This short video and interactive assessment activity is designed to teach fifth graders about dividing by 9.
This short video and interactive assessment activity is designed to teach third graders about dividing by 9.
This task requires students to recognize both "number of groups unknown" and "group size unknown" division problems in the context of a whole number divided by a unit fraction.
This short video and interactive assessment activity is designed to teach fourth graders about number patterns based on the multiplication table.
This short video and interactive assessment activity is designed to teach third graders about division terms.
This short video and interactive assessment activity is designed to teach third graders about dividing by 1 digit numbers to find work.
This short video and interactive assessment activity is designed to teach fourth graders about dividing to find the time.
This short video and interactive assessment activity is designed to teach fifth graders about division of lengths (metric units).
The purpose of this task is to introduce the idea of exponential growth and then connect that growth to expressions involving exponents. It illustrates well how fast exponential expressions grow.
Students learn about biomimicry and the engineering design process as they design and build model ptarmigan feet.
These word problems address common errors that students make when adding fractions.
This problem allows the student to think geometrically about lines and then relate this geometry to linear functions. Or the student can work algebraically with equations in order to find the explicit equation of the line through two points (when that line is not vertical).
This task is designed as a follow-up to the task F-LE Do Two Points Always Determine a Linear Function? Linear equations and linear functions are closely related, and there advantages and disadvantages to viewing a given problem through each of these points of view. This task is intended to show the depth of the standard F-LE.2 and its relationship to other important concepts of the middle school and high school curriculum, including ratio, algebra, and geometry.
This problem complements the problem ``Do two points always determine a linear function?''
This task requires students to use the normal distribution as a model for a data distribution. Students must use given means and standard deviations to approximate population percentages. There are several ways (tables, graphing calculators, or statistical software) that students might calculate the required normal percentages. Depending on the method used, answers might vary somewhat from those shown in the solution.
The purpose of the task is to analyze a plausible real-life scenario using a geometric model. The task requires knowledge of volume formulas for cylinders and cones, some geometric reasoning involving similar triangles, and pays attention to reasonable approximations and maintaining reasonable levels of accuracy throughout.
Students gain an understanding of the factors that affect wind turbine operation. Following the steps of the engineering design process, engineering teams use simple materials (cardboard and wooden dowels) to build and test their own turbine blade prototypes with the objective of maximizing electrical power output for a hypothetical situation—helping scientists power their electrical devices while doing research on a remote island. Teams explore how blade size, shape, weight and rotation interact to achieve maximal performance, and relate the power generated to energy consumed on a scale that is relevant to them in daily life. A PowerPoint® presentation, worksheet and post-activity test are provided.
Using the same method for measuring friction that was used in the previous lesson (Discovering Friction), students design and conduct an experiment to determine if weight added incrementally to an object affects the amount of friction encountered when it slides across a flat surface. After graphing the data from their experiments, students can calculate the coefficients of friction between the object and the surface it moved upon, for both static and kinetic friction.
This task asks students to write a proof that applies the properties of parallel lines and congruent triangles to prove a parallelogram property. It can be used in the classroom as an individual, small group, or whole-group practice problem or as an assessment question. More examples of its use in the classroom can be found in the "Public Remarks" section below. Illustrative Mathematics provides this summary: "This is a reasonably direct task aimed at having students use previously-derived results to learn new facts about parallelograms, as opposed to deriving them from first principles. The solution provided (among other possibilities) uses the SAS triangle congruence theorem, and the fact that opposite sides of parallelograms are congruent."
The purpose of this task to help students think about an expression for a function as built up out of simple operations on the variable, and understand the domain in terms of values for which each operation is invalid (e.g., dividing by zero or taking the square root of a negative number).