Student groups work with manipulatives—pencils and trays—to maximize various quantities of a …
Student groups work with manipulatives—pencils and trays—to maximize various quantities of a system. They work through three linear optimization problems, each with different constraints. After arriving at a solution, they construct mathematical arguments for why their solutions are the best ones before attempting to maximize a different quantity. To conclude, students think of real-world and engineering space optimization examples—a frequently encountered situation in which the limitation is the amount of space available. It is suggested that students conduct this activity before the associated lesson, Linear Programming, although either order is acceptable.
In this video lesson, students will learn about linear programming (LP) and …
In this video lesson, students will learn about linear programming (LP) and will solve an LP problem using the graphical method. Its focus is on the famous "Stigler's diet" problem posed by the 1982 Nobel Laureate in economics, George Stigler. Based on his problem, students will formulate their own diet problem and solve it using the graphical method. The prerequisites to this lesson are basic algebra and geometry. The materials needed for the in-class activities include graphing paper and pencil. This lesson can be completed in one class of approximately one hour. If the teacher would like to cover the simplex algorithm by George Dantzig as an alternative solution method, an additional whole class period is suggested.
In this seminar you will review the order of operations to ensure …
In this seminar you will review the order of operations to ensure that you understand the importance of the order in which to complete addition, subtraction, multiplication, and division, as well as handling exponents and grouping symbols. You will apply techniques you have learned about each of these operations. You will then use the techniques learned in this seminar to verify solutions to various other types of problems and use these ideas in nearly all mathematical problems and formulas moving forward. When using order of operations, you will identify which operation must be completed first, which second, and so on, depending on the problem given. You will also see how not using the Order of Operations can severely change an answer.StandardsCC.2.2.HS.D.2 Write expressions in equivalent forms to solve problems.
The material was written with review in mind, but there is enough …
The material was written with review in mind, but there is enough detail that it would be useful for new students as well. Each topic includes written introductions, detailed examples, and practice exercises that are fully keyed. In addition, each chapter concludes with additional practice problems – those problems are not keyed, although short answers are provided. Many topics also include videos.
The purpose of this 3 ACT task is to provide students with …
The purpose of this 3 ACT task is to provide students with an opportunity to problem-solve based on a real-world situation (Claims 2 and 4). Due to the nature of the task, there are a variety of mathematical approaches students can take to successfully complete the task, however, the mathematical approach presented in Act 3 of the task addresses CCSS.MATH.CONTENT.HSF-LE.B.5 (Interpret the parameters in a linear or exponential function in terms of context). This performance task is intended for students with prior knowledge of geometric sequences or graphs of exponential growth, table and graph creation, and pattern recognition. Includes Power Point slides.
The purpose of this 3 ACT task is to provide students with …
The purpose of this 3 ACT task is to provide students with an opportunity to problem solve based on a real-world situation. In the task, students are presented with a scenario faced by Washington State logging companies transporting timber to mills after harvest. Students then decide on necessary resources for finding the solution and are given time as a group to complete their work. The task concludes by having students examine the information provided in Act Three to see if it answers their question. Includes slides to support the implementation of "Get the Logs to the Mill (Algebra)" Math Performance Task with charts, images, etc.
The purpose of this 3 ACT task is to provide students with …
The purpose of this 3 ACT task is to provide students with an opportunity to problem solve based on a real-world situation. In the task, students are presented with a map of a Bull Kelp bed near Squaxin Island and asked to generate their own questions that could be answered using the map. Students then decide on necessary resources for finding the solution and are given time as a group to complete their work. The task concludes by having students examine the information provided in Act three to see if it answers their question. Includes slides to support the implementation of "Keeping An Eye On Kelp (Algebra)" Math Performance Task with charts, images, etc.
The purpose of this 3 ACT task is to provide students with …
The purpose of this 3 ACT task is to provide students with an opportunity to problem solve based on a real-world situation. In the task, students are presented with a scenario faced by Washington State logging companies: replanting timber after a harvest or catastrophic burn. This is a complex and rich problem wherein students will need to determine an explicit expression or steps for calculation from the context provided. Students must decide on necessary resources for finding the solution and are given time as a group to complete their work. Includes slides to support the implementation of "Replanting Timberland (Algebra)" Math Performance Task with charts, images, etc.
Watch this music video to help you learn about PEMDAS (Please Excuse …
Watch this music video to help you learn about PEMDAS (Please Excuse My Dear Aunt Sally). Does this sound familiar? If not, this is an excellent device to memorize the algebraic order of operations. This video is produced by Mr. Davis Productions and plays music by Odyssey Sound Lab.
