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Volumes of Cylinders, Cones, and Pyramids

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Volumes of Cylinders, Cones, and Pyramids

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This was a pre-made activity that I edited to better fit the needs of my classroom. My favorite thing about this activity is the videos that demonstrate pouring water from a cone or a pyramid into the prism or cylinder to demonstrate the derivations of those formulas. Students were really engaged in the activities. Beyond this, students had to extend their knowledge to find volumes of shapes like a heart-shaped box of chocolates.

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[Copy of] 7.1.11-Volume of Cylinders, Cones, and Pyramids

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Cavalieri's Principle for Volume of Spheres Follow-Along WS

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Cavalieri's Principle for Volume of Spheres Follow-Along WS

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This is the worksheet students used with the below video.

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Cavalieri's Principle for Volume of Spheres

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Cavalieri's Principle for Volume of Spheres

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I have used this video in a geometry class to derive the formula for a sphere. I used a follow-along worksheet for students to fill in as they watched the video. We watched the video 2-3 times, and slowed down the pace so that they would be able to fill in their worksheet.

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Cavalieri's Principle in 3D | Volume of a sphere |

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This activity is useful in helping students visualize cross sections. I pair this activity with a worksheet with questions that are answered using this activity.

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This activity allows students to play around with the angles and sides and diagonals of a parallelogram. What I like about this activity is that it has questions to go along with it that discuss the properties of parallelograms. This is perfect to pair with another activity on parallelograms.

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U4: L1 What are the properties of a parallelogram? (Guided Discovery)

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Applet contains a parallelogram. It's purpose is to serve as a resource for struggling students to either (a) informally discover properties of a par...

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This activity was used to introduce students to the properties of parallelograms. There is a Geogebra activity embedded into the Desmos activity that helps students visualize those properties. I added a slide for students to get checked off for credit. It is very important that students write notes in order to refer back to.

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I am using this as a warm up to activate "prior knowledge" before practicing applying measurements and algebra to parallelograms includes: Slide 1 and 2 Property: if opposite sides are parallel, then it is a parallelogram Slide 3 Property: Opposite Sides in a parallelogram are equal Slide 4 Property: Opposite Angles in a parallelogram are equal Slide 6 Property: Consecutive angles of a parallelogram are supplementary Slide 8 Property: Sum of all the Angles is 360 Slide 9 - Parallelograms are made by rotating a triangle 180 degrees around the midpoint of a side (2020 edition)

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This activity is used to allow students time to investigate function transformations. This activity is best followed up with examples with the entire class to ensure that students can use the charts they created in their notes.

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This activity incorporates color to demonstrate the multiplication of polynomials.

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I made this Canva for another presentation, but I really do enjoy this software. Data collection is crucial to being an educator. This canva details some highlights about Aleks

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This video can be shown at the beginning of the year in any high school math class. This displays just how little students know about math. For some, this may build curiosity and a thirst to know more. This is the hope. It also explains the various ways that mathematics is used in the real world.

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Here is my Bitmoji Classroom. This will be used to navigate our classroom online resources.

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Another motivational speech from the queen. I will play this every Monday!

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stan twitter: Nicki- barbz stay in school 🏫

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Motivational Speech for the First Day! Nicki is the Queen. I hope students will listen to her.

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Nicki Minaj - Stay in School & get an Education 💕 | #barbs #nickiminaj #barbie #queen #rap #shorts

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This activity I created allows students to analyze number relationships with odd numbers and equations. Then students demonstrate their understanding with algebra tiles.

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We’re sorry! An error occurred while you were using GeoGebra. Please try again later and let us know if your problem persists. One of the following things has gone wrong:

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This video explains the many features of Blackboard Collaborate that make this feature so great. It incorporates most things all in one tool so that learning happens easily. I especially like the Breakout Groups tool.

