This task contrasts the usefulness of four equivalent expressions. Students first have to confirm that the given expressions for the radioactive substance are equivalent. Then they have to explain the significance of each expression in the context of the situation.

In this lesson, students will learn that minerals are a necessary part of our diet. They will learn that different minerals have different functions in the body. More specifically, they will discover that iron is necessary to carry oxygen around the body. In the associated activity, students will design a process that removes the most iron from the cereal.

Students learn about the Foucault pendulum an engineering tool used to demonstrate and measure the Earth's rotation. Student groups create small experimental versions, each comprised of a pendulum and a video camera mounted on a rotating platform actuated by a LEGO MINDSTORMS(TM) NXT motor. When the platform is fixed, the pendulum motion forms a line, as observed in the recorded video. When the rotating, the pendulum's motion is observed as a set of spirals with a common center. Observing the patterns that the pendulum bob makes when the platform is rotating provides insight as to how a full-size Foucault pendulum operates. It helps students understand some of the physical phenomena induced by the Earth's rotation, as well as the tricky concept of how the perception of movement varies, depending on one's frame of reference.

Four Representations of Constant of Proportionality help students use their knowledge of proportional relationships. Students identify the constant of proportionality from a word problem, an equation, a table, or a graph; and then use that knowledge to complete the other tasks.

There is a natural (and complicated!) predator-prey relationship between the fox and rabbit populations, since foxes thrive in the presence of rabbits, and rabbits thrive in the absence of foxes. However, this relationship, as shown in the given table of values, cannot possibly be used to present either population as a function of the other. This task emphasizes the importance of the "every input has exactly one output" clause in the definition of a function, which is violated in the table of values of the two populations.

The example of rabbits and foxes was introduced in the task (8-F Foxes and Rabbits) to illustrate two functions of time given in a table. We are now in a position to actually model the data given previously with trigonometric functions and investigate the behavior of this predator-prey situation.

The example of rabbits and foxes was introduced in 8-F Foxes and Rabbits to illustrate two functions of time given in a table. The same situation was used in F-TF Foxes and Rabbits 2 to find trigonometric functions modeling the data in the table. The previous situation was somewhat unrealistic since we were able to find functions that fit the data perfectly. In this task, on the other hand, we do some legitimate modelling, in that we come up with functions that approximate the data well, but do not perfectly match, the given data.

This lesson was created by School Library Media Specialist, Pam Harland, and Math teachers Rebecca Hanna and Carissa Maskwa to model text-based inquiry in STEM. Over the course of the unit, students will explore a variety of texts and grow in their knowledge of fractals, city design, and ability to use informational text to support their inquiry and research.The unit was created in year two of the School Librarians Advancing STEM Learning (SLASL) project, led by the Institute for the Study of Knowledge Management (ISKME) in partnership with Granite State University, New Hampshire, and funded by the Institute for Museum and Library Services (IMLS).

This lesson was created by School Library Media Specialist, Pam Harland, and Math teachers Rebecca Hanna and Carissa Maskwa to model text-based inquiry in STEM. Over the course of the unit, students will explore a variety of texts and grow in their knowledge of fractals, city design, and ability to use informational text to support their inquiry and research.The unit was created in year two of the School Librarians Advancing STEM Learning (SLASL) project, led by the Institute for the Study of Knowledge Management (ISKME) in partnership with Granite State University, New Hampshire, and funded by the Institute for Museum and Library Services (IMLS).

Show what you know about equivalent fractions and ordering by choosing three activities (in a row, column, or diagonal) to complete the tic-tac-toe board. Standards assessed: 3.NF.3a-d, 4.NF.1, 4.NF.2. This assessment was designed for adult basic education.

Explore fractions while you help yourself to 1/3 of a chocolate cake and wash it down with 1/2 a glass of orange juice! Create your own fractions using fun interactive objects. Match shapes and numbers to earn stars in the fractions games. Challenge yourself on any level you like. Try to collect lots of stars!

Explore fractions while you help yourself to 1/3 of a chocolate cake and wash it down with 1/2 a glass of orange juice! Create your own fractions using fun interactive objects. Match shapes and numbers to earn stars in the fractions games. Challenge yourself on any level you like. Try to collect lots of stars!

Explore fractions while you help yourself to 1 and 1/2 chocolate cakes and wash it down with 1/3 a glass of water! Create your own fractions using fun interactive objects. Match shapes and numbers to earn stars in the mixed number game. Challenge yourself on any level you like. Try to collect lots of stars!

STUDENT ACTIVITY - 5th - TX/NCThis is a distance- learning lesson students can complete at home. Students will use their knowledge of fractions to divide whole numbersThis activity was created by Out Teach (out-teach.org), a nonprofit providing outdoor experiential learning to transform Science education for students in under-served communities.

This series of 5 word problems lead up to the final problem. Most students should be able to answer the first two questions without too much difficulty. The decimal numbers may cause some students trouble, but if they make a drawing of the road that the girls are riding on, and their positions at the different times, it may help. The third question has a bit of a challenge in that students won't land on the exact meeting time by making a table with distance values every hour. The fourth question addresses a useful concept for problems involving objects moving at different speeds which may be new to sixth grade students.

The CyberSquad tries to figure out how HackerŒë_í_Œ_ cyberfrog moves when its various buttons are pressed, in this video from Cyberchase.

In this video from Cyberchase, the CyberSquad must figure out the new input/output pattern on HackerŒë_í_Œ_ larger cyberfrog.