This short video and interactive assessment activity is designed to teach fourth graders about four operations - missing operation.
This short video and interactive assessment activity is designed to teach fifth graders about adding, subtracting, multiplying and dividing - missing operation.
This short video and interactive assessment activity is designed to teach fourth graders about adding, subtracting, and multiplying with parentheses - missing operation.
This short video and interactive assessment activity is designed to teach fifth graders about adding and subtracting with parentheses ii.
This short video and interactive assessment activity is designed to teach fifth graders about placing the missing parentheses to make the equation true.
This short video and interactive assessment activity is designed to teach fourth graders about placing the missing parentheses to make the equation true.
This short video and interactive assessment activity is designed to teach second graders an overview - thousandths.
This short video and interactive assessment activity is designed to give fourth graders an overview of - thousandths.
This short video and interactive assessment activity is designed to teach fourth graders about using both division and multiplication - word problems.
This short video and interactive assessment activity is designed to teach third graders about finding the amount of change - multiplication.
This short video and interactive assessment activity is designed to teach third graders about place value problems involving money.
Student groups use a "real" 3D coordinate system to plot points in space. Made from balsa wood or wooden dowels, the system has three axes at right angles and a plane (the XY plane) that can slide up and down the Z axis. Students are given several coordinates and asked to find these points in space. Then they find the coordinates of the eight corners of a box/cube with given dimensions.
This task can be implemented in a variety of ways. For a class with previous exposure to properties of perpendicular bisectors, part (a) could be a quick exercise in geometric constructions, and an application of the result. Alternatively, this could be part of an introduction to perpendicular bisectors, culminating in a full proof that the three perpendicular bisectors are concurrent at the circumcenter of the triangle, an essentially complete proof of which is found in the solution below.
This is a simple exercise in creating equations from a situation with many variables. By giving three different scenarios, the problem requires students to keep going back to the definitions of the variables, thus emphasizing the importance of defining variables when you write an equation. In order to reinforce this aspect of the problem, the variables have not been given names that remind the student of what they stand for. The emphasis here is on setting up equations, not solving them.
The purpose of this task is to have students add mixed numbers with like denominators. This task illustrates the different kinds of solution approaches students might take to such a task.
The students will play a classic game from a popular show. Through this they will see the probabilty that the ball will land each of the numbers with more accurate results coming from repeated testing.
To plot an inequality, such as x>3, on a number line, first draw a circle over the number (e.g., 3). Then if the sign includes equal to (≥ or ≤), fill in the circle. If the sign does not include equal to (> or <), leave the circle unfilled in. Finally, draw a line going from the circle in the direction of the numbers that make the inequality true.
This task is part of a series presenting important foundational geometric results and constructions which are fundamental for more elaborate arguments. They are presented without a real world context so as to see the important hypotheses and logical steps involved as clearly as possible.
This task is designed to get at a common student confusion between the independent and dependent variables. This confusion often arises in situations like (b), where students are asked to solve an equation involving a function, and confuse that operation with evaluating the function.
This course takes a broad-based look at poker theory and applications of poker analytics to investment management and trading.