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how to use blackboard collaborate - Google Search

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Dec 11, 2020 — In Blackboard, students can view assignments, submit work, have discussions, and even meet for a video conference. Meanwhile, instructors can…

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This online graphing calculator has many tools that allow you to transact with graphing of lines, curves, shapes, and points. You can do all things from finding the line of best fit to identifying extremums and roots.

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Interactive, free online graphing calculator from GeoGebra: graph functions, plot data, drag sliders, and much more!

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This activity has two settings: Fractions and Mixed Number Fractions. This way, it is more customizable to the lesson you and your students are working on at the moment. Beyond that, there are levels to make it further customizable.

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Match shapes and numbers to earn stars in this fractions game. Challenge yourself on any level you like. Try to collect lots of stars!

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This simulation allows students to go shopping and calculate the costs for different amounts of foods. This simulates the real world by being a grocery store and having students compute unit rates.

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This matrix calculator has about three functions: trace, determinant, and rref. If you have extra time at the end of the year to show systems of equations with matrices, this is a really cool function to use. It is very simple to use and easier than using a TI-84, in my opinion. However, it does not have all of the functions as the TI-84.

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Matrix Calculator: A beautiful, free matrix calculator from Desmos.com.

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This activity is composed of venn diagram word problems to get students working with Set Theory. This can be used as a starter activity or as practice during a lesson. This activity works best with an intersections, unions, and complements lesson.

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These Youtube videos display math in a humorous way. Every time I have used them, my students love them. This Youtube account covers many subjects, especially English. Feel free to share this resource with your other non-mathematics content teachers.

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shmoop homework school education "study guides" "test prep" "teaching resources" "student resources" "online courses" edtech

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Award winning education experiences created to make learning easier and more personal for all students and educators.

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Prewritten Lessons, Discussions, and Activities. Aligned with standards.

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This website has many math articles and connects them to real-life examples. They are easier to read and can be used to build mathematical literacy. I used these for reading interventions and diagnostics. It is very nice to have discussions using these articles.

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Abstract

Human behavior is a diverse, complex, and highly interesting phenomenon. Despite the many differences that exist between any two people, we can find patterns that characterize typical behaviors in various situations, such as in a classroom or at a family dinner. The research field called behavioral economics studies human behavior in financial situations. In this article, I will present the main findings of the prospect theory, which I developed together with the late Amos Tversky. Prospect theory explains human choices in situations that involve gambling, and it answers questions such as whether people consider gains and losses equally and how a person's initial financial situation influences the value they give to gains and losses. At the end of the article, I will share important insights from my scientific career and explain why happiness has two faces.
Professor Daniel Kahneman won the Nobel Prize in Economic Sciences in 2002 for having integrated insights from psychological research into economic science, especially concerning human judgment and decision-making under uncertainty.
Prospect Theory

Imagine that one of your friends suggests playing the following game: she will toss a coin and you need to guess whether it will land heads up or tails up. If the coin lands heads up you gain $3, and if it lands tails up you lose $3. In this situation, the amount you would gain or lose is the same, and there is a 50% chance of each happening, because the chances of heads and tails are equal. Would you choose to play this game? What if your friend changed the rules so that you would get $5 if the coin lands heads up but lose $3 if it lands tails up? In this situation the gain and loss are different, but there is still a 50% probability for each case ( Figure 1).

Figure 1 - Coin toss with gains and losses.

(A) A gamble with equal (50%) chance for a gain or a loss. Would you play this game if you would gain $3 (USD) if the coin lands on the elephant's head up and lose $3 if it lands elephant's tails up? (B) A gamble with a 50% chance for a gain or a loss, but with different gain and loss amounts. In this version, you would receive $5 if the coin lands heads up and lose $3. if it lands tails up. Would you choose to play this game?

Now imagine another situation where your friend suggests playing a different game: she will roll an ordinary six-sided dice. If she rolls any number from one to four, you will receive $3. But, if she rolls a five or a six, you will lose $3. In this situation, an equal amount would be gained or lost, but there are different probabilities: a 66% chance of winning (4 out of 6) and a 33% chance of losing (2 out of 6). Would you play this game ( Figure 2)?

