This unit uses the slinky seismometer as a means of studying physics …
This unit uses the slinky seismometer as a means of studying physics concepts such as waves, sound and the speed of sound vs speed of light, resonance, electricity and magnetism, Lenz Law and magnetic dampening (backwards engineering). Students experiment with the basic parts of the seismometer and either build or connect the seismometer to the internet to take and upload data.
The purpose of this task is to lead students through an algebraic …
The purpose of this task is to lead students through an algebraic approach to a well-known result from classical geometry, namely, that a point X is on the circle of diameter AB whenever _AXB is a right angle.
The purpose of this task is to give students experience modeling a …
The purpose of this task is to give students experience modeling a real-world example of exponential growth, in a context that provides a vivid illustration of the power of exponential growth, for example the cost of inaction for a year.
For this maker challenge, students decide on specific design requirements (such as …
For this maker challenge, students decide on specific design requirements (such as good traction or deep cushioning), sketch their plans, and then use a variety of materials to build prototype shoes that meet the design criteria. The bottoms (soles) of sneakers provide support, cushioning, flexibility and traction as makes sense for the sport or activity. In addition, some sneakers are intended to be fashionable with cool colors, materials or added height. Sneakers are engineered products that use a mix of materials to create highly functional, useful shoes.
Total solar eclipses are quite rare, so much so that they make …
Total solar eclipses are quite rare, so much so that they make the news when they do occur. This task explores some of the reasons why. Solving the problem is a good application of similar triangles
The typical system of equations or inequalities problem gives the system and …
The typical system of equations or inequalities problem gives the system and asks for the graph of the solution. This task turns the problem around. It gives a solution set and asks for the system that corresponds to it. The purpose of this task is to give students a chance to go beyond the typical problem and make the connections between points in the coordinate plane and solutions to inequalities and equations. Students have to focus on what the graph is showing.
Represent inequalities on a number line. Represent inequalities using interval notation. Use …
Represent inequalities on a number line. Represent inequalities using interval notation. Use the addition and multiplication properties to solve algebraic inequalities and express their solutions graphically and with interval notation. Solve inequalities that contain absolute values. Combine properties of inequalities to isolate variables, solve algebraic inequalities, and express their solutions graphically. Simplify and solve algebraic inequalities using the distributive property to clear parentheses and fractions.
This short video and interactive assessment activity is designed to teach fourth …
This short video and interactive assessment activity is designed to teach fourth graders about solving length and distance problems involving time - word problems.
This short video and interactive assessment activity is designed to teach fifth …
This short video and interactive assessment activity is designed to teach fifth graders about solving length and distance problems involving time - word problems.
This short video and interactive assessment activity is designed to teach third …
This short video and interactive assessment activity is designed to teach third graders about solving for elapsed time in a sequence of events - word problems.
Sal solves a linear system with 3 variables by representing it with …
Sal solves a linear system with 3 variables by representing it with an augmented matrix and bringing the matrix to reduced row-echelon form. Gaussian Elimination is the method, reduced row echelon is just the final result.
There is a non-mathematical fact that students must know about mixtures in …
There is a non-mathematical fact that students must know about mixtures in order to answer this question. When salt is dissolved in water, the salt disperses evenly through the mixture, so any sample from the mixture that has the same volume will have the same amount of salt.
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