An overview of the STEM 9 program at Pequea Valley High School …
An overview of the STEM 9 program at Pequea Valley High School in Lancaster County, PA. Most 9th grade learners take this course which teaches Algebra I math concepts via physics concepts and tech ed building.
Grade Level: Students taking Algebra 2Content: The curriculum being discussed is creating the …
Grade Level: Students taking Algebra 2Content: The curriculum being discussed is creating the vertex equation for a parabola from the parent equation.Previous Knowledge: Students should know how to transform a linear equation. That knowledge will aid when they are manipulating the quadratic equation.Students should know the basic quadratic equation information and how it affects the graph i.e. x-intercepts, vertex, axis of symmetry.Students should know that a basic (parent) quadratic equation is y = x².Objective: Be able to write an equation for a parabola in vertex form given multiple parameters. Will also use technology to aid in this discovery.IntroductionAfter reviewing the objectives for the day’s lesson, I have students open their notebooks. Then, I let students know that I want them to take notes as they watch a 2-minute video over quadratic functions and parabolas in the real world.After the video is complete, I ask students to complete the following Think-Pair-Share protocol:Think – 2 minutes to write down your thoughts and update your notes from watching the videosPair – 3-5 minutes to compare and contrast your ideas with a partnerShare – 5-10 minute class discussion of ideas answering the prompt “Describe different characteristics of quadratic functions and their graphs”VocabularyParabolaQuadratic EquationVertexAxis of SymmetryMinimumMaximumBody of LessonThe students will get into pairs to log in to the desmos website. They will be given approximately ten different scenarios of how to move their parabola. For instance, they will be given the parent equation of y = x² and told to move it five units to the left. The student will have to guess where to represent the five in the equation to make the entire graph move five units. The different scenarios could include moving the graph right or left, up or down, and stretching or compressing the parabola.After they have worked out the different scenarios, the students will work with their partners to create the formula for vertex form for a quadratic equation.Next, the students will then use the equation they just created to help them in graphing more parabolas.As part of the closure, we will discuss as a class how the actual vertex (h, k) relates to the equation.Accommodations/ ModificationsGo around the classroom and make sure all students understand what to doPair students with a compatible partner so they can teach each otherProvide extra time for students to finish assignment or assessmentsReduce independent practice to half of the problemsAllow students to use the textbook in their first language or use a Dictionary to help them translate words so that they understand what is being asked of themAssessmentThe the students will be given a quiz over the concept of parabolas the next day.The students will be assessed over this concept at the end of the chapter on the chapter test.MaterialsTextbookComputer with Internet ConnectionNotebookPencilStandardsA-CED 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.F-IF 7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.F-BF 3. Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.MA 11.2.1.g Analyze and graph quadratic functions (standard form, vertex form, finding zeros, symmetry, transformations, determine intercepts, and minimums or maximums)
This is an advanced interdisciplinary introduction to applied parallel computing on modern …
This is an advanced interdisciplinary introduction to applied parallel computing on modern supercomputers. It has a hands-on emphasis on understanding the realities and myths of what is possible on the world’s fastest machines. We will make prominent use of the Julia Language, a free, open-source, high-performance dynamic programming language for technical computing.
In this lesson you will learn how to convert between decimal, percent …
In this lesson you will learn how to convert between decimal, percent and fraction; calculate percent of change; and apply percents to real-world situations. You will be able to discuss the importance of writing numbers in different formats; how to determine a percent increase or decrease; and how percents are an integral part of daily living.StandardsCC.2.1.HS.F.2Apply properties of rational and irrational numbers to solve real world or mathematical problems.MP.1. Make sense of problems and persevere in solving them.MP.4. Model with mathematics.MP.5. Use appropriate tools strategically.
This is a simple exercise in creating equations from a situation with …
This is a simple exercise in creating equations from a situation with many variables. By giving three different scenarios, the problem requires students to keep going back to the definitions of the variables, thus emphasizing the importance of defining variables when you write an equation. In order to reinforce this aspect of the problem, the variables have not been given names that remind the student of what they stand for. The emphasis here is on setting up equations, not solving them.
To plot an inequality, such as x>3, on a number line, first …
To plot an inequality, such as x>3, on a number line, first draw a circle over the number (e.g., 3). Then if the sign includes equal to (≥ or ≤), fill in the circle. If the sign does not include equal to (> or <), leave the circle unfilled in. Finally, draw a line going from the circle in the direction of the numbers that make the inequality true.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