Figure 2 - Dice throwing with equal gain and loss but different probabilities.

In this game, if you roll a dice and get any number from one to four, you win $3 (USD, left side), but if you roll a five or a six, you lose $3 (right side). Would you want to play this game?

These are examples of simple gambling games with different situations of gain vs. loss. Now think about situations where there are only gains of various sizes-for example, if someone asks you to choose between getting a guaranteed $3 or having an 80% chance of receiving $6. Which option would you choose now? Or, if you were offered $3 now or $10 if you wait 2 weeks, which would you choose?

The prospect theory that I developed with my late friend, Amos Tversky, deals with the situations described above. Prospect theory is a theory of behavioral economics, which studies the choices that people make in uncertain situations, like when they are gambling [-]. Prospect theory aims to explain why and how people make their choices. In the next part of the article I will present two central findings of prospect theory, and explain their implications and how they are related to the situations you have seen above.

What do People Think of When they Gamble?

In the past, it was believed that when people think about the financial implications of gambling, they evaluate what their financial status will be if they win or if they lose. For example, a merchant that sends his goods (perfumes, for example) in a ship from Amsterdam to Saint Petersburg knows that there is a 5% probability that the ship will sink along its route and will not reach its destination. The merchant therefore thinks about two options. In the first, there is 95% probability that the ship will arrive safely to its destination. If this happens, he could sell the perfumes and make a predictable profit.

In the second option, there is a 5% probability that that the ship will sink, and the merchant will lose the money he spent on the perfumes. The merchant needs to decide whether to purchase insurance for the contents of the ship. Should he decide to invest an amount of money that will cover the cost of the perfumes if the ship sinks, or should he take the risk and not pay the insurance, hoping that the ship will arrive safely?

The famous scientist Daniel Bernoulli (1700-1782) studied this problem. Bernoulli theorized that people think about the future state of their assets. Namely, when people make an economic decision (gamble), they estimate what their financial situation will be if they win the bet, and what their financial situation will be if they lose. At this point, Amos Tversky and I entered the picture. We noticed that, when it comes to gambles that people make in everyday life (which usually do not involve gambling on a big merchandise that could get lost on the way as in the case of the ship described above), people think about gains and losses and not about the overall financial state they will be in after the gamble [-]. Recall the games we described above: when you choose whether to take the gamble, you probably thought about how much money you would gain if you won and how much money you would spend if you lost. Chances are you did not think about the overall amount of money you would have in your private cash box in each of these cases. In other words, people focus on changes in their financial state resulting from the gamble. This insight is usually presented using a curve called the value function ( Figure 3) [ 2]. These changes are measured relative to the person's financial status before the bet, which we call the "zero state," portrayed by the 0 at the origin of the axes in Figure 3.

Figure 3 - The value function.

A major innovation of prospect theory is the shift from the emphasis on the final financial situation of the gambler, after the realization of the bet, to the emphasis on the gains (Gains) and losses (Losses) with respect to the initial financial status of the gambler before the bet, represented here by the origin of the axes ("0"). The gain or loss is measured relative to it, and is associated with a subjective value (Value) of the person making the bet. Each person decides for themselves how important profit (gain) is to them and how much loss "hurts" them. Prospect theory says that losses hurt more than does an equivalent amount of gain (the red curve is steeper than the green curve) (Adapted from [2]).

Loss Aversion

Now that we understand that it is the changes in a gambler's financial state that carry value, we can ask whether gains and losses have the same "weight" or importance to the gambler. Let us go back to the game in Figure 1. The first version of the game, in which there are equal chances for gain and loss and the gain and loss are equal, is a type of gamble that people do not like to take. People much prefer the gamble offered in the second version, in which the value of the gain is higher than the value of the loss and the chances for gain and loss are equal. In other words, people need the "compensation" of a potentially greater gain to allow for the risk of losing. The important conclusion is that people's attitudes toward gains and losses are not equal. People are averse to loss (meaning they dislike it) more than they are attracted to gain. We called this loss aversion [].

