This short video and interactive assessment activity is designed to teach third graders about determining unknown angles in composite figures.
This short video and interactive assessment activity is designed to teach fourth graders about determining unknown angles in composite figures.
This 10-minute video lesson shows that three points uniquely define a circle and that the center of a circle is the circumcenter for any triangle that the circle is circumscribed about.
The purpose of this task is to help students understand composing and decomposing ones, tens, and hundreds. This task is meant to be used in an instructional setting and would only be appropriate to use if students actually have base-ten blocks on hand.
This task allows the students to compare characteristics of two quadratic functions that are each represented differently, one as the graph of a quadratic function and one written out algebraically. Specifically, we are asking the students to determine which function has the greatest maximum and the greatest non-negative root.
This task illustrates A-SSE.1a because it requires students to identify expressions as sums or products and interpret each summand or factor.
Although this task is quite straightforward, it has a couple of aspects designed to encourage students to attend to the structure of the equation and the meaning of the variables in it. It fosters flexibility in seeing the same equation in two different ways, and it requires students to attend to the meaning of the variables in the preamble and extract the values from the descriptions.
This is a simple task about interpreting the graph of a function in terms of the relationship between quantities that it represents.
ile patterns will be familiar with students both from working with geometry tiles and from the many tiles they encounter in the world. Here one of the most important examples of a tiling, with regular hexagons, is studied in detail. This provides students an opportunity to use what they know about the sum of the angles in a triangle and also the sum of angles which make a line.
This task aims at explaining why four regular octagons can be placed around a central square, applying student knowledge of triangles and sums of angles in both triangles and more general polygons.
This short video and interactive assessment activity is designed to give fourth graders an overview of time conversion between words and numbers.
This short video and interactive assessment activity is designed to teach third graders an overview of time patterns.
This short video and interactive assessment activity is designed to teach second graders an overview of time patterns.
The course provides a survey of the theory and application of time series methods in econometrics.
The course provides a survey of the theory and application of time series methods in econometrics.
This short video and interactive assessment activity is designed to give fourth graders an overview of telling time to quarter and hour.
This task guides students by asking the series of specific questions and lets them explore the concepts of probability as a fraction of outcomes, and using two-way tables of data. The emphasis is on developing their understanding of conditional probability. The task could lead to extended class discussions about the chances of events happening, and differences between unconditional and conditional probabilities. Special emphasis should be put on understanding what the sample space is for each question.
This task lets students explore the concepts of probability as a fraction of outcomes, and using two-way tables of data. The special emphasis is on developing their understanding of conditional probability and independence. This task could be used as a group activity where students cooperate to formulate a plan of how to answer each question and calculate the appropriate probabilities. The task could lead to extended class discussions about the different ways of using probability to justify general claims.
This is a very open ended task. It poses the question, but the students have to formulate a plan to answer it, and use the two-way table of data to find all the necessary probabilities. The special emphasis is on developing their understanding of conditional probability and independence. This task could be used as a group activity where students cooperate to formulate a plan of how to answer the question and calculate the appropriate probabilities. The task could lead to extended class discussions about the different ways of using probability to justify general claims.
This series of word problems requires students to determine which problems can be solved by multiplying 1/8_2/5.