This short video and interactive assessment activity is designed to teach third graders about turning words into numbers using place value models.
Both of the questions in this task are solved by the division problem 12Ö3 but what happens to the ribbon is different in each case.
In this task, we are given the graph of two lines including the coordinates of the intersection point and the coordinates of the two vertical intercepts, and are asked for the corresponding equations of the lines. It is a very straightforward task that connects graphs and equations and solutions and intersection points.
This task provides an opportunity for students to construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
This task provides an opportunity for students to construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
This classroom task is meant to elicit a variety of different methods of solving a quadratic equation (A-REI.4).
This short video and interactive assessment activity is designed to give fourth graders an overview of metric capacity operations.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This task combines two skills from domain G-C: making use of the relationship between a tangent segment to a circle and the radius touching that tangent segment (G-C.2), and computing lengths of circular arcs given the radii and central angles (G-C.5). It also requires students to create additional structure within the given problem, producing and solving a right triangle to compute the required central angles (G-SRT.8).
Discusses observational studies, sample studies, and experiments.
This task presents an opportunity to explore a more general and non-algebraic view of functions.
The purpose of this task is to construct and use inverse functions to model a a real-life context. Students choose a linear function to model the given data, and then use the inverse function to interpolate a data point.
This task focuses on the fact that exponential functions are characterized by equal successive quotients over equal intervals. This task can be used alongside F-LE Equal Factors over Equal Intervals.
This task focuses on the fact that linear functions are characterized by constant differences over equal intervals. It could be used alongside to F-LE Equal Differences over Equal Intervals I & II.
This lesson focuses on ultrasound wavelengths and how sound frequencies are used by engineers to help with detection of specific distances to or in materials. Students gain an understanding about how ultrasonic waves are reflected and refracted. Students also see how ultrasound technology is used in medical devices. The activity following this lesson allows students to test their knowledge by using the Sunfounder Ultrasonic sensor and Arduino Mega Microcontroller.
This course provides an introduction to probability and statistics, with emphasis on engineering applications. Course topics include events and their probability, the Total Probability and Bayes' Theorems, discrete and continuous random variables and vectors, uncertainty propagation and conditional analysis. Second-moment representation of uncertainty, random sampling, estimation of distribution parameters (method of moments, maximum likelihood, Bayesian estimation), and simple and multiple linear regression. Concepts illustrated with examples from various areas of engineering and everyday life.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This short video and interactive assessment activity is designed to teach third graders about given the perimeter, find the side length and area - squares.
This short video and interactive assessment activity is designed to teach fourth graders how to, given the perimeter, find the side length and area - squares.
This task presents a context that leads students toward discovery of the formula for calculating the volume of a sphere. Students who are given this task must be familiar with the formula for the volume of a cylinder, the formula for the volume of a cone, and CavalieriŐs principle.