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• CCSS.Math.Content.HSF-IF.A.2 - Use function notation, evaluate functions for inputs in their domains,...
• CCSS.Math.Content.HSF-IF.A.2 - Use function notation, evaluate functions for inputs in their domains,...
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A collection of relevant lessons to supplement your units in Algebra I/II. Mix these lessons into your course to show students the algebraic reasoning behind social issues, public health, the environment, business, sports, and more.

Subject:
Mathematics
Material Type:
Activity/Lab
Lesson
Lesson Plan
Author:
Skew The Script
01/31/2023
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In earlier grades, students define, evaluate, and compare functions and use them to model relationships between quantities. In this module, students extend their study of functions to include function notation and the concepts of domain and range. They explore many examples of functions and their graphs, focusing on the contrast between linear and exponential functions. They interpret functions given graphically, numerically, symbolically, and verbally; translate between representations; and understand the limitations of various representations.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Subject:
Algebra
Mathematics
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
09/17/2013
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(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En calificaciones anteriores, los estudiantes definen, evalúan y comparan las funciones y las usan para modelar las relaciones entre las cantidades. En este módulo, los estudiantes extienden su estudio de funciones para incluir la notación de la función y los conceptos de dominio y rango. Exploran muchos ejemplos de funciones y sus gráficos, centrándose en el contraste entre las funciones lineales y exponenciales. Interpretan funciones dadas gráfica, numérica, simbólica y verbalmente; traducir entre representaciones; y comprender las limitaciones de varias representaciones.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In earlier grades, students define, evaluate, and compare functions and use them to model relationships between quantities. In this module, students extend their study of functions to include function notation and the concepts of domain and range. They explore many examples of functions and their graphs, focusing on the contrast between linear and exponential functions. They interpret functions given graphically, numerically, symbolically, and verbally; translate between representations; and understand the limitations of various representations.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Subject:
Algebra
Mathematics
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
09/17/2013
Unrestricted Use
CC BY
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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.

Subject:
Functions
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
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CC BY-NC-ND
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This lesson unit is intended to help teachers assess how well students are able to understand what the different algebraic forms of a quadratic function reveal about the properties of its graphical representation. In particular, the lesson will help teachers identify and help students who have the following difficulties: understanding how the factored form of the function can identify a graphŐs roots; understanding how the completed square form of the function can identify a graphŐs maximum or minimum point; and understanding how the standard form of the function can identify a graphŐs intercept.

Subject:
Algebra
Mathematics
Material Type:
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
Provider Set:
Mathematics Assessment Project (MAP)
04/26/2013
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This lesson unit is intended to help teachers assess how well students are able to: articulate verbally the relationships between variables arising in everyday contexts; translate between everyday situations and sketch graphs of relationships between variables; interpret algebraic functions in terms of the contexts in which they arise; and reflect on the domains of everyday functions and in particular whether they should be discrete or continuous.

Subject:
Functions
Mathematics
Material Type:
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
Provider Set:
Mathematics Assessment Project (MAP)
04/26/2013
Unrestricted Use
CC BY
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The purpose of this task is to help students learn to read information about a function from its graph, by asking them to show the part of the graph that exhibits a certain property of the function. The task could be used to further instruction on understanding functions, or as an assessment tool with the caveat that it requires some amount of creativity to decide how to best illustrate some of the statements.

Subject:
Functions
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
01/23/2013
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CC BY-NC
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Modeling Our World with Mathematics Unit 1: Health & Fitness Topic 1 - A Healthier You!

Subject:
Mathematics
Material Type:
Module
Author:
Hannah Hynes-Petty
Washington OSPI OER Project
Washington OSPI Mathematics Department
Barbara Soots
Arlene Crum
09/29/2020
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CC BY-NC
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Modeling Our World with Mathematics Unit 1: Health & Fitness Topic 2 - Sports & Fitness

Subject:
Mathematics
Material Type:
Module
Author:
Hannah Hynes-Petty
Washington OSPI OER Project
Washington OSPI Mathematics Department
Arlene Crum
09/29/2020
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CC BY-NC
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Modeling Our World with Mathematics Unit 4: Finances for Life Topic 3 - Business

Subject:
Mathematics
Material Type:
Module
Author:
Hannah Hynes-Petty
Washington OSPI OER Project
Washington OSPI Mathematics Department
Arlene Crum
11/20/2020
Unrestricted Use
CC BY
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The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.  Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

Subject:
Mathematics
Material Type:
Teaching/Learning Strategy
Author:
Mark Freed
07/11/2023
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This resource was created by the Washington Office of Superintendent of Public Instruction.

Subject:
Mathematics
Material Type:
Assessment
Homework/Assignment
Author:
Hannah Hynes-Petty
05/14/2020
Unrestricted Use
CC BY
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This resource was created by the Washington Office of Superintendent of Public Instruction.

Subject:
Mathematics
Material Type:
Assessment
Homework/Assignment
Author:
Hannah Hynes-Petty
05/15/2020
Conditional Remix & Share Permitted
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Adult education classrooms are commonly comprised of learners who have widely disparate levels of mathematical problem-solving skills. This is true regardless of what level a student may be assessed at when entering an adult education program or what level class they are placed in. Providing students with differentiated instruction in the form of Push and Support cards is one way to level this imbalance, keeping all students engaged in one high-cognitive task that supports and encourages learners who are stuck, while at the same time, providing extensions for students who move through the initial phase of the task quickly. Thus, all
students are continually moving forward during the activity, and when the task ends, all students have made progress in their journey towards developing conceptual understanding of mathematical ideas along with a productive disposition, belief in one’s own ability to successfully engage with mathematics.

Subject:
Mathematics
Material Type:
Lesson Plan
Module
Teaching/Learning Strategy
05/23/2018
Unrestricted Use
CC BY
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This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips. In addition, the task provides an opportunity to compute some probabilities in a discrete situation.

Subject:
Functions
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
Unrestricted Use
CC BY
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The task is better suited for instruction than for assessment as it provides students with a non standard setting in which to interpret the meaning of functions. Students should carry out the process of flipping a coin and modeling this Random Walk in order to develop a sense of the process before analyzing it mathematically.

Subject:
Functions
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
06/06/2012
Only Sharing Permitted
CC BY-NC-ND
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This lesson unit is intended to help teachers assess how well students are able to translate between graphs and algebraic representations of polynomials. In particular, this unit aims to help you identify and assist students who have difficulties in: recognizing the connection between the zeros of polynomials when suitable factorizations are available, and graphs of the functions defined by polynomials; and recognizing the connection between transformations of the graphs and transformations of the functions obtained by replacing f(x) by f(x + k), f(x) + k, -f(x), f(-x).

Subject:
Mathematics
Material Type:
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
Provider Set:
Mathematics Assessment Project (MAP)
04/26/2013
Unrestricted Use
CC BY
Rating
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The purpose of the task is to explicitly identify a common error made by many students, when they make use of the "identity" f(x+h)=f(x)+f(h). A function f cannot in general be distributed over a sum of inputs.

Subject:
Functions
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
Unrestricted Use
CC BY
Rating
0.0 stars

The purpose of this task is to give students practice interpreting statements using function notation. It can be used as a diagnostic if students seem to be having trouble with function notation, for example interpreting f(x) as the product of f and x.

Subject:
Functions
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics