This mathematical practice stresses the importance of students being able to understand the relationship between different representations that are used for different problems such as tables, equations, and graphs. Also, students need to be able to use different approaches to solve problems in a different way. Students need to be able to analyze whether or not the alternative approach makes sense by using mathematical reasoning and how the results correspond with other approaches.
Now that you have been provided with a case for students to improve their problem solving skills to apply mathematical concepts to real-life situations, examined two standards of mathematical practice, and have watched clips of two exemplary middle-school lessons, it is time to tie this material together and review what you have learned.
3. From the first video clip, which involves the students creating strategies to compare unit rates, how does this clip connect to the first standard for mathematical practice How does the second video clip, which takes a real-life problem about DVD rental plans and requires to use multiple representations, connect to the fourth standard for mathematical practice Use specific evidence from the videos to support your answer.
(17) How can teachers use technology to help students with special needs improve learning in mathematicsAddressing students' special needs must start with getting the foundations of mathematics teaching right. Within good teaching practice, technology can support special needs students by offering multiple ways to represent mathematics, support action and expression, and engage students' interest, consonant with the principles of Universal Design for Learning. Learn more
This lesson has students create, compare, and solve linear, quadratic, exponential, and cubic functions based on a primary source from Weather Underground about the melting of the polar ice caps. If the formatting is an issue, contact me at firstname.lastname@example.org for a Google drive link to the lesson plan.
As part of the engineering design process to create testable model heart valves, students learn about the forces at play in the human body to open and close aortic valves. They learn about blood flow forces, elasticity, stress, strain, valve structure and tissue properties, and Young's modulus, including laminar and oscillatory flow, stress vs. strain relationship and how to calculate Young's modulus. They complete some practice problems that use the equations learned in the lesson mathematical functions that relate to the functioning of the human heart. With this understanding, students are ready for the associated activity, during which they research and test materials and incorporate the most suitable to design, build and test their own prototype model heart valves.
This lesson unit is intended to help teachers assess how well students are able to: articulate verbally the relationships between variables arising in everyday contexts; translate between everyday situations and sketch graphs of relationships between variables; interpret algebraic functions in terms of the contexts in which they arise; and reflect on the domains of everyday functions and in particular whether they should be discrete or continuous.
The purpose of this lesson is for students to discover the connection between the algebraic and the graphical structure of polynomial functions. This lesson leads to students being able to sketch a graph by identifying the end behavior, intercepts, and multiplicities from a given polynomial equation. It also leads to students being able to write a possible equation by determining the sign of the leading coefficient, minimum possible degree, x-intercepts and y-intercept from a given polynomial graph.
This lesson unit is intended to help teachers assess how well students are able to translate between graphs and algebraic representations of polynomials. In particular, this unit aims to help you identify and assist students who have difficulties in: recognizing the connection between the zeros of polynomials when suitable factorizations are available, and graphs of the functions defined by polynomials; and recognizing the connection between transformations of the graphs and transformations of the functions obtained by replacing f(x) by f(x + k), f(x) + k, -f(x), f(-x). 1e1e36bf2d