This problem involves solving a system of algebraic equations from a context: depending how the problem is interpreted, there may be one equation or two.

A work in progress, CK-12's Algebra I Second Edition is a clear presentation of algebra for the high school student. Topics include: Equations and Functions, Real Numbers, Equations of Lines, Solving Systems of Equations and Quadratic Equations.

CK-12 Foundation's Basic Algebra FlexBook is an introduction to the algebraic topics of functions, equations, and graphs for middle-school and high-school students.

Does the real-world application of science depend on mathematics? In this activity, students answer this question as they experience a real-world application of systems of equations. Given a system of linear equations that mathematically models a specific circuit—students start by solving a system of three equations for the currents. After becoming familiar with the parts of a breadboard, groups use a breadboard, resistors and jumper wires to each build the same (physical) electric circuit from the provided circuit diagram. Then they use voltmeters to measure the current flow across each resistor and calculate the current using Ohm’s law. They compare the mathematically derived current values to the measured values, and calculate the percentage difference of their results. This leads students to conclude that real-world applications of science do indeed depend on mathematics! Students make posters to communicate their results and conclusions. A pre/post-activity quiz and student worksheet are provided. Adjustable for math- or science-focused classrooms.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

Through this lesson and its series of hands-on mini-activities, students answer the question: How can we investigate and measure the inside of an object or its structure if we cannot take it apart? Unlike the destructive nuclear weapon test (!), nondestructive evaluation (NDE) methods are able to accomplish this. After an introductory slide presentation, small groups rotate through five mini-activity stations: 1) applying Maxwell’s equations, 2) generating currents, 3) creating magnetic fields, 4) solving a system of equations, and 5) understanding why the finite element method (FEM) is important. Through the short experiments, students become familiar with the science and physics being used and make the mathematical connections. They explore components of NDE and see how engineers find unseen flaws and cracks in materials that make aircraft. A pre/post quiz, slide presentation and worksheet are included.

This task can be used to both assess student understanding of systems of linear equations or to promote discussion and student thinking that would allow for a stronger solidification of these concepts.

This course is offered to undergraduates and introduces students to the formulation, methodology, and techniques for numerical solution of engineering problems. Topics covered include: fundamental principles of digital computing and the implications for algorithm accuracy and stability, error propagation and stability, the solution of systems of linear equations, including direct and iterative techniques, roots of equations and systems of equations, numerical interpolation, differentiation and integration, fundamentals of finite-difference solutions to ordinary differential equations, and error and convergence analysis. The subject is taught the first half of the term.
This subject was originally offered in Course 13 (Department of Ocean Engineering) as 13.002J. In 2005, ocean engineering became part of Course 2 (Department of Mechanical Engineering), and this subject was renumbered 2.993J.

This is a basic subject on matrix theory and linear algebra. Emphasis is given to topics that will be useful in other disciplines, including systems of equations, vector spaces, determinants, eigenvalues, similarity, and positive definite matrices.

This course covers matrix theory and linear algebra, emphasizing topics useful in other disciplines such as physics, economics and social sciences, natural sciences, and engineering. It parallels the combination of theory and applications in Professor Strang’s textbook Introduction to Linear Algebra.
Course Format
This course has been designed for independent study. It provides everything you will need to understand the concepts covered in the course. The materials include:

A complete set of Lecture Videos by Professor Gilbert Strang.
Summary Notes for all videos along with suggested readings in Prof. Strang’s textbook Linear Algebra.
Problem Solving Videos on every topic taught by an experienced MIT Recitation Instructor.
Problem Sets to do on your own with Solutions to check your answers against when you’re done.
A selection of Java® Demonstrations to illustrate key concepts.
A full set of Exams with Solutions, including review material to help you prepare.

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.

This Remote Learning Plan was created by Elizabeth Hock in collaboration with Craig Hicks and Tyler Cronin as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 9-12 mathematics students.Students will find points of intersection in many ways and learn to use the Table and Calculate tools on their graphing calculators. This Remote Learning Plan addresses the following NDE Standard:MA 11.2.2.h Analyze and solve systems of two linear equations and inequalities in two variables algebraically and graphically.It is expected that this Remote Learning Plan will take students 100 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1I9Qx4kbsu31-WTxK4i-i7wTQIbkTY9jEhLstpwjokKc/view

Students are given 2 different types of candy in a mystery bag and they will have to write their own system of equations. Then they will analyze the equations to determine how many of each type are in the bags.

Students are given 2 different types of candy in a mystery bag and they will have to write their own system of equations. Then they will analyze the equations to determine how many of each type are in the bags.

This lesson gives students the opportunity to apply mathematical concepts to a meaningful, real-world task. By connecting systems of equations to urban planning, students gain a deeper understanding of how math is used outside the classroom, while developing problem-solving and critical thinking skills essential for their academic and professional futures.