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Two students will come to the board. A trigonometric equality will be placed on the board and the students must race to prove said equality. Student may ONLY use pythagorean identities to prove their theorems. The fastest time wins.

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Two students will play a game of hangman. Instead of having to draw a body part if they guess a letter wrong, equations will be given and if one student gets the derivative wrong, they must draw a body part. Both students play at the same time with each their own hangman. The first hangman with a head, body, two arms and two legs loses.

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This activity requires two students in the front of the class. A function will be given. Students must race to give the triple derivative of the function given. Three seconds will be deducted for each mistake and the student with the least amount of time at the end wins.

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This activity is for groups of two in front of the board. A definite integral will be placed on the screen in between the white board. The two students will complete to see who can complete the integral the fastest. Each mistake will have three seconds added to the student's time. The student with the least amount of time wins.

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This activity is for groups of two. One student will graph an equation of their choice and the other student must guess the equation of the graph. Students must go back and forth five times.

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Guess the Number (Teacher Edition) - Self

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Guess the Number (Teacher Edition) - Self

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This activity is similar to Guess the Number, but backwards. One student will select any number 1-100. The teacher has 4 questions to guess the number and if the teacher is wrong, the student gets a point and wins.

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Create an Equation - Inspired by Edward's Text

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Create an Equation - Inspired by Edward's Text

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Students will be given a number 1-100. Each student will be required to create their own equation in which their number is the solution. Students must also involve a method for the solution.

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The teacher will think of a number. Students may ask math related questions to determine what the number is. Example of allowable questions: Is the number divisible by ___? Is the number prime? Is the number composite? etc.

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This activity requires groups of three. Each group will be given one meter stick. Each student will go around the room and select one item around the room that they believe is the closest to one meter in length. The students will then measure their item and record the length. The student that is closest to one meter wins.

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Students will be given a variety of items and a small scale. Students will place their guess on the weight of each item. Two "cheats" may be used, including being able to hold the item in your hand for 5 seconds and being given a 5 pound range that the answer lies in. At the end of 10 items, the student who had the most answers closest to the correct weights wins.

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Students will be given a variety of instructions concerning the toppings of pizzas. For example: "one fourth of the pizza has pepperoni, three eighths of the pizza has olives, and 3 eights of the pizza has anchovies." Students must divide the pizza into the correct fractions and color or draw the necessary toppings.

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Students will participate in this activity one by one. A twister board will be laid out with several difference numbers. The teacher will then give the student participating an equation that corresponds to one of the colors on the twister board. If the student gets four in a row correct and can place four body parts on those answers, the student wins the activity.

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Pythagorean Lego's - Inspired by Edward's Text

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Pythagorean Lego's - Inspired by Edward's Text

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Students will be given a board that has attachments for legos. Students will use their knowledge of the Pythagorean theorem to prove the theorem using the legos and triangles.

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Students will be given a handful of colorful candy. *M&Ms, Jolly Ranchers, etc*. Students will be required to separate the candy by color. Students will then determine the fractional value of each color represented in the total amount of candy. Example: "1/3 of the candy is red, 2/3 of the candy is blue".

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Composite Functions - Inspired by Edward's Text

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Composite Functions - Inspired by Edward's Text

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This activity is for groups of three. Two students will create two random functions of their choice. The third student will create the composition of those two functions. If correct, that student gets a point. At the end of three full rotations where every student's has created a composite function three times, the student with the most points wins.

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A sinusoid equation will be given. Two students will compete and see who can graph the function in its entirety first. The students will be timed. Each mistake will deduct 3 seconds from their total time. The student with the least time wins.

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Which is greater? Arm or Height? - Field Experience

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Which is greater? Arm or Height? - Field Experience

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This class involves the whole class. Students will be instructed to line up in three lines: one line that thinks their arm span is greater than their actual height, one line that thinks their arm span is less than their actual height, and one line that believes these lengths are equal. The teacher will then measure each students arm span and actual height and see how many student were correct.

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This activity is for groups of 2. Each group member will be given a problem to solve. If they solve correctly, they may put their x or o on the board. If they solve incorrectly, the partner may try and solve the same problem for a chance to steal turn. First person to three tic tac toes wins.

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Function Conjunction - Inspired by Text from EDTD 5241

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Function Conjunction - Inspired by Text from EDTD 5241

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This activity requires groups of two. One student will select one of ten given functions and select one given value and present it to the other partner. The partner who did NOT select the function and value will observed the selected function and value and determine the solution. Each member must solve 4 times each.

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Each student will be given one three demential shape. *example: basketball, box of cereal, pyramid*. Students will be able to utilize their knowledge of how to determine volume, along with a series of tools such as rulers and tape measures. Students will record their findings and present to the class.