This is a challenging task, suitable for extended work, and reaching into …
This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. The task requires students to exhibit MP1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either A-CED.1 or N-Q.1, depending on the approach.
This math assignment was designed for students in the U.S. Virgin Islands, …
This math assignment was designed for students in the U.S. Virgin Islands, but can be modified for students in any locale. Setting assignments within a student's locale strengthens students' knowledge of their locale and makes for a deeper, more meaningful lesson.
This math assignment was designed for students in the U.S. Virgin Islands, …
This math assignment was designed for students in the U.S. Virgin Islands, but can be modified for students in any locale. Setting assignments within a student's locale strengthens students' knowledge of their locale and makes for a deeper, more meaningful lesson.
This math assignment was designed for students in the U.S. Virgin Islands, …
This math assignment was designed for students in the U.S. Virgin Islands, but can be modified for students in any locale. Setting assignments within a student's locale strengthens students' knowledge of their locale and makes for a deeper, more meaningful lesson.
The purpose of this task is to continue a crucial strand of …
The purpose of this task is to continue a crucial strand of algebraic reasoning begun at the middle school level (e.g, 6.EE.5). By asking students to reason about solutions without explicily solving them, we get at the heart of understanding what an equation is and what it means for a number to be a solution to an equation. The equations are intentionally very simple; the point of the task is not to test technique in solving equations, but to encourage students to reason about them.
This task illustrates the process of rearranging the terms of an expression …
This task illustrates the process of rearranging the terms of an expression to reveal different aspects about the quantity it represents, precisely the language being used in standard A-SSE.B.3.
Students are asked to consider the expression that arises in physics as …
Students are asked to consider the expression that arises in physics as the combined resistance of two resistors in parallel. However, the context is not explicitly considered here. The task is good general preparation for problems more specifically aligned to either A-SSE.1 or A-SSE.2.
We've learned about matrix addition, matrix subtraction, matrix multiplication. So you might …
We've learned about matrix addition, matrix subtraction, matrix multiplication. So you might be wondering, is there the equivalent of matrix division? And before we get into that, let me introduce some concepts to you. And then we'll see that there is something that maybe isn't exactly division, but it's analogous to it.
Sal checks whether the commutative property applies for matrix multiplication. In other …
Sal checks whether the commutative property applies for matrix multiplication. In other words, he checks whether for any two matrices A and B, A*B=B*A (the answer is NO, by the way). Created by Sal Khan.
The purpose of this task is to give students practice in reading, …
The purpose of this task is to give students practice in reading, analyzing, and constructing algebraic expressions, attending to the relationship between the form of an expression and the context from which it arises. The context here is intentionally thin; the point is not to provide a practical application to kitchen floors, but to give a framework that imbues the expressions with an external meaning.
After their carts collide in a hardware store, two teachers discover that …
After their carts collide in a hardware store, two teachers discover that they both bought the same items in different quantities. With limited information, this segment demonstrates how to use an equation to determine the cost of each item.
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