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.

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.

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.

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.

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.

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 Illustrative Mathematics task makes for a good follow-up task on rational irrational numbers after that the students have been acquainted with some of the more basic properties, asking students to reason about rational and irrational numbers (N-RN.3) in a variety of ways. In addition to eliciting several different types of reasoning, the task requires students to rewrite radical expressions in which the radicand is divisible by a perfect square (N-RN.2).

In athletics, one of the possible distances to run is 15,000 meters or 15k (in the picture you see the leader in an annual 15k - race in the Netherlands. Please see Wikipedia article below). For this type of run, 15k on a street track, there is a world record, as there are records for all other distances that are run in athletics (e.g. the marathon). In such a race, the organizing committee will usually pay a significant amount of money as a bonus to the winner if he or she succeeds in setting a new world record. These amounts of money can get quite large in order to attract top runners: in the race shown in the picture there was a 25,000 euro bonus if the winner succeeded in improving the 15k world record – which, by the way, he (un)fortunately did not achieve. Had he done so, there would have been a major financial problem for the organizing committee, since they had not purchased any insurance.

There are several Roller Coaster rating/ranking sites online that, while taking some objective measures into account, heavily rely on subjective input to determine the rating or ranking of a particular roller coaster (e.g., an "excitement"or "experience" score of an "expert" rider to measure "thrill").

This collection of resources to teach graphing equations in slope intercept form includes warm-up exercises, a video presentation explaining the topic, practice exercises, worked examples, practice problems, and a review.

Consider a school where most of the students are from rural areas so they must be bused. The buses might pick up all the students and go to the elementary school and then continue from that school to pick up more students for the high school.

A clear alternative would be to have separate buses for each school even though they would need to trace over the same routes. There are, of course, restrictions on time (no student should be in the bus more than an hour), drivers, equipment, money and so forth.

How can you set up school bus routes to optimize budget dollars while balancing the time on the bus for various school groups? Build a mathematical model that could be used by various rural and perhaps urban school districts. How would you test the model prior to implementation? Prepare a short article to the school board explaining your model, its assumptions, and its results.

Finding lost objects is not always an easy task, even when you have knowledge of a general location. Consider the following scenario: you have lost a small object, such as a class ring, in a small park see map 1. It is getting dark and you have your pen light flashlight available. If your light shines on the ring, you assume that you see it. You cannot possibly search 100% of the region. Determine how you will search the park in minimum time. An average person walks approximately 4 mph. You have about 2 hours to search. Determine the chance you will find the lost object.https://mathmodels.org/Problems/2011/HIMCM-B/index.html

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.