This assessment task can be used with a single student or a small group of students. Each student needs his or her own set of numeral cards.
This assessment may be used in a small group or whole group setting, give each student a piece of paper. Students who have trouble writing certain numbers can then get targeted practice.
These 3 word problems require students to solve addition and subtraction problems.
After your group explores the Arcadia Earth app section titled Keep the Great Lakes GREAT! and are introduced to challenges the amazing Great Lakes face, learners investigate their own use of a precious resource, water. The lesson culminates with learners developing strategies to conserve water and identifying how they can play a part in keeping our Great Lakes Great!
Estimated time required: 1 class period.
Technology required for this lesson: Tablet or Smartphone.
In this lesson, students will learn how to use basic coding commands to create an AR Shopping App with CoSpaces and the Merge Cube.
Please email VILHQ@asu.edu if you are interested in receiving free CoSpaces “Pro” annual licenses.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Laptop/Desktop, Smartphone, Tablet.
Finance Math 4 Finance Auto. Auto Ownership. Auto Ownership Purchasing a New Automobile Dealers Cost Purchasing a Used Automobile Automobile Insurance Operating and Maintaining an Automobile Leasing an Automobile Module Wrap Up Auto and Home Ownership Project Checkpoint 1 Auto and Home Ownership
Finance Math 4 Finance Home Ownership. Home Ownership. Home Ownership Mortgage Loans Monthly Payments and Total Interest Closing Costs The Monthly Payment Real Estate Taxes Homeowners Insurance Premium Other Housing Costs Module Wrap Up Auto and Home Ownership Project Checkpoint 2
In this real world problem students solve questions based on the relationship between production costs and price.
In this video segment from TV411, figure skaters compute their average daily practice time.
This task provides a real world context for interpreting and solving exponential equations. There are two solutions provided for part (a). The first solution demonstrates how to deduce the conclusion by thinking in terms of the functions and their rates of change. The second approach illustrates a rigorous algebraic demonstration that the two populations can never be equal.
Spreadsheets Across the Curriculum module. Students tabulate and graph data on bacteria density vs. time for a culture. Data start with innoculation and progress through the peak and decline.
This series of word problems requires students to apply the concepts of factors and common factors in a context.
This word problem requires students to use fractions to solve it.
Students follow the steps of the engineering design process as they design and construct balloons for aerial surveillance. After their first attempts to create balloons, they are given the associated Estimating Buoyancy lesson to learn about volume, buoyancy and density to help them iterate more successful balloon designs.Applying their newfound knowledge, the young engineers build and test balloons that fly carrying small flip cameras that capture aerial images of their school. Students use the aerial footage to draw maps and estimate areas.
The purpose of this task is to provide students with a multi-step problem involving volume and to give them a chance to discuss the difference between exact calculations and their meaning in a context.
The purpose of this task is to provide students with a concrete situation they can model by dividing a whole number by a unit fraction.
This real world task requires students to answer questions about equations for calculating compound interest.
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.
The purpose of this task is to help students understand what is meant by a base and its corresponding height in a triangle and to be able to correctly identify all three base-height pairs.
This task could be put to good use in an instructional sequence designed to develop knowledge related to students' understanding of linear functions in contexts. Though students could work independently on the task, collaboration with peers is more likely to result in the exploration of a range of interpretations.