Students obtain a basic understanding of microfluidic devices, how they are developed and their uses in the medical field. After conducting the associated activity, they watch a video clip and learn about flow rate and how this relates to the speed at which medicine takes effect in the body. What they learn contributes to their ongoing objective to answer the challenge question presented in lesson 1 of this unit. They conclude by solving flow rate problems provided on a worksheet.

A work in progress, CK-12's Math 7 explores foundational math concepts that will prepare students for Algebra and more advanced subjects. Material includes decimals, fractions, exponents, integers, percents, inequalities, and some basic geometry.

In this task students are asked to write two expressions from verbal descriptions and determine if they are equivalent. The expressions involve both percent and fractions. This task is most appropriate for a classroom discussion since the statement of the problem has some ambiguity.

The purpose of this task is to emphasize the use of the Remainder Theorem (a discussion of which should obviously be considered as a prerequisite for the task) as a method for determining structure in polynomial in equations, and in this particular instance, as a replacement for division of polynomials.

This task assumes students are familiar with mixing problems. This approach brings out different issues than simply asking students to solve a mixing problem, which they can often set up using patterns rather than thinking about the meaning of each part of the equations.

The problem deals with a rational expression which is built up from operations arising naturally in a context: adding the volumes of the fertilizer and the water, and dividing the volume of the fertilizer by the resulting sum. Thus it encourages students to see the expression as having meaning in terms of numbers and operations, rather than as an abstract arrangement of symbols.

This undergraduate course focuses on traditional algebra topics that have found greatest application in science and engineering as well as in mathematics.

Intro lesson for multipling polynomials.  Basic level lesson.

(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 el módulo 4, los estudiantes extienden lo que ya saben sobre las tarifas unitarias y las relaciones proporcionales con ecuaciones lineales y sus gráficos. Los estudiantes entienden las conexiones entre relaciones proporcionales, líneas y ecuaciones lineales en este módulo. Los estudiantes aprenden a aplicar las habilidades que adquirieron en los grados 6 y 7, con respecto a la notación simbólica y las propiedades de la igualdad para transcribir y resolver ecuaciones en una variable y luego en dos variables.

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

English Description:
In Module 4, students extend what they already know about unit rates and proportional relationships to linear equations and their graphs.  Students understand the connections between proportional relationships, lines, and linear equations in this module.  Students learn to apply the skills they acquired in Grades 6 and 7, with respect to symbolic notation and properties of equality to transcribe and solve equations in one variable and then in two variables.

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

" This graduate-level course is an advanced introduction to applications and theory of numerical methods for solution of differential equations. In particular, the course focuses on physically-arising partial differential equations, with emphasis on the fundamental ideas underlying various methods."

Students will breed fruit flies through several generations and record their data using mathematical models in order to demonstrate the inheritance of trait variations.

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 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 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.

Students will investigate bridge design and construction by using mathematics to model parabolas and other quadratic equations.

This simple conceptual task focuses on what it means for a number to be a solution to an equation, rather than on the process of solving equations.

This task requires students to answer questions about the structure of an expression.