(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.

This resource provides an explanation of two number/magic puzzles that can be demystified and explained by using algebra. This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.

This site offers the opportunity for high school students to enter an algebra problem to see how it is best solved.

This site teaches Reasoning with Equations and Inequalities to High Schoolers through a series of 5909 questions and interactive activities aligned to 36 Common Core mathematics skills.

This site teaches Structure in Algebraic Expressions to High Schoolers through a series of 3482 questions and interactive activities aligned to 26 Common Core mathematics skills.

In this four part series, we visit the classrooms of two partner teachers who plan all their lessons together but have totally different styles inside the classroom. See the same lesson unfold in each class, the class structures used by each teacher, and the group work formats used by each.

In this four part series, we visit the classrooms of two partner teachers who plan all their lessons together but have totally different styles inside the classroom. See the same lesson unfold in each class, the class structures used by each teacher, and the group work formats used by each.

In this four part series, we visit the classrooms of two partner teachers who plan all their lessons together but have totally different styles inside the classroom. See the same lesson unfold in each class, the class structures used by each teacher, and the group work formats used by each.

In this four part series, we visit the classrooms of two partner teachers who plan all their lessons together but have totally different styles inside the classroom. See the same lesson unfold in each class, the class structures used by each teacher, and the group work formats used by each.

Algebra and Trigonometry provides a comprehensive exploration of algebraic principles and meets scope and sequence requirements for a typical introductory algebra and trigonometry course. The modular approach and the richness of content ensures that the book meets the needs of a variety of courses. Algebra and Trigonometry offers a wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking students to apply what they’ve learned.

This lesson is about trying to get students to make connections between ideas about equations, inequalities, and expressions. The lesson is designed to give students opportunities to use mathematical vocabulary for a purpose to describe, discuss, and work with these symbol strings.The idea is for students to start gathering global information by looking at the whole number string rather than thinking only about individual procedures or steps. Hopefully students will begin to see the symbol strings as mathematical objects with their own unique set of attributes. (7th Grade Math)

A tale based on an Arab legend. The stars in the sky vary in brightness. There can be many reasons for this based on processes going on inside the star or around it. The star in this story is an eclipsing binary star.

This microtutorial will show you how to align a resource to Saskatchewan outcomes.

Advanced mastery of provincial curricular outcomes; shows in-depth understanding and it able to apply knowledge and skills in new situations.
Solid mastery of provincial curricular outcomes; shows understanding and it able to apply knowledge and skills.
Adequate mastery of provincial curricular outcomes; shows some degree of understanding and needs to learn more to apply knowledge and skills.
Limited mastery of provincial curricular outcomes; shows minimal understanding and requires further support to learn the knowledge and skills needed.
Falls well below provincial curricula outcomes; shows no understanding and requires intensive support.

In this game activity students practice comparing shapes and naming something that is alike or different about them.

Studied students stupefy! Students learn about alliteration by listening to an alliterative read-aloud and apply the knowledge they gain to the creation of their own poem and illustration.

The purpose of this lesson is to reveal students’ perceptions about art, what defines art, why people create art. It is a chance to explore the concept of identity through an arts lens.

Curricular Connections
• CR 6.1 – Create personal responses to a variety of arts expressions (e.g., respond to music using poetry, or respond to visual art using music).
• CR 6.2 - Investigate and identify ways that the arts can express ideas about identity.
• CH 6.1 - Investigate how personal, cultural, or regional identity may be reflected in arts expressions.

Assessment
Arts Ed Journal Reflection

Materials
• Large paper
• Markers and crayons (optional)
• White paper
• Smart Board lesson
• Student Handout #1 and #2
• Arts Ed Journal Entry #1 Handout
• Computer with speakers

Students created an “all about me” book as a summative assessment from various lessons that I taught as part of a UBD. We had many books and videos learning about others, and themselves, they also brought various items for show and tell, etc. The focus was more on writing or drawing pictures as part of a book for the final assessment of the UBD. I thought it would be way better to do a small page and use Aurasma instead of creating a booklet.

Students explore their towns' landmarks, symbols, and people; look at brochures and other informational tools; practice writing for a specific audience and revising; and work collaboratively to create a brochure.

Students learn about the differences between types of water (surface and ground), as well as the differences between streams, rivers and lakes. Then, they learn about dissolved organic matter (DOM), and the role it plays in identifying drinking water sources. Finally, students are introduced to conventional drinking water treatment processes.