This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: For 70 years, Oseola McCarty earned a living washing and ironing other people’s clothing in Hattiesburg, Mississippi. Although she did not earn much mo...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A company uses two different-sized trucks to deliver concrete blocks. The first truck can transport $x$ blocks per trip, and the second can transport $...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The profit, $P$ (in thousands of dollars), that a company makes selling an item is a quadratic function of the price, $x$ (in dollars), that they charg...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Given the height $h$ and volume $V$ of a certain cylinder, Jill uses the formula r=\sqrt{\frac{V}{\pi h}} to compute its radius to be 20 meters. If a s...

Objective
SWBAT examine the interactions between biotic and abiotic factors within an ecosystem.

Big Idea
In this lesson, students will be examining how the biotic (living) and abiotic (nonliving) factors are interacting within the aquarium portion of their ecocolumns models.

Objective
SWBAT identify how the abiotic and biotic factors interact in the Yellowstone National Park ecosystem.

Big Idea
In this lesson, students will now apply their understanding of abiotic and biotic factors to a larger and naturally occurring ecosystem, Yellowstone National Park.

This activity focuses on getting the students to think about disabilities and how they can make some aspects of life more difficult. The students are asked to pick a disability and design a new kind of sport for it.

Aboriginal Hand Print(art + history; art + social studies)"One old man in Arnhem Land remembered being carried as a child on his father's shoulders as his father climbed up a log leaning against a rock wall. His father then sprayed his hand with red ochre against the rock, leaving a stencil he could still recognize many years later. The main function of the stencils was to record people's presence and association with a site." — Aboriginal Art OnlineThe stenciled hand print and aboriginal style drawings help children to relate to the man from the Australian Aboriginal Culture stated above, while helping them to understand the use of line in art. A black paper with white splattered paint was used, but white paper with red (ochre) splattered paint would make a nice impression also. Construction paper crayons make bright, bold, linear designs around the hand stencil.Grade Levels K-4

Students learn about the concepts of accuracy and approximation as they pertain to robotics, gain insight into experimental accuracy, and learn how and when to estimate values that they measure. Students also explore sources of error stemming from the robot setup and rounding numbers.

In third grade students learn about Michigan history. The Michigan eLibrary has compiled a number of websites suitable for children to learn more about our state. There is information on Michigan Native Americans, folklore, wildlife, birds, bugs, and much more.

The purpose of this task is to help students interpret signed numbers in a context as a magnitude and a direction and to make sense of the absolute value of a signed number as its magnitude.

Unit 7: Rational Numbers
Lesson 6: Absolute Value of Numbers

In the past several lessons, students have reasoned about the structure of rational numbers by plotting them on a number line and noting their relative positions and distances from zero. They learned that opposite numbers have the same distance from zero. Students now formalize the concept of a number’s magnitude with the term absolute value. They learn that the absolute value of a number is its distance from zero, which means that opposite numbers have the same absolute value. Students reason abstractly about the familiar contexts of temperature and elevation using the concept and notation of absolute value (MP2).

Esta animacion muestra cómo se absorben los herbicidas por las raíces, e ilustra la ruta que sigue el herbicida a través de la raíz, para llegar al sistema vascular de la planta.

Computational thinking assists students to break down problems into smaller parts so that it is easier to understand and solve them. Abstraction is pulling out specific differences to make one solution work for multiple problems.

In this lesson, students will be presented with a project that they will decompose with their partners without having access to its code and without access to a computer. Students will work in teams to recreate the project shown in the following lesson.

Paying specific attention to verbs; the purpose of this unit is to support the creation of a more academic style of writing from students.Keywords: Verbs; Analysis; Analytical writing; Essay writing; Academic writing; Historical present tense; Modal verbs

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating. This task addresses a very important issue about precision in reporting and understanding statements in a realistic scientific context.

This task is a refinement of ``Carbon 14 dating'' which focuses on accuracy. Because radioactive decay is an atomic process modeled by the laws of quantum mechanics, it is not possible to know with certainty when half of a given quantity of Carbon 14 atoms will decay. This type of question is very important in science and it also provides an opportunity to study the very subtle question of how errors behave when applying a function: in some cases the errors can be magnified while in others they are lessened.

This problem involves solving a system of algebraic equations from a context: depending how the problem is interpreted, there may be one equation or two.

This task is a somewhat more complicated version of "Accurately weighing pennies I'' as a third equation is needed in order to solve part (a) explicitly. Instead, students have to combine the algebraic techniques with some additional problem-solving (numerical reasoning, informed guess-and-check, etc.)