Loss aversion is graphically displayed in Figure 3. Look at the green curve on the right side of the graph, representing the value people attribute to gains, and compare it to the red curve on the left, representing the value people attribute to losses. You can see that the gain curve rises more slowly, it is more moderate, than the loss curve, which is steeper. This means that, for the same actual value of gain and loss (like +$3 and -$3), people will experience the loss as more negative than they will experience the gain as positive. Test this on yourself: would you be more excited from gaining $3 than you would be upset by losing $3? Most of you will say that it is more upsetting to lose $3 than it is exciting to gain $3. This human characteristic shows up in many cultures, and we believe it has an evolutionary basis (Challenge: could you think how this characteristic of increased aversion to loss serves humans from an evolutionary perspective?). It is interesting to note that, although awareness of loss aversion increased following our studies, loss aversion itself did not decrease. But our studies enabled us to understand people's behavior in financial situations, which earlier theories had failed to explain.

Recommendation for Young Minds-The Two Faces of Happiness

Finally, I would like to share with you some important insights from my research career that are not directly related to the world of economics. The first insight comes from behavioral psychology and arises from the question: "what makes people happy?" The other insight emerged from my own observations of myself as a scientist.

Happiness is a meaningful and elusive quality in every person's life. The road to happiness is highly individual and it depends on many factors. Nonetheless, you should be aware that there are two types of happiness-being happy in your life, and being happy about your life ( Figure 4) [, ]. Being happy in your life, also called experienced happiness, relates to the momentary experience in life: Is it pleasant to be myself? Do I feel good at the moment? This type of happiness is closely related to our moods. It turns out that, on average, people are the happiest when they spend time with people they love and who love them. In contrast, being happy about your life, also called life satisfaction, relates to general satisfaction from life: Is my life successful? Am I proud of my achievements? In other words, satisfaction results from looking back at your life and weighing it in terms of success and failure.

Figure 4 - The two faces of happiness.

Overall happiness is made up of two types of happiness-being happy in your life (experienced happiness) and being happy about your life (life satisfaction). (A) Being happy in your life relates to momentary enjoyment, which is usually caused by spending time with people you love. (B) Being happy about your life, i.e., satisfaction, is related to looking back at your life and feeling that your goals were accomplished. Wisdom lies in finding the way to fulfill both types of happiness, which does not always happen at the same time [6].

My recommendation, therefore, is that you should think about two different aspects of happiness: how you would like to spend your time (being happy in life), and what your life goals are (being happy about life). These two aspects do not always go hand-in-hand at any specific moment. But if you pay attention to both, your chances of experiencing both increases. Another important thing for you to know is that, in additional studies, we found that the relationship between financial wealth and happiness is not as simple and clear as people tend to think []. So, to be happy, my recommendation is not to focus your attention too much on financial wealth. Instead, participate in various enjoyable activities throughout your life and choose a variety of goals-not only financial ones.

The Scientist is Like a Kid who Likes to Change Her Mind

To me, being a scientist is kind of like deciding to remain a child and maintaining a high level of curiosity. Of course, scientists do not fully understand the world around them, but they do make great efforts to try to understand it. As a scientist, I also like to change my mind. There are scientists who find it hard to change their opinions-they cling on to it and do not let go. For me, it is the opposite-only when I change my mind do I feel that I really learned something new. In this sense, working in science is an ongoing cycle. Again and again, there are moments of, "oh, how could I have been such a fool and not seen this earlier?" This experience of seeing things anew repeats over and over during life of a scientist. It continues throughout your life if you decide to become a scientist. It still happens to me at the age of 88 (my current age).

Glossary

Prospect Theory: ↑ A theory dealing with human behavior in situations of financial gambles. This theory is part of a branch in economics called behavioral economics.

Behavioral Economics: ↑ A branch of economics that explores the factors influencing people's choices in financial situations.

