This real world task requires students to compare differing interest rates.
The purpose of this task is to help students learn to read information about a function from its graph, by asking them to show the part of the graph that exhibits a certain property of the function. The task could be used to further instruction on understanding functions, or as an assessment tool with the caveat that it requires some amount of creativity to decide how to best illustrate some of the statements.
This problem provides an opportunity to experiment with modeling real data. Populations are often modeled with exponential functions and in this particular case we see that, over the last 200 years, the rate of population growth accelerated rapidly, reaching a peak a little after the middle of the 20th century and now it is slowing down.
This task rquires students to determine if linear functions would be useful to model relationships presented in a data table.
This is a task to introduce students into solving equations. The task is meant to give students different strategies to solve all types of equations. Their is also the homework assignment that goes along with the lesson. Introduction to Solving One Step Equations © 2023 by H. Geof Hilton is licensed under CC BY 4.0
A 14 week Introduction to Computer Science course.
This course is targeted to middle school grades 6-8 (ages 11-14 years). It is also written for teachers who may not have a Computer Science background, or who may be teaching an “Intro to Computer Science” course for the first time.
This course takes approximately 14 weeks to complete, spending about 1 week on each of the first 11 lessons, and 3 weeks for students to complete the final project at the end. Of course, teachers should feel free to customize the curriculum to meet individual school or district resources and timeframe.
This animation from KET's distance learning physics course demonstrates the mathematical formula for a scientific law as it applies to light.
Content Area: Mathematics, StatisticsLesson: Students will use Ipad Numbers to collect data and calculate Standard Deviation.Exemplar: https://www.icloud.com/numbers/0kE5GGbPDrKdqKP5Z8WfBh6qg#BlankAssessment: https://www.uen.org/rubric/previewRubric?id=37027
This task is closely related to very important material about similarity and ratios in geometry.
In the middle grades, students have lots of experience analyzing and comparing linear functions using graphs, tables, symbolic expressions, and verbal descriptions. In this task, students may choose a representation that suits them and then reason from within that representation.
The purpose of this task is to give students practice in reading, analyzing, and constructing algebraic expressions, attending to the relationship between the form of an expression and the context from which it arises. The context here is intentionally thin; the point is not to provide a practical application to kitchen floors, but to give a framework that imbues the expressions with an external meaning.
The purpose of this task is to introduce students to exponential growth. While the context presents a classic example of exponential growth, it approaches it from a non-standard point of view. Instead of giving a starting value and asking for subsequent values, it gives an end value and asks about what happened in the past. The simple first question can generate a surprisingly lively discussion as students often think that the algae will grow linearly.
In addition to the purely geometric and trigonometric aspects of the task, this problem asks students to model phenomena on the surface of the earth.
After their carts collide in a hardware store, two teachers discover that they both bought the same items in different quantities. With limited information, this segment demonstrates how to use an equation to determine the cost of each item.
This task requires students to use the fact that on the graph of the linear function h(x)=ax+b, the y-coordinate increases by a when x increases by one. Specific values for a and b were left out intentionally to encourage students to use the above fact as opposed to computing the point of intersection, (p,q), and then computing respective function values to answer the question.
This task gives a variet of real-life contexts which could be modeled by a linear or exponential function. The key distinguishing feature between the two is whether the change by equal factors over equal intervals (exponential functions), or by a constant increase per unit interval (linear functions).
This task asks students to consider the linear and quadratic functions appearing on a coordinate plane.
Students practice using algebraic expressions by recording data from a video segment in which two staircases ascend at different rates. They record the patterns in two-column tables, draw line graphs and write simple algebraic relations.
This task can be implemented in a variety of ways. For a class with previous exposure to the incenter or angle bisectors, part (a) could be a quick exercise in geometric constructions,. Alternatively, this could be part of a full introduction to angle bisectors, culminating in a full proof that the three angle bisectors are concurrent, an essentially complete proof of which is found in the solution below.
The goal of this task is to have students appreciate how the different constants (P0, K, and r) influence the shape of the graph.