This activity is a indoor lab where students gather data within their school to develop the concept of displacement in two dimensional motion.

Students work in groups to find a "treasure" using a treasure map with directions written in vector format.

In this online activity use view tubes to collect data and determine the linear relationship and line of best fit.

In this tutorial, find out how to apply the distributive property. Remember that this is important when trying to simplify an expression and get rid of parentheses. [4:21]

This tutorial show how to take a table of values and describe the relation using a direct variation equation. [2:45]

Students use weight to collect data and investigate the linear relationship. This activity uses a graphing calculator.

Prepared with pre-algebra or algebra 1 classes in mind, this module leads students through the process of graphing data and finding a line of best fit while exploring the characteristics of linear equations in algebraic and graphic formats. Then, these topics are connected to real-world experiences in which people use linear functions. During the module, students use these scientific concepts to solve the following hypothetical challenge: You are a new researcher in a lab, and your boss has just given you your first task to analyze a set of data. It being your first assignment, you ask an undergraduate student working in your lab to help you figure it out. She responds that you must determine what the data represents and then find an equation that models the data. You believe that you will be able to determine what the data represents on your own, but you ask for further help modeling the data. In response, she says she is not completely sure how to do it, but gives a list of equations that may fit the data. This module is built around the legacy cycle, a format that incorporates educational research feindings on how people best learn.

Investigate the effect of gravity on objects of various mass during free fall. Predict what the position-time and velocity-time graphs will look like. Compare graphs for light and heavy objects. Was Galileo Right is the last of five SmartGraphs activities designed for a typical physical science unit of study on the motion of objects.

The principal purpose of the task is to explore a real-world application problem with algebra, working with units and maintaining reasonable levels of accuracy throughout.

This site from MathWorld contains a short description of the fundamental theorem of algebra.

The purpose of this task is to give students practice writing a constraint equation for a given context. Instruction accompanying this task should introduce the notion of a constraint equation as an equation governing the possible values of the variables in question.

Learn how to write simple algebraic expressions. [1:38]

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

Heres a comprehensive review of the basics of algebra. WyzAnt includes lessons on varied topics, calculators that show step-by-step solutions, and interactive worksheets for practicing and testing your skills. Just choose a topic and use Algegrahelp.coms "collection of tools created to assist students and teachers of algebra."

This task looks at zeroes and factorization of a general polynomial. It is related to a very deep theorem in mathematics, the Fundamental Theorem of Algebra, which says that a polynomial of degree d always has exactly d roots, provided complex numbers are allowed as roots and provided roots are counted with the proper "multiplicity.''

The intention of this task is to provide extra depth to the standard A-APR.2 it is principally designed for instructional purposes only. The students may use graphing technology: the focus, however, should be on what happens to the function g when x=0 and the calculator may or may not be of help here (depending on how sophisticated it is!).

For a polynomial function p, a real number r is a root of p if and only if p(x) is evenly divisible by x_r. This fact leads to one of the important properties of polynomial functions: a polynomial of degree d can have at most d roots. This is the first of a sequence of problems aiming at showing this fact.

This task continues ``Zeroes and factorization of a quadratic polynomial I.'' The argument here generalizes, as shown in ``Zeroes and factorization of a general polynomial'' to show that a polynomial of degree d can have at most d roots. This task is intended for instructional purposes to help students see more clearly the link between factorization of polynomials and zeroes of polynomial functions.