This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A company uses two different-sized trucks to deliver concrete blocks. The first truck can transport $x$ blocks per trip, and the second can transport $...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The profit, $P$ (in thousands of dollars), that a company makes selling an item is a quadratic function of the price, $x$ (in dollars), that they charg...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Given the height $h$ and volume $V$ of a certain cylinder, Jill uses the formula r=\sqrt{\frac{V}{\pi h}} to compute its radius to be 20 meters. If a s...

Students work as physicists to understand centripetal acceleration concepts. They also learn about a good robot design and the accelerometer sensor. They also learn about the relationship between centripetal acceleration and centripetal force governed by the radius between the motor and accelerometer and the amount of mass at the end of the robot's arm. Students graph and analyze data collected from an accelerometer, and learn to design robots with proper weight distribution across the robot for their robotic arms. Upon using a data logging program, they view their own data collected during the activity. By activity end , students understand how a change in radius or mass can affect the data obtained from the accelerometer through the plots generated from the data logging program. More specifically, students learn about the accuracy and precision of the accelerometer measurements from numerous trials.

A collection of relevant lessons to supplement your units in Algebra I/II. Mix these lessons into your course to show students the algebraic reasoning behind social issues, public health, the environment, business, sports, and more.

In earlier modules, students analyze the process of solving equations and developing fluency in writing, interpreting, and translating between various forms of linear equations (Module 1) and linear and exponential functions (Module 3). These experiences combined with modeling with data (Module 2), set the stage for Module 4. Here students continue to interpret expressions, create equations, rewrite equations and functions in different but equivalent forms, and graph and interpret functions, but this time using polynomial functions, and more specifically quadratic functions, as well as square root and cube root functions.

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

(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 módulos anteriores, los estudiantes analizan el proceso de resolver ecuaciones y desarrollar fluidez en la escritura, interpretación y traducción entre varias formas de ecuaciones lineales (Módulo 1) y funciones lineales y exponenciales (Módulo 3). Estas experiencias combinadas con el modelado con datos (Módulo 2), preparan el escenario para el módulo 4. Aquí los estudiantes continúan interpretando expresiones, crean ecuaciones, reescriben ecuaciones y funciones en formas diferentes pero equivalentes, y gráficos e interpretan funciones, pero esta vez utilizando polinomial funciones y funciones más específicamente cuadráticas, así como funciones de raíz de raíz cuadrada y de cubos.

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

English Description:
In earlier modules, students analyze the process of solving equations and developing fluency in writing, interpreting, and translating between various forms of linear equations (Module 1) and linear and exponential functions (Module 3). These experiences combined with modeling with data (Module 2), set the stage for Module 4. Here students continue to interpret expressions, create equations, rewrite equations and functions in different but equivalent forms, and graph and interpret functions, but this time using polynomial functions, and more specifically quadratic functions, as well as square root and cube root functions.

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

In this task students have to interpret expressions involving two variables in the context of a real world situation. All given expressions can be interpreted as quantities that one might study when looking at two animal populations.

This real world task requires students to answer questions about equations for calculating compound interest.

Students create and analyze composite materials with the intent of using the materials to construct a structure with optimal strength and minimal density. The composite materials are made of puffed rice cereal, marshmallows and chocolate chips. Student teams vary the concentrations of the three components to create their composite materials. They determine the material density and test its compressive strength by placing weights on it and measuring how much the material compresses. Students graph stress vs. strain and determine Young's modulus to analyze the strength of their materials.

This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.

Students investigate the property dependence between concentrations and boiling point. In section 1, students first investigate the boiling point of various liquid solutions. In section 2, they analyze data collected by the entire class to generate two boiling point curves, one for salt solutions and one for sugar solutions. Finally, in section 3, students use the data they have analyzed to determine how to create a solution that has a particular boiling point and is a cost-effective design.

The primary purpose of this task is to illustrate certain aspects of the mathematics described in the A.SSE.1. The task has students look for structure in algebraic expressions related to a context, and asks them to relate that structure to the context. In particular, it is worth emphasizing that the task requires no algebraic manipulation from the students.

Interactive Desmos activities that are associated with Units of the Secondary Math II - Mathematics Vision Project (MVP) curriculum.
Teachers will want to create a class code to share with students to monitor student progress as they work through the Desmos activities for each of the lessons.

Students use a watt meter to measure energy input into a hot plate or hot pot used to heat water. The theoretical amount of energy required to raise the water by the measure temperature change is calculated and compared to the electrical energy input to calculate efficiency.

It is essential to lay a solid foundation in mathematics if a student is to be competitive in today's global market. The importance of algebra, in particular, cannot be overstated, as it is the basis of all mathematical modeling used in applications found in all disciplines. Traditionally, the study of algebra is separated into a two parts, elementary algebra and intermediate algebra. This textbook, Elementary Algebra, is the first part, written in a clear and concise manner, making no assumption of prior algebra experience. It carefully guides students from the basics to the more advanced techniques required to be successful in the next course.

The task provides a reasonably straight-forward introduction to interpreting the parameters of an exponential function in terms of a modeling context. In general, an exponential function f(t)=ab^t has two parameters. The parameter a is interpreted as the starting value (when t represents time), and b represents the growth rate -- the amount the quantity is multiplied by each time the value of t is incremented by 1.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The table below shows historical estimates for the population of London. Year18011821 18411861 18811901 1921 1939 1961 London population 1,100,000 1,60...

This lesson unit is intended to help teachers assess how well students are able to understand what the different algebraic forms of a quadratic function reveal about the properties of its graphical representation. In particular, the lesson will help teachers identify and help students who have the following difficulties: understanding how the factored form of the function can identify a graphŐs roots; understanding how the completed square form of the function can identify a graphŐs maximum or minimum point; and understanding how the standard form of the function can identify a graphŐs intercept.

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.