In this problem, students are given a picture of two triangles that appear to be similar, but whose similarity cannot be proven without further information. Asking students to provide a sequence of similarity transformations that maps one triangle to the other focuses them on the work of standard G-SRT.2, using the definition of similarity in terms of similarity transformations.

This task asks students to use similarity to solve a problem in a context that will be familiar to many, though most students are accustomed to using intuition rather than geometric reasoning to set up the shot.

This textbook covers Algebra II and Trigonometry topics with chapters on equations and inequalities, linear equations and functions, systems of linear equations and inequalities, matrices, quadratic functions and more.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This is a lesson using Digital Age Skills in Sinusoidal Modeling Trigonometry, High School

Original Author: Melinda Stelling

Remix of: Digital Age Skill: Chemistry - Demonstrating Gas Law

Students will use technology to discover how changes to a function affect its graph.

Remix of: Digital Age Skill: Chemistry - Demonstrating Gas Law

This task gives students the opportunity to verify that a dilation takes a line that does not pass through the center to a line parallel to the original line, and to verify that a dilation of a line segment (whether it passes through the center or not) is longer or shorter by the scale factor.

This tasks examines how to calculate the area of an equilateral triangle using high school geometry.

Based on knowledge of the unit Circles, students see how sinusoids (Sine and coSine waves) get their shapes.

This lesson is broken up into three different parts.Part 1/Resource 1In this lesson students will learn the basics of waves and how to graph them. They will learn how to find the period, amplitude, and frequency of a wave. Part 2/Resource 2In this lesson students learn the connection between waves and music. Part 3/ Resource 3Students will learn the concept of superposition. CC-BY Kaleb Alles, Mountain Heights Academy

This task complements ``Seven Circles'' I, II, and III. This is a hands-on activity which students could work on at many different levels and the activity leads to many interesting questions for further investigation.

This task provides an opportunity to model a concrete situation with mathematics. Once a representative picture of the situation described in the problem is drawn (the teacher may provide guidance here as necessary), the solution of the task requires an understanding of the definition of the sine function. When the task is complete, new insight is shed on the ``Seven Circles I'' problem which initiated this investigation as is noted at the end of the solution.

This is a project that follows the general PBL framework that can be used to help students master the concept of intermediate geometry. It was specifically designed to help students review the fundamental theorems of geometry involving lines, segments, angles, and basic shapes; use the properties of similarity and congruence to solve problems for geometric figures; master trigonometric ratios to solve right triangle problems; compare & contrast various geometric transformations and models; learn how to do geometric proofs and construct basic geometric figures; and understand the basic concepts related to the geometry of circles. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and it can be customized to meet your own specific curriculum needs and resources.

In this lesson, students will investigate error. As shown in earlier activities from navigation lessons 1 through 3, without an understanding of how errors can affect your position, you cannot navigate well. Introducing accuracy and precision will develop these concepts further. Also, students will learn how computers can help in navigation. Often, the calculations needed to navigate accurately are time consuming and complex. By using the power of computers to do calculations and repetitive tasks, one can quickly see how changing parameters likes angles and distances and introducing errors will affect their overall result.

On a hike with her children, Mrs. Thompson noticed the reflection of the top of a pine tree in a puddle in the path. Her son, who is almost a foot taller than she is, could not see the top of the tree in the puddle until he moved. Why did her son need to move to see the top of the tree? How can they use similar right triangles and indirect measurements to find the height of the tree?

This resource contains sets of videos that cover Mathematics Vision Project's 6.6 and 6.7 tasks. In these tasks students learn about concentric circles and radians.

This is an activity that makes math real. The students complete some activities that show the length of a wheelchair ramp is determined using American Disabilities Act.

This task is closely related to very important material about similarity and ratios in geometry.