These worksheets, provided by Barbara Gilbert, review mathematics concepts that are necessary in physics, including linear equations, quadratic equations, unit conversion, significant figures, and trigonometry.

RocketModeler was developed at the NASA Glenn Research Center in an effort to foster hands-on, inquiry-based learning in science and math. RocketModeler is a simulator that models the design and flight of a model rocket. The program works in two modes: Design Mode or Flight Mode. In the Design Mode, you can change design variables including the size of the rocket body, the fins, and the nose cone. You can also select different materials for each component. You can select from a variety of standard solid rocket engines. The program computes the center of gravity and pressure for your rocket and determines the stability. When you have a design that you like, you can switch to the Flight Mode (shown below), where you can launch your rocket and observe its flight trajectory. You can pause at any time to record data and then continue the flight through parachute deploy and recovery. This program has recently (Oct 8, 2004) been upgraded to support stomp rockets, bottle rockets, and ballistic shells in addition to solid model rockets. It also supports both English and metric units.

The purpose of this task is to provide an opportunity for students to reason about equivalence of equations. The instruction to give reasons that do not depend on solving the equation is intended to focus attention on the transformation of equations as a deductive step.

The evil Scaleo has escaped from prison and is transforming the length, width, and height of objects until they become useless – or dangerous.
Who can put things right? Superheroine Scale Ella uses the power of scale factor to foil the villain.

Engage students with more enjoyable vocabulary and introduction to a new chapter by having them complete a scavenger hunt. This tool is specifically designed for Algebra 1, chapter 1. 

The purpose of this task is to identify the structure in the two algebraic expressions by interpreting them in terms of a geometric context. Students will have likely seen this type of process before, so the principal source of challenge in this task is to encourage a multitude and variety of approaches, both in terms of the geometric argument and in terms of the algebraic manipulation.

Explore your own straight-line motion using a motion sensor to generate distance versus time graphs of your own motion. Learn how changes in speed and direction affect the graph, and gain an understanding of how motion can be represented on a graph.

In this undergraduate level seminar series, topics vary from year to year. Students present and discuss the subject matter, and are provided with instruction and practice in written and oral communication. Some experience with proofs required. The topic for fall 2008: Computational algebra and algebraic geometry.

This word problem is based estimating the height of a person over time. Note that there is a significant amount of rounding in the final answer. This is because people almost never report their heights more precisely than the closest half-inch. If we assume that the heights reported in the task stem are rounded to the nearest half-inch, then we should report the heights given in the solution at the same level of precision.

Build coin expressions, then exchange them for variable expressions. Simplify and evaluate expressions until you are ready to test your understanding of equivalent expressions in the game!

In this seminar you will learn how to simplify square roots whose radicands contain factors that are perfect squares. You will learn how to perform these operations on both integers and variables. You will be able to do this by learning how to identify factors that are perfect squares.  These will be necessary skills as you continue to perform operations that contain radical expressions.   StandardsCC.2.2.8.B.1Apply concepts of radicals and integer exponents to generate equivalent expressions.

This seminar will help you to identify a linear equation written in slope-intercept form.  It will also help you to write and graph slope-intercept equations when you are given different pieces of information.  You will be able to make connections between algebraic equations written in slope-intercept form and the real-life situations that they represent.  StandardsCC.2.2.HS.D.10  Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically.

Algebra students need practice determining equations of lines given a pair of points, or the line parallel or perpendicular to a given line through a given point. This Demonstration, along with guiding worksheets or a teacher presentation, gives students a chance to see the relationships between these lines and points.

The typical system of equations or inequalities problem gives the system and asks for the graph of the solution. This task turns the problem around. It gives a solution set and asks for the system that corresponds to it. The purpose of this task is to give students a chance to go beyond the typical problem and make the connections between points in the coordinate plane and solutions to inequalities and equations. Students have to focus on what the graph is showing.

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 formulate and solve problems using algebra and, in particular, to identify and help students who have the following difficulties: solving a problem using two linear equations with two variables; and interpreting the meaning of algebraic expressions.

In this seminar will learn how to use the Quadratic Formula to solve quadratic equations. You will learn to place quadratic equations into the appropriate form in order to use the formula, and you will be shown how to correctly interpret the structure of the formula so that all of the calculations are performed correctly. You will have to apply correct and careful order of operations in order to correctly simplify the radicals. You will apply techniques you have learned to simplify radical expressions. You will then interpret your solutions not only as solutions to the equation, but then translate that information to understand how it relates to the graph of the parabola that represents the function.StandardsCC.2.2.HS.C.5Construct and compare linear, quadratic, and exponential models to solve problems.

This seminar will explore how to solve systems of equations using elimination. You will discover the most efficient methods of preparing a system to be solved using elimination and how to identify the best variable to eliminate.StandardsCC.2.2.HS.D.10Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically.

This lesson unit is intended to help teachers assess how well students are able to: recognize the differences between equations and identities; substitute numbers into algebraic statements in order to test their validity in special cases; resist common errors when manipulating expressions such as 2(x Đ 3) = 2x Đ 3; (x + 3)_ = x_ + 3_; and carry out correct algebraic manipulations. It also aims to encourage discussion on some common misconceptions about algebra.