Value Function: ↑ A function describing the connection between the subjective value that people attribute to gain or loss, and the objective value of the gain and loss.

Loss Aversion: ↑ A greater dislike of losses compared to the attraction of comparable gains. For example, people tend to avoid gambles in which the amount and probability of loss are equal to the amount and probability of gain.

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

I wish to thank Noa Segev for conducting the interview which served as the basis for this paper, and for co-authoring the paper. Thanks to Alex Bernstein for the figures.

Footnotes

1. ↑For more information, see: Daniel Kahneman: Moving to California Will Not Make You Happy.

2. ↑For more information, see: The riddle of experience vs. memory | Daniel Kahneman.

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Human behavior is a diverse, complex, and highly interesting phenomenon. Despite the many differences that exist between any two people, we can find patterns that characterize typical behaviors in various situations, such as in a classroom or at a family dinner. The research field called behavioral economics studies human behavior in financial situations.

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This website is filled with resources for math lessons. Mr. Dan was a former mathematics teacher and he wanted to incorporate real-life examples in math class.

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Students are receiving more feedback from computers this year than ever before. What does that feedback look like, and what does it teach students about mathematics and about themselves as mathematicians?

Here is a question we might ask math students: what is this coordinate?

Let's say a student types in (5, 4), a very thoughtful wrong answer. (" Wrong and brilliant," one might say.) Here are several ways a computer might react to that wrong answer.
1. "You're wrong."
This is the most common way computers respond to a student's idea. But (5, 4) receives the same feedback as answers like (1000, 1000) or "idk," even though (5, 4) arguably involves a lot more thought from the student and a lot more of their sense of themselves as a mathematician.

This feedback says all of those ideas are the same kind of wrong.
2. "You're wrong, but it's okay."
The shortcoming of evaluative feedback (these binary judgments of "right" and "wrong") isn't just that it isn't nice enough or that it neglects a student's emotional state. It's that it doesn't attach enough meaning to the student's thinking. The prime directive of feedback is, per Dylan Wiliam, to "cause more thinking." Evaluative feedback fails that directive because it doesn't attach sufficient meaning to a student's thought to cause more thinking.
3. "You're wrong, and here's why."
It's tempting to write down a list of all possible reasons a student might have given different wrong answers, and then respond to each one conditionally. For example here, we might program the computer to say, "Did you switch your coordinates?"

Certainly, this makes an attempt at attaching meaning to a student's thinking that the other examples so far have not. But the meaning is often an expert's meaning and attaches only loosely to the novice's. The student may have to work as hard to understand the feedback (the word "coordinate" may be new, for example) as to use it.
4. "Let me see if I understand you here."
Alternately, we can ask computers to clear their throats a bit and say, "Let me see if I understand you here. Is this what you meant?"

We make no assumption that the student understands what the problem is asking, or that we understand why the student gave their answer. We just attach as much meaning as we can to the student's thinking in a world that's familiar to them.
"How can I attach more meaning to a student's thought?"
This animation, for example, attaches the fact that the relationship to the origin has horizontal and vertical components. We trust students to make sense of what they're seeing. Then we give them an an opportunity to use that new sense to try again.

This "interpretive" feedback is the kind we use most frequently in our Desmos curriculum, and it's often easier to build than the evaluative feedback, which requires images, conditionality, and more programming.

Honestly, "programming" isn't even the right word to describe what we're doing here.

We're building worlds. I'm not overstating the matter. Educators build worlds in the same way that game developers and storytellers build worlds.

That world here is called "the coordinate plane," a world we built in a computer. But even more often, the world we build is a physical or a video classroom, and the question, "How can I attach more meaning to a student's thought?" is a great question in each of those worlds. Whenever you receive a student's thought and tell them what interests you about it, or what it makes you wonder, or you ask the class if anyone has any questions about that thought, or you connect it to another student's thought, you are attaching meaning to that student's thinking.

