterns in writing and determine which pattern supplies an appropriate format

for a variety of writing prompts

This lesson assesses students’ ability to analyze advertisements and to interpret what

they imply about our culture. It introduces them to the idea that anything can be

analyzed. Andrea Lundsford, scholar and author, writes that "[basic writers] have not

attained that level of cognitive development which would allow them to form

abstractions or conceptions. That is, they are often unable to practice analysis and

synthesis and to apply successfully the principles thus derived to college tasks." In this

lesson, students will learn about the components of analysis—observation, inference,

and explanation—and apply this learning to their writing.

This lesson assesses students’ ability to examine their interests and priorities,

determine important academic necessities, and research colleges that consider

these needs through investigating the following college characteristics: type, size,

location, majors, cost/financial aid, campus life, admission criteria, and

retention/graduation rates.

Students are asked to evaluate their own and others’ writings according to a rubric. They

will begin by discussing what motivates them to become better writers. Using examples of

student writing, they share “teachable moments” with the class and identify writing skills

that work. After seeing their own and others’ successes, students incorporate the

motivators into their own work by applying the new skills to their writing.