A mathematics task that involves a multi-step word problem related to addition …
A mathematics task that involves a multi-step word problem related to addition and subtraction situations. Students are expected to model with mathematics as they complete the task. Task relates to standard 2.OA. A.1
This is a booklet containing 31 problem sets that involve a variety …
This is a booklet containing 31 problem sets that involve a variety of math skills, including scientific notation, simple algebra, and calculus. Each set of problems is contained on one page. Learners will use mathematics to explore varied space science topics including black holes, ice on Mercury, a mathematical model of the Sun's interior, sunspots, the heliopause, and coronal mass ejections, among many others.
Putting Math to Work Type of Unit: Problem Solving Prior Knowledge Students …
Putting Math to Work
Type of Unit: Problem Solving
Prior Knowledge
Students should be able to:
Solve problems with rational numbers using all four operations. Write ratios and rates. Use a rate table to solve problems. Write and solve proportions. Use multiple representations (e.g., tables, graphs, and equations) to display data. Identify the variables in a problem situation (i.e., dependent and independent variables). Write formulas to show the relationship between two variables, and use these formulas to solve for a problem situation. Draw and interpret graphs that show the relationship between two variables. Describe graphs that show proportional relationships, and use these graphs to make predictions. Interpret word problems, and organize information. Graph in all quadrants of the coordinate plane.
Lesson Flow
As a class, students use problem-solving steps to work through a problem about lightning. In the next lesson, they use the same problem-solving steps to solve a similar problem about lightning. The lightning problems use both rational numbers and rates. Students then choose a topic for a math project. Next, they solve two problems about gummy bears using the problem-solving steps. They then have 3 days of Gallery problems to test their problem-solving skills solo or with a partner. Encourage students to work on at least one problem individually so they can better prepare for a testing situation. The unit ends with project presentations and a short unit test.
Modeling Our World with Mathematics (MOWWM) is a modularly-designed mathematics course developed …
Modeling Our World with Mathematics (MOWWM) is a modularly-designed mathematics course developed by the Washington Office of Superintendent of Public Instruction (OSPI) with input from educators across Washington. The course is designed to follow Geometry.Units include: Health and Fitness, Civic Readiness, Finances for Life, Environmental Science, and the Arts
In this webinar, you will hear about several major concepts introduced in …
In this webinar, you will hear about several major concepts introduced in the book, The Problem with Math is English, further explained by the author, Concepcion "Como" Molina, EdD. The book can be purchased online at: http://www.sedl.org/pubs/catalog/item...
SEDL offers professional development for college- and career-ready mathematics at: http://highperformingschools.sedl.org.
Putting Math to Work Type of Unit: Problem Solving Prior Knowledge Students …
Putting Math to Work
Type of Unit: Problem Solving
Prior Knowledge
Students should be able to:
Solve problems involving all four operations with rational numbers. Write ratios and rates. Write and solve proportions. Solve problems involving scale. Write and solve equations to represent problem situations. Create and interpret maps, graphs, and diagrams. Use multiple representations (i.e., tables, graphs, and equations) to represent problem situations. Calculate area and volume. Solve problems involving linear measurement.
Lesson Flow
Students apply and integrate math concepts they have previously learned to solve mathematical and real-world problems using a variety of strategies. Students have opportunities to explore four real-world situations involving problem solving in a variety of contexts, complete a project of their choice, and work through a series of Gallery problems.
First, students utilize their spatial reasoning and visualization skills to find the least number of cubes needed to construct a structure when given the front and side views. Then, students select a project to complete as they work through this unit to refine their problem-solving skills. Students explore the relationship between flapping frequency, amplitude, and cruising speed to calculate the Strouhal number of a variety of flying and swimming animals. After that, students explore the volume of the Great Lakes, applying strategies for solving volume problems and analyzing diagrams. Next, students graphically represent a virtual journey through the locks of the Welland Canal, estimating the amount of drop through each lock and the distance traveled. Students have a day in class to work on their projects with their group.
Then, students have two days to explore Gallery problems of their choosing. Finally, students present their projects to the class.
This lesson unit is intended to help teachers assess how well students …
This lesson unit is intended to help teachers assess how well students understand conditional probability, and, in particular, to help teachers identify and assist students who have the following difficulties: representing events as a subset of a sample space using tables and tree diagrams; and understanding when conditional probabilities are equal for particular and general situations.
This is a set of three, one-page problems about the scale of …
This is a set of three, one-page problems about the scale of objects in images returned by spacecraft. Learners will measure scaled drawings using high-resolution images of the lunar and martian surfaces. Options are presented so that students may learn about the Lunar Reconnaissance Orbiter (LRO) mission through a NASA press release or by viewing a NASA eClips video [4 min.]. This activity is part of the Space Math multi-media modules that integrate NASA press releases, NASA archival video, and mathematics problems targeted at specific math standards commonly encountered in middle school.