Every time you work to attach meaning to student thinking, you help students learn more math and you help them learn about themselves as mathematical thinkers. You help them understand, implicitly, that their thoughts are valuable. And if students become habituated to that feeling, they might just come to understand that they are valuable themselves, as students, as thinkers, and as people.

BTW. If you'd like to learn how to make this kind of feedback, check out this segment on last week's #DesmosLive. it took four lines of programming using Computation Layer in Desmos Activity Builder.

BTW. I posted this in the form a question on Twitter where it started a lot of discussion. Two people made very popular suggestions for different ways to attach meaning to student thought here.

I wonder if there is option 6, that plots a diff point like, shows the coordinates, and asks if they want to revise their (4,5). This could actually be cool for Ss who plots it correctly the first time as a double check.

- Kristin Gray (@MathMinds) December 10, 2020

Unpopular opinion (apparently) from someone who's seen many Ss start switching coordinates AFTER they've learned slope. Since coordinates represent location, not movement, I'd prefer #4 or better yet, "the meeting of the x&y" pic.twitter.com/mxoz8gM6Sv

- Ms. (Lauren) Beitel (@ms_beitel) December 10, 2020

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They're learning.  Shouldn't we?? This website would really be for math teachers. There are a few theorems that students could use for gaining literacy and doing math riddles. But, for the most part, it is good for teachers to brush up on their higher-level mathematics understanding. There is a new theorem everyday, but you can also look at the entire list of theorems.

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Theorem of the Day ®

Proudly hosting Carnival of Mathematics 214

Today's Theorem on Friday 21 April, 2023

Welcome to a gallery whose exhibits are the crowning achievements of mathematics: her theorems.

Yesterday's Theorem Tomorrow's Theorem Complete Listing

Each day offers a different theorem (or lemma, law, formula or identity), each one worthy of adorning the walls of a mathematical Abattoirs, Baltic, Duniya, Guggenheim, Louvre, Mind's Eye, Staatliche Museen, Tate, Uffizi or Zach Feuer.

Each theorem has been presented so as to be appreciated by as wide an audience as possible. If the statement of the theorem appears obscure, pass on to the illustration and its accompanying explanation. If it still seems hard it is probably because it is hard. But no more than O'Keeffe's Blue and Green Music, say, is a 'hard' painting or Hepworth's Two Figures is a 'hard' sculpture. It is there for you to engage with on your own terms.

By 'engage' I mean: admire it, turn it over in your mind, try to follow the example, if one is given; if you are studying it on-line, follow the web link, which will provide a pictorial interpretation, a proof or perhaps a clever animation.

Click on the 'further reading' link. It will take you to the appropriate bibliography entry, often accompanied by links to insightful reviews of the recommended book. A link to the amazon.co.uk page for the book provides full bibliographical details and often, a preview of its contents.

Each theorem is as self-contained as possible; w hen viewing a theorem on-line, the the . At the bottom of the page, the button, top-right, links to a Glossary page where there is a brief explanation of some parts of mathematical language; links to supplementary notes , where you may find additional versions: printable poster, additional languages, non-colour-sensitive, etc. The button will take you to the theorem's entry in the complete theorem list arrow will take you to a related but usually less sophisticated theorem which may shed light on today's; and the arrow may point to a theorem which leads on from today's or takes you deeper into its subject. For some theorems are deeper than others; some use more technical language than others; some are just harder to understand than others.

Some days are harder than others. I hope even the most difficult days offer something of wonder.

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Theorem of the Day ® Proudly hosting Carnival of Mathematics 214 Today's Theorem on Friday 21 April, 2023 Welcome to a gallery whose exhibits are the crowning achievements of mathematics: her theorems. Yesterday's Theorem Tomorrow's Theorem Complete Listing Each day offers a different theorem (or lemma, law, formula or identity), each one worthy of adorning the walls of a mathematical Abattoirs, Baltic, Duniya, Guggenheim, Louvre, Mind's Eye, Staatliche Museen, Tate, Uffizi or Zach Feuer.

