Students learn that fats found in the foods we eat are not all the same; they discover that physical properties of materials are related to their chemical structures. Provided with several samples of commonly used fats with different chemical properties (olive oil, vegetable oil, shortening, animal fat and butter), student groups build and use simple LEGO MINDSTORMS(TM) NXT robots with temperature and light sensors to determine the melting points of the fat samples. Because of their different chemical structures, these fats exhibit different physical properties, such as melting point and color. This activity uses the fact that fats are opaque when solid and translucent when liquid to determine the melting point of each sample upon being heated. Students heat the samples, and use the robot to determine when samples are melted. They analyze plots of their collected data to compare melting points of the oil samples to look for trends. Discrepancies are correlated to differences in the chemical structure and composition of the fats.

Convert metric measurements to U.S. Measurements and the reverse, too. Easy to follow tables have sections for area, length, mass,temperature and volume.

Students learn about linear programming (also called linear optimization) to solve engineering design problems. As they work through a word problem as a class, they learn about the ideas of constraints, feasibility and optimization related to graphing linear equalities. Then they apply this information to solve two practice engineering design problems related to optimizing materials and cost by graphing inequalities, determining coordinates and equations from their graphs, and solving their equations. It is suggested that students conduct the associated activity, Optimizing Pencils in a Tray, before this lesson, although either order is acceptable.

Are your students having difficulty understanding math terminology? Try this A-Z glossary on math related terms. It's quick, easy to read, and very complete.

Through the integration of video lectures and hands-on activities, students are introduced to the laws of arithmetic and geometric sequences.

Use this resource to promote an awareness of mathematics as it occurs in nature, science, technology and human culture. This series of articles and podcasts can be used as teaching resources.

The lesson begins with a demonstration introducing students to the force between two current carrying loops, comparing the attraction and repulsion between the loops to that between two magnets. After formal lecture on Ampere's law, students begin to use the concepts to calculate the magnetic field around a loop. This is applied to determine the magnetic field of a toroid, imagining a toroid as a looped solenoid.

Learners examine a table of domain and range for basic functions. The tutorial includes the domain and range of algebraic, trigonometric, inverse trigonometric, hyperbolic, and logarithmic functions.

The geometry tutorial investigates the definitions and properties of triangles. Topics included are isosceles, equilateral, and right triangles. In addition, the sine and cosine laws of triangles are defined.

Students explore the graph of a rational function given by its formula. The tutorial examines vertical and horizontal asymptotes. The activity consists of examples with solutions.

Learners explore the special angles for the six trigonometric functions. The special angles can be used to solve trigonometry problems. The table gives the values of sine, cosine, tangent, cotangent, secant, and cosecant for special angles.

Students can practice analyzing structure with linear inequalities with these multiple-choice practice problems.

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.

Given a real-world context about the number of balls in a bag, we find a linear inequality that correctly depicts the situation. [2:19]

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.

Given a real-world context about the number of fruits bought, we find a linear inequality that correctly depicts the situation. [3:52]

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.

In this task, the students are not asked to find an answer, but are asked to analyze word problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.

This lesson offers strategies for dividing two-digit numbers. Students are introduced to related vocabulary, long and short division, and two-digit division with remainders. Links to the interactive games allow students to practice and increase skills with this mathematics concept.

Students prepare for the associated activity in which they investigate acceleration by collecting acceleration vs. time data using the accelerometer of a sliding Android device. Based on the experimental set-up for the activity, students form hypotheses about the acceleration of the device. Students will investigate how the force on the device changes according to Newton's Second Law. Different types of acceleration, including average, instantaneous and constant acceleration, are introduced. Acceleration and force is described mathematically and in terms of processes and applications.

In the first of two sequential lessons, students create mobile apps that collect data from an Android device's accelerometer and then store that data to a database. This lesson provides practice with MIT's App Inventor software and culminates with students writing their own apps for measuring acceleration. In the second lesson, students are given an app for an Android device, which measures acceleration. They investigate acceleration by collecting acceleration vs. time data using the accelerometer of a sliding Android device. Then they use the data to create velocity vs. time graphs and approximate the maximum velocity of the device.

This task provides a construction of the angle bisector of an angle by reducing it to the bisection of an angle to finding the midpoint of a line segment. It is worth observing the symmetry -- for both finding midpoints and bisecting angles, the goal is to cut an object into two equal parts. The conclusion of this task is that they are, in a sense, of exactly equivalent difficulty -- bisecting a segment allows us to bisect and angle (part a) and, conversely, bisecting an angle allows us to bisect a segment (part b). In addition to seeing how these two constructions are related, the task also provides an opportunity for students to use two different triangle congruence criteria: SSS and SAS.