(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En el módulo 4, los estudiantes extienden lo que ya saben sobre las tarifas unitarias y las relaciones proporcionales con ecuaciones lineales y sus gráficos. Los estudiantes entienden las conexiones entre relaciones proporcionales, líneas y ecuaciones lineales en este módulo. Los estudiantes aprenden a aplicar las habilidades que adquirieron en los grados 6 y 7, con respecto a la notación simbólica y las propiedades de la igualdad para transcribir y resolver ecuaciones en una variable y luego en dos variables.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In Module 4, students extend what they already know about unit rates and proportional relationships to linear equations and their graphs.  Students understand the connections between proportional relationships, lines, and linear equations in this module.  Students learn to apply the skills they acquired in Grades 6 and 7, with respect to symbolic notation and properties of equality to transcribe and solve equations in one variable and then in two variables.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

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.

In this activity, students will learn about Newton's 2nd Law of Motion. They will learn that the force required to move a book is proportional to the weight of the book. Engineers use this relationship to determine how much force they need to move an airplane.

Students create equations that have solutions to ordered pairs of an image on a graph. First students create an image on a graph and identify the ordered pairs for all the points of the image. Next, students create equations so that the x and y values of the ordered pairs are solutions to the equations.

This lesson unit is intended to help teachers assess how well students are able to: translate between decimal and fraction notation, particularly when the decimals are repeating; create and solve simple linear equations to find the fractional equivalent of a repeating decimal; and understand the effect of multiplying a decimal by a power of 10.

It is possible to say a lot about the solution to an equation without actually solving it, just by looking at the structure and operations that make up the equation. This exercise turns the focus away from the familiar Ňfinding the solutionÓ problem to thinking about what it really means for a number to be a solution of an equation.

Students examine collisions between two skateboards with different masses to learn about conservation of momentum in collisions.

This task requires students to think about equations and solve them using pictures.

This lesson unit is intended to help teachers assess how well students are able to: solve linear equations in one variable with rational number coefficients; collect like terms; expand expressions using the distributive property; and categorize linear equations in one variable as having one, none, or infinitely many solutions. It also aims to encourage discussion on some common misconceptions about algebra.

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.

Students are introduced to the concepts of stress and strain with examples that illustrate the characteristics and importance of these forces in our everyday lives. They explore the factors that affect stress, why engineers need to know about it, and the ways engineers describe the strength of materials. In an associated literacy activity, while learning about the stages of group formation, group dynamics and team member roles, students discover how collective action can alleviate personal feelings of stress and tension.

Use this hands-on activity to demonstrate rotational inertia, rotational speed, angular momentum, and velocity. Students build at least two simple spinners to conduct experiments with different mass distributions and shapes, as they strive to design and build the spinner that spins the longest.

In this task, we are given the graph of two lines including the coordinates of the intersection point and the coordinates of the two vertical intercepts, and are asked for the corresponding equations of the lines. It is a very straightforward task that connects graphs and equations and solutions and intersection points.