This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips. In addition, the task provides an opportunity to compute some probabilities in a discrete situation.

The task is better suited for instruction than for assessment as it provides students with a non standard setting in which to interpret the meaning of functions. Students should carry out the process of flipping a coin and modeling this Random Walk in order to develop a sense of the process before analyzing it mathematically.

This task provides a context to calculate discrete probabilities and represent them on a bar graph. It could also be used to create a class activity where students gather, represent, and analyze data, running simulations of the random walk and recording and then displaying their results.

This task completes the line of reasoning of Random Walk III in a situation where the numbers become too large to calculate and so abstract reasoning is required in order to compare the different probabilities. It is intended for instructional purposes only with a goal of understanding how to calculate and compare the combinatorial symbols.

There are a lot of events in life that we just can’t predict, but just because something is random doesn’t mean we don’t know or can’t learn anything about it. Today, we’re going to talk about how we can extract information from seemingly random events starting with the expected value or mean of a distribution and walking through the first four “moments” - the mean, variance, skewness, and kurtosis.

Student teams assign importance factors, called "desirability points," the rock properties found in the previous lesson/activity in order to mathematically determine the overall best rocks for building caverns within. They learn the real-world connections and relationships between the rock and the important engineering properties for designing and building caverns (or tunnels, mines, building foundations, etc.).

This art history video discussion examines Raphael's "Galatea", c. 1513, fresco, Villa Farnesina, Rome, 9' 8" x 7' 5".

This art history video discussion looks at Raphael's "Madonna of the Goldfinch", 1505-6, oil on panel (Uffizi, Florence).

This art history video discussion looks at Raphael's "Alba Madonna" oil on panel transferred to canvas, c. 1510 (National Gallery of Art, Washington D.C.).

This art history video discussion looks at Raphael's "La belle jardiniere" and "Madonna and Child with Saint John the Baptist", 1507, oil on panel (Musee du Louvre, Paris).

This art history video discussion looks at Raphael's "Portrait of Pope Julius II", 1511, oil on poplar (National Gallery, London).

This art history video discussion looks at Raphael's "School of Athens", fresco, 1509-1511 (Stanza della Segnatura, Papal Palace, Vatican).

This task makes for a good follow-up task on rational irrational numbers after that the students have been acquainted with some of the more basic properties. In addition to eliciting several different types of reasoning, the task requires students to rewrite radical expressions in which the radicand is divisible by a perfect square (N-RN.2).

In some textbooks, a distinction is made between a ratio, which is assumed to have a common unit for both quantities, and a rate, which is defined to be a quotient of two quantities with different units (e.g. a ratio of the number of miles to the number of hours). No such distinction is made in the common core and hence, the two quantities in a ratio may or may not have a common unit. However, when there is a common unit, as in this problem, it is possible to add the two quantities and then find the ratio of each quantity with respect to the whole (often described as a part-whole relationship).

Lesson Plan includes: reading the background information on Edgar Allen Poe and a summary of “The Raven”, watching The Simpsons recreation of the classic poem, watching a video on figurative language, reading the poem and identifying figurative language found throughout, and creating a figurative language storyboard.

This art history video discussion looks at Raymond Duchamp-Villon's "Horse" 1914, bronze (Art Institute of Chicago).

Take a virtual field trip of Rayner Dairy Barn in Saskatoon and then follow up with some classroom activities.Watch the video here.

Today we’re going to start thinking about materials that are used in engineering. We’ll look at mechanical properties of materials, stress-strain diagrams, elasticity and toughness, and describe other material properties like hardness, creep strength, and fatigue strength.

Warm-up game using reaction balls. Students throw and chase reaction balls.

Students investigate the endothermic reaction involving citric acid, sodium bicarbonate and water to produce carbon dioxide, water and sodium citrate. In the presence of water [H2O], citric acid [C6H8O7] and sodium bicarbonate [NaHCO3] (also known as baking soda) react to form sodium citrate [Na3C6H5O7], water [H2O], and carbon dioxide [CO2]. Students test a stoichiometric version of the reaction followed by testing various perturbations on the stoichiometric version in which each reactant (citric acid, sodium bicarbonate, and water) is strategically doubled or halved to create a matrix of the effect on the reaction. By analyzing the test matrix data, they determine the optimum quantities to use in their own production companies to minimize material cost and maximize CO2 production. They use their test data to "scale-up" the system from a quart-sized ziplock bag to a reaction tank equal to the volume of their classroom. They collect data on reaction temperature and CO2 production.