Students use number lines to represent products of a negative integer and …
Students use number lines to represent products of a negative integer and a positive integer, and they use patterns to understand products of two negative integers. Students write rules for products of integers.Key ConceptsThe product of a negative integer and a positive integer can be interpreted as repeated addition. For example, 4 • (–2) = (–2) + (–2) + (–2) + (–2). On a number line, this can be represented as four arrows of length 2 in a row, starting at 0 and pointing in the negative direction. The last arrow ends at –8, indicating that 4 • (–2) = –8. In general, the product of a negative integer and a positive integer is negative.The product of two negative integers is hard to interpret or visualize. In this lesson, we use patterns to help students see why a negative integer multiplied by a negative integer equals a positive integer. For example, students can compute the products in the pattern below.4 • (–3) = –123 • (–3) = –92 • (–3) = –61 • (–3) = –30 • (–3) = 0They can observe that, as the first factor decreases by 1, the product increases by 3. They can continue this pattern to find these products.–1 • (–3) = 3–2 • (–3) = 6–3 • (–3) = 9In the next lesson, we will prove that the rules for multiplying positive and negative integers extend to all rational numbers, including fractions and decimals.Goals and Learning ObjectivesRepresent multiplication of a negative integer and a positive integer on a number line.Use patterns to understand products of two negative integers.Write rules for multiplying integers.
The Playful Learning Challenge's Pre-K and Kindergarten Math Activities Kit contains a …
The Playful Learning Challenge's Pre-K and Kindergarten Math Activities Kit contains a series of 10 research-based early math activities centered around play, that can be used with simple materials in children's classrooms or homes.
In this interactive activity adapted for grades 3–5 from Annenberg Learner’s Teaching …
In this interactive activity adapted for grades 3–5 from Annenberg Learner’s Teaching Math Grades 6–8, use virtual Cuisenaire® Rods to represent fractions and to perform operations with fractions.
This is a three-credit course which covers topics that enhance the students’ …
This is a three-credit course which covers topics that enhance the students’ problem solving abilities, knowledge of the basic principles of probability/statistics, and guides students to master critical thinking/logic skills, geometric principles, personal finance skills. This course requires that students apply their knowledge to real-world problems. A TI-84 or comparable calculator is required. The course has four main units: Thinking Algebraically, Thinking Logically and Geometrically, Thinking Statistically, and Making Connections. This course is paired with a course in MyOpenMath which contains the instructor materials (including answer keys) and online homework system with immediate feedback. All course materials are licensed by CC-BY-SA unless otherwise noted.
Short Description: NSCC Math for Bookkeeping is an adapted condensed version of …
Short Description: NSCC Math for Bookkeeping is an adapted condensed version of Business Math. The open textbook was written to meet the needs of a twenty-first century student. It takes a systematic approach to helping students learn how to think and centers on a structured process termed the PUPP Model (Plan, Understand, Perform, and Present). This process is found throughout the text and in every guided example to help students develop a step-by-step problem-solving approach.
Word Count: 41818
ISBN: 978-1-990641-23-7
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Introduction to the Modeling and Analysis of Complex Systems introduces students to …
Introduction to the Modeling and Analysis of Complex Systems introduces students to mathematical/computational modeling and analysis developed in the emerging interdisciplinary field of Complex Systems Science. Complex systems are systems made of a large number of microscopic components interacting with each other in nontrivial ways. Many real-world systems can be understood as complex systems, where critically important information resides in the relationships between the parts and not necessarily within the parts themselves. This textbook offers an accessible yet technically-oriented introduction to the modeling and analysis of complex systems. The topics covered include: fundamentals of modeling, basics of dynamical systems, discrete-time models, continuous-time models, bifurcations, chaos, cellular automata, continuous field models, static networks, dynamic networks, and agent-based models. Most of these topics are discussed in two chapters, one focusing on computational modeling and the other on mathematical analysis. This unique approach provides a comprehensive view of related concepts and techniques, and allows readers and instructors to flexibly choose relevant materials based on their objectives and needs. Python sample codes are provided for each modeling example.
The intent of clarifying statements is to provide additional guidance for educators …
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
The intent of clarifying statements is to provide additional guidance for educators …
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
This task is focused on Common Core Standards 3.OA.3 Students are applying …
This task is focused on Common Core Standards 3.OA.3 Students are applying understanding of multiplication concepts to solve a multi-step word problem related to a real life context. This is a good beginning task to help students show all their work using equations to represent the solution path for the task. It also helps students focus on precision as they need to represent the problem with the correct equations.
Expressions Type of Unit: Concept Prior Knowledge Students should be able to: …
Expressions
Type of Unit: Concept
Prior Knowledge
Students should be able to:
Write and evaluate simple expressions that record calculations with numbers. Use parentheses, brackets, or braces in numerical expressions and evaluate expressions with these symbols. Interpret numerical expressions without evaluating them.
Lesson Flow
Students learn to write and evaluate numerical expressions involving the four basic arithmetic operations and whole-number exponents. In specific contexts, they create and interpret numerical expressions and evaluate them. Then students move on to algebraic expressions, in which letters stand for numbers. In specific contexts, students simplify algebraic expressions and evaluate them for given values of the variables. Students learn about and use the vocabulary of algebraic expressions. Then they identify equivalent expressions and apply properties of operations, such as the distributive property, to generate equivalent expressions. Finally, students use geometric models to explore greatest common factors and least common multiples.
The intent of clarifying statements is to provide additional guidance for educators …
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
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