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This tool is very convenient if your district uses blackboard.  But, I have only seen this for colleges. If your district uses blackboard, collaborate is very convenient because students will already have the software and be used to using it.

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Access grades, course content, and more - right from the Blackboard app on your phone.
Available today on iOS or Android:

Blackboard Instructor is Blackboard's brand new mobile application that gives instructors a quick and easy way to manage courses, interact with students, and view content.
Available today on iOS or Android:

Use this code (FEAYYU) in mobile apps when prompted for the institution name

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Access grades, course content, and more - right from the Blackboard app on your phone. Available today on iOS or Android: Blackboard Instructor is Blackboard's brand new mobile application that gives instructors a quick and easy way to manage courses, interact with students, and view content.

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Let's Collaborate. Students and teachers can use one board to collaborate. This may be a useful whiteboard for teachers to project onto the bigger screen and use to supplement their teaching.

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Tools for Math Teachers. There are digital algebra tiles on here which are very useful manipulatives for students. They also have worksheet layouts and starters for students.

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Very Simple Website. This is not my favorite. However, it is similar to Kahoot. But games coincide with the activity.

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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This may be more of a district thing.  Data collection is really the emphasis here.  This software runs diagnostics on what students know and caters a curriculum to them. Students have a chance to work on things they need help with and get ahead to see other material.

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The possibilities are endless.  Good for EVERYTHING. This software is great for students. This software can do all ranges of math. It can also go beyond mathematical content.

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Uh oh! Wolfram|Alpha doesn't run without JavaScript.

Please enable JavaScript. If you don't know how, you can find instructions . Once you've done that, refresh this page to start using Wolfram|Alpha.

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Wolfram|Alpha: Making the world's knowledge computable

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Compute answers using Wolfram's breakthrough technology & knowledgebase, relied on by millions of students & professionals. For math, science, nutrition, history, geography, engineering, mathematics, linguistics, sports, finance, music...

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Self-Explanatory. But if I must explain, this would be useful for geometry. It builds a certain geometrical intuition.

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Tetris® is the addictive puzzle game that started it all, embracing our universal desire to create order out of chaos. The Tetris game was created by Alexey Pajitnov in 1984-the product of Alexey's computer programming experience and his love of puzzles. In the decades to follow, Tetris became one of the most successful and recognizable video games, appearing on nearly every gaming platform available. This page is the official destination for free online single-player Tetris. Click PLAY to start playing one of the world's most popular puzzle games now!
OBJECTIVE
The goal of Tetris is to score as many points as possible by clearing horizontal lines of Blocks. The player must rotate, move, and drop the falling Tetriminos inside the Matrix (playing field). Lines are cleared when they are filled with Blocks and have no empty spaces.

As lines are cleared, the level increases and Tetriminos fall faster, making the game progressively more challenging. If the Blocks land above the top of the playing field, the game is over.
CONTROL OPTIONS & SCORES GENERAL GAMEPLAY INFO
GOAL - Put your organizational skills and endurance to the test by clearing as many lines as possible.

CLEAR LINES - Maneuver the falling Tetriminos to fit them together within the Matrix. To clear a line, fill every square within a single row.

SCORE POINTS - Earn points by clearing lines. Clear multiple lines at once to increase your scoring opportunities.

GHOST PIECE - Use the Ghost Piece to determine the best fit for the falling Tetrimino. This helpful guide appears directly below the falling Tetrimino and displays possible placements.

NEXT QUEUE - Preview the upcoming Tetrimino in the Next Queue to plan ahead and increase your scoring opportunities.

HOLD QUEUE - Store a falling Tetrimino in the Hold Queue for later use.

GAME OVER - Stack the Tetriminos too high and the game is over!

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Play Tetris for free. Browser-based online Tetris game. No download required.

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I love this website.  It can be used for all grade levels.  It is effective for communication. It is also an app. Since, most parents and teachers have smart phones, the app allows for parents to check for updates using an informal app without having to log into their e-mail periodically. There is a timeline for parents and students to see class updates. You can also privately message parents.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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