This game will reinforce number before and after as well as reading and sequencing numbers.
This task can be used to both assess student understanding of systems of linear equations or to promote discussion and student thinking that would allow for a stronger solidification of these concepts.
This learning video presents an introduction to the Flaws of Averages using three exciting examples: the ''crossing of the river'' example, the ''cookie'' example, and the ''dance class'' example. Averages are often worthwhile representations of a set of data by a single descriptive number. The objective of this module, however, is to simply point out a few pitfalls that could arise if one is not attentive to details when calculating and interpreting averages. The essential prerequisite knowledge for this video lesson is the ability to calculate an average from a set of numbers. During this video lesson, students will learn about three flaws of averages: (1) The average is not always a good description of the actual situation, (2) The function of the average is not always the same as the average of the function, and (3) The average depends on your perspective. To convey these concepts, the students are presented with the three real world examples mentioned above.
The purpose of this task is for students to translate between measurements given in a scale drawing and the corresponding measurements of the object represented by the scale drawing.
This task provides a context for some of the questions asked in "6.NS Multiples and Common Multiples." A scaffolded version of this task could be adapted into a teaching task that could help motivate the need for the concept of a common multiple.
The purpose of this task is to give students practice working the formulas for the volume of cylinders, cones and spheres, in an engaging context that provides and opportunity to attach meaning to the answers.
The purpose of this problem is to have students compose functions using tables of values only.
The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.
Use this activity to explore forces acting on objects, practice graphing experimental data, and introduce the algebra concepts of slope and intercept of a line. A wooden 2 x 4 beam is set on top of two scales. Students learn how to conduct an experiment by applying loads at different locations along the beam, recording the exact position of the applied load and the reaction forces measured by the scales at each end of the beam. In addition, students analyze the experiment data with the use of a chart and a table, and model/graph linear equations to describe relationships between independent and dependent variables.
This short video and interactive assessment activity is designed to teach fourth graders about forming largest and smallest numbers (includes even and odd).
Students learn about four forms of equations: direct variation, slope-intercept form, standard form and point-slope form. They graph and complete problem sets for each, converting from one form of equation to another, and learning the benefits and uses of each.
This task contrasts the usefulness of four equivalent expressions. Students first have to confirm that the given expressions for the radioactive substance are equivalent. Then they have to explain the significance of each expression in the context of the situation.
This short video and interactive assessment activity is designed to teach fourth graders about using the four operations with weights (english units).
This short video and interactive assessment activity is designed to give fourth graders an overview of the time challenge ii lesson.
This short video and interactive assessment activity is designed to teach fourth graders about solving two-step single-unit problems with four operations (metric units) - word problems.
This short video and interactive assessment activity is designed to give fifth graders an overview of quadrilaterals.
Continues 18.100. Roughly half the subject devoted to the theory of the Lebesgue integral with applications to probability, and half to Fourier series and Fourier integrals.
There is a natural (and complicated!) predator-prey relationship between the fox and rabbit populations, since foxes thrive in the presence of rabbits, and rabbits thrive in the absence of foxes. However, this relationship, as shown in the given table of values, cannot possibly be used to present either population as a function of the other. This task emphasizes the importance of the "every input has exactly one output" clause in the definition of a function, which is violated in the table of values of the two populations.
The example of rabbits and foxes was introduced in the task (8-F Foxes and Rabbits) to illustrate two functions of time given in a table. We are now in a position to actually model the data given previously with trigonometric functions and investigate the behavior of this predator-prey situation.
The example of rabbits and foxes was introduced in 8-F Foxes and Rabbits to illustrate two functions of time given in a table. The same situation was used in F-TF Foxes and Rabbits 2 to find trigonometric functions modeling the data in the table. The previous situation was somewhat unrealistic since we were able to find functions that fit the data perfectly. In this task, on the other hand, we do some legitimate modelling, in that we come up with functions that approximate the data well, but do not perfectly match, the given data.