This task examines the ways in which the plane can be covered …
This task examines the ways in which the plane can be covered by regular polygons in a very strict arrangement called a regular tessellation. These tessellations are studied here using algebra, which enters the picture via the formula for the measure of the interior angles of a regular polygon (which should therefore be introduced or reviewed before beginning the task). The goal of the task is to use algebra in order to understand which tessellations of the plane with regular polygons are possible.
This is a task from the Illustrative Mathematics website that is one …
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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: In each of the equations below, rewrite the equation, solving for the indicated variable If $F$ denotes a temperature in degrees Fahrenheit and $C$ is ...
This is a task from the Illustrative Mathematics website that is one …
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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Below is a picture of a rectangle $ABCD$ with segment $\overline{MN}$ drawn where $M$ is the midpoint of $\overline{BC}$ and $N$ is the midpoint of $\o...
This is a task from the Illustrative Mathematics website that is one …
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.
Description: Students play with an AI that can react to their movement, …
Description: Students play with an AI that can react to their movement, and choreograph something that uses this tool. They can show off their choreography to the rest of the class Skills/knowledge you'll gain: Movement, collaboration Length: 1-4 hours
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: AI can create realistic-looking images and videos that were never actually …
Description: AI can create realistic-looking images and videos that were never actually filmed or taken as a photo. These images and videos are called deepfakes. This is a quick lesson requiring no background where students learn about deepfakes, as well as ways to verify information that they see Skills/knowledge you'll gain: Critical thinking Length: 1 hour
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: A quick and fun way to become familiar with some core …
Description: A quick and fun way to become familiar with some core ideas of modern AI while playing with Google Quick, Draw Skills/knowledge you'll gain: Understanding of what AI is, privacy and bias concerns Length: 1 hour
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: An interactive deep dive into the sort of ethical concerns that …
Description: An interactive deep dive into the sort of ethical concerns that companies creating AI based systems should consider. Students explore these ideas through role-playing running their own companies and making ethical decisions for those companies Skills/knowledge you'll gain: Human-centered design, ethics Length: 10 hours
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: A short deep dive into how facial recognition technology is used, …
Description: A short deep dive into how facial recognition technology is used, some biases it has, and some ways companies, individuals, and the law are fighting against its use in surveillance Skills/knowledge you'll gain: Ethics Length: 1 hour
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: Learn how conservationists use AI image recognition to save time identifying …
Description: Learn how conservationists use AI image recognition to save time identifying how and where to protect endangered species. Build your own species-identifying AI system Skills/knowledge you'll gain: Conservation Length: 1-2 hours
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
This is a task from the Illustrative Mathematics website that is one …
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 is a task from the Illustrative Mathematics website that is one …
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 is a task from the Illustrative Mathematics website that is one …
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 is a task from the Illustrative Mathematics website that is one …
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 provides a simple but interesting and realistic context in which …
This task provides a simple but interesting and realistic context in which students are led to set up a rational equation (and a rational inequality) in one variable, and then solve that equation/inequality for an unknown variable.
This is a task from the Illustrative Mathematics website that is one …
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 is a task from the Illustrative Mathematics website that is one …
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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Consider three points in the plane, $P=(-4, 0), Q=(-1, 12)$ and $R=(4, 32)$. Find the equation of the line through $P$ and $Q$. Use your equation in (a...
This is a task from the Illustrative Mathematics website that is one …
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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Jason and Arianna are working on solving the equations \begin{align} 6x + 17y &= 100\\ 5x + 9y &= 86. \end{align} Rounding their answer to the nearest ...
This is a task from the Illustrative Mathematics website that is one …
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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Without graphing, construct a system of two linear equations where $(-2,3)$ is a solution to the first equation but not to the second equation, and whe...
This is a task from the Illustrative Mathematics website that is one …
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.
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