Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

This task requires students to use the fact that on the graph of the linear equation y=ax+c, the y-coordinate increases by a when x increases by one. Specific values for c and d 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.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

The purpose of this task is to apply knowledge about triangles to calculate the sine and cosine of 30 and 60 degrees.

This module shows educators how to help learners discover, interact, and create with AI and generative AI. It also covers the responsible use of AI and explains the art of prompt engineering to help learners to explore the possibilities of AI.

This microcredential represents educators' consistent and effective focus on equity and accessibility in three-dimensional science instruction in secondary science classrooms. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

We are obligated to provide enrichment opportunities and to appropriately challenge and engage these students. How do we find and monitor science enrichment activities for those students simultaneous to providing additional intervention and assistance to students who have yet to master the current concepts?

This short video and interactive assessment activity is designed to teach second graders an overview - equivalent decimals ending in zero.

In this problem students must transform expressions using the distributive, commutative and associative properties to decide which expressions are equivalent.

The purpose of this task is to directly address a common misconception held by many students who are learning to solve equations. Because a frequent strategy for solving an equation with fractions is to multiply both sides by a common denominator (so all the coefficients are integers), students often forget why this is an "allowable" move in an equation and try to apply the same strategy when they see an expression.

This is a standard problem phrased in a non-standard way. Rather than asking students to perform an operation, expanding, it expects them to choose the operation for themselves in response to a question about structure.

This is a standard problem phrased in a non-standard way. Rather than asking students to perform an operation, expanding, it expects them to choose the operation for themselves in response to a question about structure. The problem aligns with A-SSE.2 because it requires students to see the factored form as a product of sums, to which the distributive law can be applied.

This lesson is using the distributive property to identify and write equivalent expressions. 

The purpose of the task is to get students to reflect on the definition of decimals as fractions (or sums of fractions), at a time when they are seeing them primarily as an extension of the base-ten number system and may have lost contact with the basic fraction meaning. Students also have their understanding of equivalent fractions and factors reinforced.

The accuracy and simplicity of this experiment are amazing. A wonderful project for students, which would necessarily involve team work with a different school and most likely a school in a different state or region of the country, would be to try to repeat Eratosthenes' experiment.

This task is designed for the student to apply geometric concepts in modeling situations.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource includes the sheet music, activity instructions, and audio files for "Erie Canal" from the Elementary Songbook.