This activity is an guided inquiry based lesson where students measure and graph data on a two-coordinate graph the growth of a toy animal submerged in water over a period of time.

In this group task students collect data and analyze from the class to answer the question "is there an association between whether a student plays a sport and whether he or she plays a musical instrument? "

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

Este módulo de 10 días se basa en conceptos de grado 2 sobre datos, gráficos y parcelas de línea. Los dos temas en este módulo se centran en generar y analizar datos categóricos y de medición. Al final del módulo, los estudiantes están trabajando con una mezcla de gráficos de imágenes escalados, gráficos de barras y gráficos de línea para resolver problemas utilizando datos categóricos y de medición.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
This 10-day module builds on Grade 2 concepts about data, graphing, and line plots. The two topics in this module focus on generating and analyzing categorical and measurement data.  By the end of the module, students are working with a mixture of scaled picture graphs, bar graphs, and line plots to problem solve using both categorical and measurement data.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En el módulo 4, los estudiantes extienden lo que ya saben sobre las tarifas unitarias y las relaciones proporcionales con ecuaciones lineales y sus gráficos. Los estudiantes entienden las conexiones entre relaciones proporcionales, líneas y ecuaciones lineales en este módulo. Los estudiantes aprenden a aplicar las habilidades que adquirieron en los grados 6 y 7, con respecto a la notación simbólica y las propiedades de la igualdad para transcribir y resolver ecuaciones en una variable y luego en dos variables.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In Module 4, students extend what they already know about unit rates and proportional relationships to linear equations and their graphs.  Students understand the connections between proportional relationships, lines, and linear equations in this module.  Students learn to apply the skills they acquired in Grades 6 and 7, with respect to symbolic notation and properties of equality to transcribe and solve equations in one variable and then in two variables.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Offered as an introduction to the field of data structures and algorithms, Open Data Structures covers the implementation and analysis of data structures for sequences (lists), queues, priority queues, unordered dictionaries, ordered dictionaries, and graphs. Focusing on a mathematically rigorous approach that is fast, practical, and efficient, Morin clearly and briskly presents instruction along with source code.

Analyzed and implemented in Java, the data structures presented in the book include stacks, queues, deques, and lists implemented as arrays and linked-lists; space-efficient implementations of lists; skip lists; hash tables and hash codes; binary search trees including treaps, scapegoat trees, and red-black trees; integer searching structures including binary tries, x-fast tries, and y-fast tries; heaps, including implicit binary heaps and randomized meldable heaps; graphs, including adjacency matrix and adjacency list representations; and B-trees.

A modern treatment of an essential computer science topic, Open Data Structures is a measured balance between classical topics and state-of-the art structures that will serve the needs of all undergraduate students or self-directed learners.

Students observe four different classroom setups with objects in motion (using toy cars, a ball on an incline, and a dynamics cart). At the first observation of each scenario, students sketch predicted position vs. time and velocity vs. time graphs. Then the classroom scenarios are conducted again with a motion detector and accompanying tools to produce position vs. time and velocity vs. time graphs for each scenario. Students compare their predictions with the graphs generated by technology and discuss their findings. This lesson requires assorted classroom supplies, as well as motion detector technology.

This lesson is intended to help you 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.Reflect on the domains of everyday functions and in particular whether they should be discrete or continuous.
The lesson includes a pre-assessment activity.  The lesson is designed for students to work in small groups on a collaborative task, matching situations, sketch graphs, and algebraic functions. They refine the graphs and interpret the formulas to answer questions. Students then discuss as a whole-class what has been learned and the strategies used.  Finally, a follow-up post-assessment is included and similar to the pre-assessment to use what they have learned.

The typical system of equations or inequalities problem gives the system and asks for the graph of the solution. This task turns the problem around. It gives a solution set and asks for the system that corresponds to it. The purpose of this task is to give students a chance to go beyond the typical problem and make the connections between points in the coordinate plane and solutions to inequalities and equations. Students have to focus on what the graph is showing.

This is a simple task about interpreting the graph of a function in terms of the relationship between quantities that it represents.

This classroom task is meant to elicit a variety of different methods of solving a quadratic equation (A-REI.4).

In this task students interpret two graphs that look the same but show very different quantities. The first graph gives information about how fast a car is moving while the second graph gives information about the position of the car. This problem works well to generate a class or small group discussion. Students learn that graphs tell stories and have to be interpreted by carefully thinking about the quantities shown.

Meet the Visual Communicators—a team of scientists from the Schloss Visual Reasoning Lab who research visual messaging.

Resources available for learning about this lab include:
• Interactive cards designed to introduce students to scientists in a more personal way
• A video with a personal story that explains why the lab's research matters in real life
• Questions to consider that will spark connection, reflection, and conversation
• An interactive video experience where you can ask questions of scientists in the lab and learn about their research
• An inquiry-based activity that focuses on doing science, using some of the same science practices that the lab uses
• An educator guide with information about standards alignment, curriculum connections, and tips for using the media resources

These resources are part of Meet the Lab, a collection of educational resources for middle school classrooms.

This website provides a collection of submitted puzzles for math students and their teachers. For each puzzle, students work to determine how each of the numbers, shapes, or graphs & equations are unlike the other three in the puzzle. There are many different, correct ways of choosing which one doesn't belong, and no answer keys are provided.

This is lesson two for a fourth grade energy unit. The set  of  three lessons explores the effects of coal fire power plants in Chicago and the community action generated to close the plants. Identity can be defined as a  question of who you are, who others say you are and who you desire to be. Criticality is the capacity and ability to read, write, think, and speak in ways to understand power and equity in order to understand and promote anti-oppression.