In this module, students explore and experience the utility of analyzing algebra and geometry challenges through the framework of coordinates. The module opens with a modeling challenge, one that reoccurs throughout the lessons, to use coordinate geometry to program the motion of a robot that is bound within a certain polygonal region of the plane—the room in which it sits. To set the stage for complex work in analytic geometry (computing coordinates of points of intersection of lines and line segments or the coordinates of points that divide given segments in specific length ratios, and so on), students will describe the region via systems of algebraic inequalities and work to constrain the robot motion along line segments within the region.

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

Students learn about an important characteristic of lines: their slopes. Slope can be determined either in graphical or algebraic form. Slope can also be described as positive, negative, zero or undefined. Students get an explanation of when and how these different types of slope occur. Finally, they learn how slope relates to parallel and perpendicular lines. When two lines are parallel, they have the same slope and when they are perpendicular their slopes are negative reciprocals of one another.

This exploration can be done in class near the beginning of a unit on graphing parabolas. Students need to be familiar with intercepts, and need to know what the vertex is.

Visualize the gravitational force that two objects exert on each other. Change properties of the objects in order to see how it changes the gravity force.

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 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.

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.

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.

Great activities sorted by grade - you can also sort them by subject by selecting that in the top left corner!
For Grades 3-12 & ungraduate.

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.

"Provided below are links to a series of free booklets to assist mathematics teachers of Grades 4, 5, 6.

These books will stimulate interest, competence, and pleasure in mathematics among students. The activities are appropriate for either individual or group work. Collaborative activities allow students to construct their own meanings and understanding. This emphasis, plus the "Extensions'' and related activities included with individual activities/projects, provide ample scope for all students' interests and ability levels. Related "Family Activities'' can be used to involve the students' parents/caregivers.

Each book is intended to occupy about one week of daily classes. However, teachers may choose to take extra time to explore the activities and extensions in more depth. The books have been designed for specific grades, but need not be so restricted. Activities are related to curriculum expectations."

"Free Printable Math Worksheet Sampler Packs - Need a quick resource for your students to practice their math skills? The sampler packs below are available for free with no login required!"

Grades K-9 + Algebra & Geometry.

Jumbo Math Worksheets Pack