Short Description: This book was created to supplement Math71775 at Conestoga College Word Count: 6754 Included H5P activities: 1 (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.)
Material Type: Textbook
Precalculus is adaptable and designed to fit the needs of a variety of precalculus courses. It is a comprehensive text that covers more ground than a typical one- or two-semester college-level precalculus course. The content is organized by clearly-defined learning objectives, and includes worked examples that demonstrate problem-solving approaches in an accessible way.
Material Type: Textbook
Introductory Statistics follows scope and sequence requirements of a one-semester introduction to statistics course and is geared toward students majoring in fields other than math or engineering. The text assumes some knowledge of intermediate algebra and focuses on statistics application over theory. Introductory Statistics includes innovative practical applications that make the text relevant and accessible, as well as collaborative exercises, technology integration problems, and statistics labs.
Material Type: Textbook
Book description: This is a text on elementary trigonometry, designed for students who have completed courses in high-school algebra and geometry. Though designed for college students, it could also be used in high schools. The traditional topics are covered, but a more geometrical approach is taken than usual. Also, some numerical methods (e.g. the secant method for solving trigonometric equations) are discussed. A brief tutorial on using Gnuplot to graph trigonometric functions is included. There are 495 exercises in the book, with answers and hints to selected exercises.
Material Type: Textbook
Math in a Cultural Context (MCC) is a long-term set of interrelated sponsored research, funded by the National Science Foundation and the US Department of Education and by support from the University of Alaska Fairbanks. Math in a Cultural Context is a rather extraordinary three decades-long collaboration of educators, Yup’ik elders and teachers, mathematicians and math educators, Alaskan school districts, and more recently includes Greenlandic Inuit, Sami, and Pacific Islander partners. We have had the privilege to learn together and understand how the underlying principles that support everyday practical knowledge can inform teaching and learning in a school context. Central to MCC is its long-term collaboration with Yup’ik elders, teachers, and academics that developed into a vibrant learning community. We are deeply inspired by the steadfast support of so many elders who shared their knowledge. Alaskan school districts and teachers opened their classrooms to MCC as we developed, tested, and revised our materials and pedagogical approach.
Material Type: Module
Lamprey were an important food source for many Native American tribes in Oregon, particularly those in coastal areas and along the Columbia River watershed, and they continue to be an important link to traditional cultural practices. Like salmon, lamprey are anadromous, meaning they are born in fresh water, spend most of their life in the ocean, and return to freshwater to spawn. Sustaining the population of lamprey has always been important to Native people, and one way to do that is by not overharvesting. In previous generations this was not a problem, but hydroelectric dams, pollution, and destruction of habitat have all led to a drastic reduction in the lamprey population over the past century. Today, tribal biologists use both traditional and Western scientific methods—such as fish tagging—to protect and preserve lamprey, salmon, and other aquatic species. Using this real-world context, this lesson engages students in a mathematical process to determine the weights of lamprey using a fraction with each fraction having the same denominator, organizing the lamprey on a number line from lowest to highest weight, and comparing the weights of lamprey in decimal format.
Material Type: Lesson, Lesson Plan
This lesson uses a dataset and simple mathematical operations to teach grade 4 students important facts about Native American people in Oregon. In the process, it begins to correct several common misperceptions and to build students’ awareness of the active role Native Americans play in contemporary Oregon culture. Students will learn about the nine federally recognized tribes in Oregon, including tribal membership, tribal lands, and the number of people employed by each tribe. This will give them a basic understanding of the presence of Native people in the state. Students will also be introduced to two key aspects of the complex relationship between Native American tribes and the U.S. government: termination and restoration. While the lesson does not cover these elements in depth, it lays the groundwork for future lessons and further understanding.
Material Type: Lesson, Lesson Plan
Philanthropy is a core value of Native American tribes in Oregon. Many tribes refer to this as the “spirit of potlatch,” which is a tradition that goes back hundreds and possibly thousands of years. In this spirit, many tribes have created charitable foundations or funds to support causes that benefit the local and surrounding communities. Collectively, tribal foundations are among the largest sources of philanthropy in Oregon.This lesson uses the mathematical practice of fractions to introduce students to Native philanthropy. Students are given a dataset and asked to perform fraction concepts and justify their choices as part of a philanthropic effort. Students will be addressing Critical Areas 1 and 2 while addressing mathematical practices.
