This lesson unit is intended to help teachers assess how well students …
This lesson unit is intended to help teachers assess how well students are able to solve quadratics in one variable. In particular, the lesson will help teachers identify and help students who have the following difficulties: making sense of a real life situation and deciding on the math to apply to the problem; solving quadratic equations by taking square roots, completing the square, using the quadratic formula, and factoring; and interpreting results in the context of a real life situation.
This lesson unit is intended to help teachers assess how well students …
This lesson unit is intended to help teachers assess how well students are able to: interpret a situation and represent the variables mathematically; select appropriate mathematical methods to use; explore the effects of systematically varying the constraints; interpret and evaluate the data generated and identify the break-even point, checking it for confirmation; and communicate their reasoning clearly.
The purpose of this task is to present students with a context …
The purpose of this task is to present students with a context that can naturally be represented with an inequality and to explore the relationship between the context and the mathematical representation of that context; thus, this is an intended as an instructional task.
This is a multi-step problem since it requires more than two steps …
This is a multi-step problem since it requires more than two steps no matter how it is solved. The problem is not scaffolded for the student, but each step is straightforward and should follow from the previous with a careful reading of the problem.
This learning video presents an introduction to graph theory through two fun, …
This learning video presents an introduction to graph theory through two fun, puzzle-like problems: ''The Seven Bridges of Konigsberg'' and ''The Chinese Postman Problem''. Any high school student in a college-preparatory math class should be able to participate in this lesson. Materials needed include: pen and paper for the students; if possible, printed-out copies of the graphs and image that are used in the module; and a blackboard or equivalent. During this video lesson, students will learn graph theory by finding a route through a city/town/village without crossing the same path twice. They will also learn to determine the length of the shortest route that covers all the roads in a city/town/village. To achieve these two learning objectives, they will use nodes and arcs to create a graph and represent a real problem.
Parts (a) and (b) of the task ask students to find the …
Parts (a) and (b) of the task ask students to find the unit rates that one can compute in this context. Part (b) does not specify whether the units should be laps or km, so answers can be expressed using either one.
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