This text, originally by K. Kuttler, has been redesigned by the Lyryx editorial team as a first course in linear algebra for science and engineering students who have an understanding of basic algebra.
All major topics of linear algebra are available in detail, as well as proofs of important theorems. In addition, connections to topics covered in advanced courses are introduced. The text is designed in a modular fashion to maximize flexibility and facilitate adaptation to a given course outline and student profile.
Each chapter begins with a list of student learning outcomes, and examples and diagrams are given throughout the text to reinforce ideas and provide guidance on how to approach various problems. Suggested exercises are included at the end of each section, with selected answers at the end of the text.
Lyryx develops and supports open texts, with editorial services to adapt the text for each particular course. In addition, Lyryx provides content-specific formative online assessment, a wide variety of supplements, and in-house support available 7 days/week for both students and instructors.

This task is the first in a series of three tasks that use inequalities in the same context at increasing complexity in 6th grade, 7th grade and in HS algebra. Students write and solve inequalities, and represent the solutions graphically.

This task is the second in a series of three tasks that use inequalities in the same context at increasing complexity in 6th grade, 7th grade and in HS algebra. Students write and solve inequalities, and represent the solutions graphically.

This task is the last in a series of three tasks that use inequalities in the same context at increasing complexity in 6th grade, 7th grade and in HS algebra. Students write and solve inequalities, and represent the solutions graphically. The progression of the content standards is 6.EE.8 to 7.EE.4 to A-REI.12.

Khan Academy tutorial video that uses Excel spreadsheet and actual income data to predict annual income and expresses why lines and models are useful and interesting.

This game will reinforce number before and after as well as reading and sequencing numbers.

This task can be used to both assess student understanding of systems of linear equations or to promote discussion and student thinking that would allow for a stronger solidification of these concepts.

In this video segment from Cyberchase, the Teleporter breaks and the CyberSquad must try to fix it using clues given to them by Ms. Fileshare.

This learning video presents an introduction to the Flaws of Averages using three exciting examples: the ''crossing of the river'' example, the ''cookie'' example, and the ''dance class'' example. Averages are often worthwhile representations of a set of data by a single descriptive number. The objective of this module, however, is to simply point out a few pitfalls that could arise if one is not attentive to details when calculating and interpreting averages. The essential prerequisite knowledge for this video lesson is the ability to calculate an average from a set of numbers. During this video lesson, students will learn about three flaws of averages: (1) The average is not always a good description of the actual situation, (2) The function of the average is not always the same as the average of the function, and (3) The average depends on your perspective. To convey these concepts, the students are presented with the three real world examples mentioned above.

In this module, students examine Archimede's Principle in general and as it applies to Isostacy.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students are asked to numerically and then analytically determine the relations governing the depth of compensation.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students are asked to numerically and then analytically determine the relations governing the depth of compensation.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This activity is a guided inquiry on surface tension where students design their own lab experiment based on a focus question, make predictions, collect data and compare the outcome with their predictions.

SSAC Geology of National Parks module/Geology of National Parks course. Students calculate probabilities using USGS hydrograph data, a spreadsheet of daily stage heights, and the COUNTIF function.

In this video segment from Cyberchase, the CyberSquad uses a graph to estimate how much the water level will rise in the Sensible Flats reservoir.

The purpose of this task is for students to translate between measurements given in a scale drawing and the corresponding measurements of the object represented by the scale drawing.

This task provides a context for some of the questions asked in "6.NS Multiples and Common Multiples." A scaffolded version of this task could be adapted into a teaching task that could help motivate the need for the concept of a common multiple.

This activity is a field investigation where students make observations, formulate a question, construct and collect data on that question on stream flow on the Crow River in Central Minnesota

The purpose of this task is to give students practice working the formulas for the volume of cylinders, cones and spheres, in an engaging context that provides and opportunity to attach meaning to the answers.

Mathematics facts are important but the memorization of math facts through times table repetition, practice and timed testing is unnecessary and damaging. Math facts, themselves, are a small part of mathematics and they are best learned through the use of numbers in different ways and situations. Unfortunately many classrooms focus on math facts in unproductive ways, giving students the impression that math facts are the essence of mathematics, and, even worse that the fast recall of math facts is what it means to be a strong mathematics student. Both of these ideas are wrong and it is critical that we remove them from classrooms, as they play a large role in the production of math anxious and disaffected students.