Material Type: Lesson Plan
This course is designed to promote reasoning, problem-solving and modeling through thematic units focused on mathematical practices while reinforcing and extending content in Number and Quantity, Algebra, Functions, Statistics and Probability, and Geometry. It is a yearlong course taught using student-centered pedagogy.
Material Type: Full Course
The Financial Algebra Course engages students with real-world financial applications while maintaining deep mathematical rigor. The 10 units include: Taxes, Checking, Savings, Budgeting, Intro to Investing, Investing Strategies, Types of Credit, Managing Credit, Paying for College and Insurance. This course will be heavily collaboration and project based. Students will be required to use google drive, docs and sheets on a regular basis. This course has a distinction of Algebra 1/Integrated 1 or higher. This is a good course for 11th and 12th grade students as an alternative to Integrated 3/Algebra 2.
Material Type: Full Course
IM Algebra 1, Geometry, and Algebra 2 are problem-based core curricula rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. Teachers can shift their instruction and facilitate student learning with high-leverage routines that guide them in understanding and making connections between concepts and procedures. IM 9-12 Math, authored by Illustrative Mathematics, is highly rated by EdReports for meeting all expectations across all three review gateways. Students who struggle in Algebra 1 are more likely to struggle in subsequent math courses and experience more adverse outcomes. The Algebra 1 Extra Support Materials are designed to help students who need additional support in their Algebra 1 course. Each Algebra 1 Extra Support Materials lesson is associated with a lesson in the Algebra 1 course. The intention is that students experience each Algebra 1 Extra Support Materials lesson before its associated Algebra 1 lesson. The Algebra 1 Extra Support Materials lesson helps students learn or remember a skill or concept that is needed to access and find success with the associated Algebra 1 lesson.
Material Type: Full Course
This ½ credit Geometry class is designed as one component of Oregon’s “core 2” mathematics sequence for grade 9 and 10 students. In addition to this course, students should have access to 1 credit worth of Algebra standards and ½ credit of Data Reasoning. This course is designed to be implemented by an instructor steeped in the four cornerstones of the Oregon Math Project. In particular, the course centers “belonging” in its design for heterogeneous, detracked classrooms and “engagement” as it anchors relevant and hands-on activities. Unit options are provided so that teachers can make informed decisions based on their unique contexts.
Material Type: Full Course
Unit Description In this five day unit, students will use trigonometric ratios and their inverses and the Pythagorean Theorem to identify the angle measures and board lengths of a Double Howe Truss. Students will test their understanding by constructing a scaled model of the truss.
Material Type: Lesson Plan, Unit of Study
Unit Description Students will be discovering how to find solutions to a system of linear inequalities with the context of a housing development project. They will start by finding solutions to one linear inequality by determining how many houses or apartments could fit on a plot of land, and then looking at the different solutions on a graph to determine where all solutions could be found, and where solutions are not possible. The next day students will attempt to find solutions to an inequality where there is a specific budget, and then will need to determine what solutions are solutions for both inequalities. Students will demonstrate their learning by completing a recommendation form, using a total of four inequalities where they will need to find solutions that work for each. The last day students will be exploring the difference between solid lines and dashed lines as they relate to the graph of an inequality. Students will get to practice what they have learned with a new set of problems that are related to the original housing development context.
Material Type: Lesson Plan, Unit of Study
This resource is the grade 3 common math curriculum for the San Francisco Unified School District. In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Material Type: Activity/Lab
This resource is the grade 4 common math curriculum for the San Francisco Unified School District. In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition, and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
Material Type: Activity/Lab
This resource is the Grade 5 common math curriculum for the San Francisco Unified School District. In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
Material Type: Activity/Lab
In preparation for school closures, SFUSD has produced 10 days of activities that teachers can choose to assign to students for them to complete at home. The stand-alone activities are designed for students to do on paper without technology and are available to all under the Creative Commons Attribution License. All Elementary lesson plans and student pages (both English and Spanish versions) are Google Docs located in grade-level Google Drive folders that you can access using the links below. Secondary lessons contain proprietary content that is licensed by SFUSD and therefore can not be shared.
Material Type: Lesson
This resource is a list of math games incorporated into the Grade 5 Math Core Curriculum for the San Francisco Unified School District.
Material Type: Activity/Lab
In this activity, students sort 10 types of fruit by tastiness and ease of eating in order to learn how those attributes can be represented on a coordinate plane, and to determine which fruit truly is "best."
Material Type: Activity/Lab
