This task is designed to make students think about the meaning of the quantities presented in the context and choose which ones are appropriate for the two different constraints presented. In particular, note that the purpose of the task is to have students generate the constraint equations for each part (though the problem statements avoid using this particular terminology), and not to have students solve said equations.

This problem asks the students to represent a sequence of operations using an expression and then to write and solve simple equations. The problem is posed as a game and allows the students to visualize mathematical operations. It would make sense to actually play a similar game in pairs first and then ask the students to record the operations to figure out each other's numbers.

This is a community contributed High School Equivalency Algebra textbook, focused on algebra material for the GED(R) math test. Use as is, or download and modify to your heart's content. Covers integers to functions.

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.

In this classic hands-on activity, learners estimate the length of a molecule by floating a fatty acid (oleic acid) on water. This lab asks learners to record measurements and make calculations related to volume, diameter, area, and height. Learners also convert meters into nanometers. Includes teacher and student worksheets but lacks in depth procedure information. The author suggests educators search the web for more complete lab instructions.

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 7-minute video lesson looks at 2010 IIT JEE Paper 1 Problem 39.

This 7-minute video lesson continues to look at 2010 IIT JEE Paper 1 Problem 39.

This 3-minute video lesson concludes the discussion of 2010 IIT JEE Paper 1 Problem 39.

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.

IM Algebra 1, Geometry, and Algebra 2 are problem-based core curricula rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. Teachers can shift their instruction and facilitate student learning with high-leverage routines that guide them in understanding and making connections between concepts and procedures.

IM 9-12 Math, authored by Illustrative Mathematics, is highly rated by EdReports for meeting all expectations across all three review gateways.

Students who struggle in Algebra 1 are more likely to struggle in subsequent math courses and experience more adverse outcomes. The Algebra 1 Extra Support Materials are designed to help students who need additional support in their Algebra 1 course. Each Algebra 1 Extra Support Materials lesson is associated with a lesson in the Algebra 1 course. The intention is that students experience each Algebra 1 Extra Support Materials lesson before its associated Algebra 1 lesson. The Algebra 1 Extra Support Materials lesson helps students learn or remember a skill or concept that is needed to access and find success with the associated Algebra 1 lesson.

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.

The purpose of this task is to help students see manipulation of expressions as an activity undertaken for a purpose.

Inequalities are mathematical statements that connect unequal expressions.
This curriculum guide will help students understand inequalities, and be able to differentiate between inequality signs. They will solve inequality problems, being able to recognize problems where the inequality signs will need to change to arrive at a solution. Students will represent inequality solutions on a number line.

This seminar will show you how to graph a linear inequality in two variables on a Cartesian Coordinate Plane. You will learn when and why to use dashed lines and solid lines. You will also learn why it is necessary to shade a half-plane, as well as how to determine which half-plane to shade.StandardsCC.2.2.HS.D.10Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically.

My goal is to merge New York State standards with Common Core Standards and Integrated Algebra Regent Standards for our 8th grade curriculum.

KiteModeler was developed in an effort to foster hands-on, inquiry-based learning in science and math. KiteModeler is a simulator that models the design, trimming, and flight of a kite. The program works in three modes: Design Mode, Trim Mode, or Flight Mode. In the Design Mode (shown below), you pick from five basic types of kite designs. You can then change design variables including the length and width of various sections of the kite. You can also select different materials for each component. When you have a design that you like, you switch to the Trim Mode where you set the length of the bridle string and tail and the location of the knot attaching the bridle to the control line. Based on your inputs, the program computes the center of gravity and pressure, the magnitude of the aerodynamic forces and the weight, and determines the stability of your kite. With a stable kite design, you are ready for Flight Mode. In Flight Mode you set the wind speed and the length of control line. The program then computes the sag of the line caused by the weight of the string and the height and distance that your kite would fly. Using all three modes, you can investigate how a kite flies, and the factors that affect its performance.

This is a great textbook for Intermediate Algebra or College Algebra course. This textbook includes covers standard topics such as linear functions/equation, graphs and functions, systems of linear equations, polynomials, rational functions, roots and radicals, quadratic functions/equations, exponential and logarithmic functions, conics, and sequences and series. All of topics are self-contained and instructors do not have to provide supplements. However, instructors, who plan to cover trigonometric functions, may need to provide extra materials.

Short Description:
The mathematics covered in this textbook are at an intermediate algebra level, building upon literacies covered in Mathematical Fundamental and Elementary Algebra.

Long Description:
This textbook is adapted from an original work by Wallace: Elementary and Introductory Algebra. It builds upon the literacies covered in fundamental math and elementary algebra.

Word Count: 107266

ISBN: 978-1-9991981-7-6

(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.)

Short Description:
The mathematics covered in this textbook are at an intermediate algebra level, building upon literacies covered in Mathematical Fundamental and Elementary Algebra.

Long Description:
This book has been adapted from an original work by Wallace: Elementary and Introductory Algebra.

Word Count: 107266

ISBN: 978-1-9991981-7-6

(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.)