This problem combines the ideas of ratio and proportion within the context of density of matter.

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 purpose of this task is to develop an understanding of the formula for the area of the circle.

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.

The purpose of this task is primarily assessment-oriented, asking students to demonstrate knowledge of how to determine the congruency of triangles.

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 task can be used as a classroom activity. There is a lot of opportunity to discuss the process of mathematical modeling. It serves to illustrate MP 4 - Model with Mathematics, not just by engaging in the practice, but also by investigating what this practice entails.

This text provides a collection of tests for the comprehensive assessment of skills related to reading. These assessments can help identify why a student is having reading difficulty, determine what the next step in instruction should be to remediate that difficulty, and monitor progress throughout the course of instruction. Data entry forms are available for free download.

From Vanderbilt’s Center for Teaching, this web site offers an overview of key terms and principles about assessment and its role in teaching and learning. It includes discussion of different methods and how to make plans for assessment.

You may download and complete this template to fulfill the requirements for Evidence of Preparation and Planning.

In this task, students use trigonometric functions to model the movement of a point around a wheel and, in the case of part (c), through space (F-TF.5). Students also interpret features of graphs in terms of the given real-world context (F-IF.4).

For a function that models a relationship between two quantities, students will interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.

This task provides a real world context for interpreting and solving exponential equations. There are two solutions provided for part (a). The first solution demonstrates how to deduce the conclusion by thinking in terms of the functions and their rates of change. The second approach illustrates a rigorous algebraic demonstration that the two populations can never be equal.

The purpose of this task is to study an example of a function which varies discretely over time.

This task asks students to use similarity to solve a problem in a context that will be familiar to many, though most students are accustomed to using intuition rather than geometric reasoning to set up the shot.

As teachers need to consider long and short writing, formal and informal, in a variety of genres, this article focuses on and gives examples of short writing tasks that can still help students explore learning and write effectively.