This site teaches Building Functions to High Schoolers through a series of 1355 questions and interactive activities aligned to 13 Common Core mathematics skills.

This site teaches Interpreting Functions to High Schoolers through a series of 3578 questions and interactive activities aligned to 38 Common Core mathematics skills.

This site teaches Linear, Quadratic, and Exponential Models to High Schoolers through a series of 137 questions and interactive activities aligned to 6 Common Core mathematics skills.

This site teaches Trigonometric Functions to High Schoolers through a series of 915 questions and interactive activities aligned to 15 Common Core mathematics skills.

This open-source book by Crowell, Robbin, and Angenent is a spin-off of a previous open-source book by Robbin and Angenent. It covers the first semester of a freshman calculus course.

Short Description:
This is book three in a six-book series on fundamental mathematics for adult learners. These books include exercises, self-tests, unit tests, and answer keys. Topics in this book include: multiplication, division, making change, and the metric system. These books align with the learning outcomes for Adult Fundamental Math as outlined in the BC ABE Articulation Handbook.

Word Count: 26043

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Fylkjareikningur og notkun fylkjareiknings

Long Description:
Efni þessa rafbókar er hluti línulegrar algebru þar sem tvívíð fylki eru kynnt, reikniaðgerðir fylkja og notkun fylkjareiknings. Miðað er við að efnið henti síðasta árgangi í framhaldsskóla á eðlis-, líf- eða hagfræðilínu.

Word Count: 9562

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The goal of this task is to use ideas about linear functions in order to determine when certain angles are right angles. The key piece of knowledge implemented is that two lines (which are not vertical or horizontal) are perpendicular when their slopes are inverse reciprocals of one another.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Three circles, each having radius 2, are mutually tangent as pictured below: What is the total area of the circles together with the shaded region?...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Suppose $C$ is a circle with center $O$ as pictured below: Find all lines of symmetry of the circle and explain why the list is complete....

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Choose two distinct points $A$ and $B$ in the plane. For which points $C$ is $\triangle ABC$ a right triangle? For which points $C$ is $\triangle ABC$ ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Alex and his friends are studying for a geometry test and one of the main topics covered is parallel lines. They each write down what they think it mea...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Three students have proposed these ways to describe when two lines $\ell$ and $m$ are perpendicular: $\ell$ and $m$ are perpendicular if they meet at o...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Carlos finds the following definition of a reflection in a math book: The reflection $r_\ell$ about a line $\ell$ takes each point $P$ on $\ell$ to its...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Consider the following possible definitions for rotation of the plane by an angle $a$ about the point $P$: If $Q$ is a point in the plane, then we send...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Let $f$ be the map which dilates the plane by a factor $r \gt 0$ with repsect to a center $O$. We will denote tthe image $f(A)$ of a point $A$ by $A^\p...