This is a general collection of math resources. It is a large collection, but you can use the fliters on the left side of the screen to filter down to the specific education level you are looking for. (You are encouraged to filter by education level, not grade.)
This exploratory task requires the student to use a property of exponential functions in order to estimate how much Carbon 14 remains in a preserved plant after different amounts of time.
This task lets students explore the concept of independence of events. There are two alternative ways of solving the problem.
In this task, students can see that if the price level increases and peopleŐs incomes do not increase, they arenŐt able to purchase as many goods and services; in other words, their purchasing power decreases.
A catenary is the curve created by a theoretical representation of a hanging chain or cable held at both ends.
This task presents a real-world problem requiring the students to write linear equations to model different cell phone plans. Looking at the graphs of the lines in the context of the cell phone plans allows the students to connect the meaning of the intersection points of two lines with the simultaneous solution of two linear equations.
This simple task assesses whether students can interpret function notation. The four parts of the task provide a logical progression of exercises for advancing understanding of function notation and how to interpret it in terms of a given context.
An interactive applet and associated web page that the definition of the center of a regular polygon. The applet presents a regular polygon, where the user can drag any vertex to resize it, and change the number of sides. The center point is shown to always be the point equidistant from every vertex. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.
The purpose of this task is to use geometric and algebraic reasoning to model a real-life scenario. In particular, students are in several places (implicitly or explicitly) to reason as to when making approximations is reasonable and when to round, when to use equalities vs. inequalities, and the choice of units to work with (e.g., mm vs. cm).
This short video and interactive assessment activity is designed to teach fourth graders about comparing lengths in centimeters using a ruler.
An interactive applet and associated web page that define and illustrate the central angle of a polygon. The applet shows the angle and users can experiment by changing the number of sides and resizing the polygon. The web page has a description and a formula for the central angle given the number of sides. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.
An interactive applet and associated web page that demonstrate the central angle of a circle - the angle subtended at the center by two points ion the circle. The applet presents a circle with two points on it that can be dragged. The central angle is shown changing as you drag. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.
This short video and interactive assessment activity is designed to teach fourth graders about challenge problems - four operations with single units (metric capacities) - word problems.
Students are introduced to the "Walk the Line" challenge question. They write journal responses to the question and brainstorm what information they need to answer the question. Ideas are shared with the class (or in pairs and then to the class, if class size is large). Then students read an interview with an engineer to gain a professional perspective on linear data sets and best-fit lines. Students brainstorm for additional ideas and add them to the list. With the teacher's guidance, students organize the ideas into logical categories of needed knowledge.
The same object can look completely different depending on which coordinate system is used.
Demonstrate an understanding of irrational numbers in both radical (including mixed radical) and exponent forms through: representing: identifying: simplifying: ordering: relating to rational numbers: applying exponent laws.
Today we're going to start our two-part unit on data visualization. Up to this point we've discussed raw data - which are just numbers - but usually it's much more useful to represent this information with charts and graphs. There are two types of data we encounter, categorical and quantitative data, and they likewise require different types of visualizations. Today we'll focus on bar charts, pie charts, pictographs, and histograms and show you what they can and cannot tell us about their underlying data as well as some of the ways they can be misused to misinform.
The purpose of the task is to connect properties of fractional exponents with ordering of real numbers. One can place the numbers on the number line to emphasize this.
This problem includes a percent increase in one part with a percent decrease in the remaining and asks students to find the overall percent change. The problem may be solved using proportions or by reasoning through the computations or writing a set of equations.
This task presents a real world situation that can be modeled with a linear function best suited for an instructional context.
This task is intended strictly for instructional purposes with the goal of building understandings of linear relationships within a meaningful and, hopefully, somewhat familiar context.