في هذه المهمة يكون على الطلاب تفسير تعبيرات تنطوي على اثنين من المتغيرات في سياق وضع العالم الحقيقي. يمكن تفسير جميع أشكال التعبير على أنها الكميات التي يمكن للمرء أن يدرسها عند البحث في اثنين من قطعان الحيوانات.
مهمة خلط الطلاء هذه تتطلب من الطلاب تسجيل النسب في نظام الإحداثيات. انها لغة قياسية في مسائل النسب.
مهمة خلط الطلاء هذه تتطلب من الطلاب تسجيل النسب في نظام الإحداثيات. انها لغة قياسية في مسائل النسب.
في هذا العالم الحقيقي المليء بالمشاكل يحل الطلاب المسائل على أساس العلاقة بين تكاليف الإنتاج والأسعار.
توفر هذه المهمة سياق العالم الحقيقي لتفسير وحل المعادلات الأسية. هناك نوعان من الحلول المقدمة للجزء (أ). يوضح الحل الأول كيفية استخلاص الاستنتاج من خلال التفكير من حيث الوظائف ومعدلات تغيرها. يوضح النهج الثاني عرض جبري صارم بأن المجموعتين السكانيتين لا يمكن أبدا أن تكون متساوية.
هذه مهمة حقيقية تتطلب من الطلاب الإجابة عن أسئلة حول معادلاتٍ لحساب الفائدة المركبة.
هذه المهمة تتطلب من الطلاب استخدام التشابه لحل المشكلة في السياق الذي سيكون مألوفا للكثيرين، على الرغم من أن معظم الطلاب اعتادوا على استخدام الحدس بدلا من التفكير الهندسي لاعداد اللقطة التصويرية.
من الملائم في هذه مهمة استخدام الطلبة للتكنولوجيا كالآلة الحاسبة البيانية أو حزمة من البرامج الرياضية المجانية، مما يجعل منها أدوات مفيدةً للطلاب للانخراط في معيار رقم 5 في تعليم الرياضيات باستخدام الأدوات المناسبة استراتيجيًا.
This task requires students to solves multistep ratio and percent problem.
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 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 health 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 health 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 health 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 health 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 lesson unit is intended to help teahcers assess how well students solve problems involving measurement, and in particular, to identify and help students who have the following difficulties; computing measurements using formulas; decomposing compound shapes into simpler ones; using right triangles and their properties to solve real-world problems.
This task presents a real-world problem requiring the students to write linear equations to model different cell phone plans. Looking at the graphs of the lines in the context of the cell phone plans allows the students to connect the meaning of the intersection points of two lines with the simultaneous solution of two linear equations.
This problem includes a percent increase in one part with a percent decrease in the remaining and asks students to find the overall percent change. The problem may be solved using proportions or by reasoning through the computations or writing a set of equations.