This lesson unit is intended to help teachers assess how well students are able to: Understand conditional probability; represent events as a subset of a sample space using tables and tree diagrams; and communicate their reasoning clearly.
Search Results (962)
This lesson unit is intended to help teachers assess how well students are able to: interpret a situation and represent the variables mathematically; select appropriate mathematical methods to use; explore the effects of systematically varying the constraints; interpret and evaluate the data generated and identify the break-even point, checking it for confirmation; and communicate their reasoning clearly.
When students plot irrational numbers on the number line, it helps reinforce the idea that they fit into a number system that includes the more familiar integer and rational numbers.
This lesson unit is intended to help teahcers assess how well students are able to interpret speed as the slope of a linear graph and translate between the equation of a line and its graphical representation.
This lesson unit is intended to help assess how well students are able to interpret and use scale drawings to plan a garden layout. This involves using proportional reasoning and metric units.
In this activity students become familiar with the math vocabulary more/less/same and most/least as they count and compare small groups.
This lesson unit is intended to help you assess whether students recognize relationships of direct proportion and how well they solve problems that involve proportional reasoning. In particular, it is intended to help you identify those students who: use inappropriate additive strategies in scaling problems, which have a multiplicative structure; rely on piecemeal and inefficient strategies such as doubling, halving, and decomposition, and have not developed a single multiplier strategy for solving proportionality problems; and see multiplication as making numbers bigger, and division as making numbers smaller.
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.
The first of these word problems is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"
This task requires students to represent fractions on a number line.
The purpose of this task is to address the concept of opportunity cost through a real world context involving money.
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.
Task Description: This task asks students to recognize geometric patterns, visualize and extend the pattern, generate a non-linear sequence, develop and algebraic generalization that models the growth of a quadratic function and verify the inverse relationship of the quadratic relationship. The Aussie Fir Tree task is a culminating task for a 2-3 week unit on algebra that uses the investigation of growing patterns as a vehicle to teach students to visualize, identify and describe real world mathematical relationships. Students who demonstrate mastery of the unit are able to solve the Aussie Fir Tree task in one class period.
The goal of this task is to provide examples for comparing two fractions by finding a benchmark fraction which lies in between the two.
This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. Particularly important is that students understand that when you compare fractions, you implicitly always have the same whole.
This task lets students explore the differences between linear and non-linear functions. By contrasting the two, it reinforces properties of linear functions. The task lends itself to an extended discussion comparing the differences that students have found and relating them back to the equation and the graph of the two functions.
In this number line task students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s).