This video models a context that concerns a candy vending machine. The model turns out to be a quadratic inequality.

In this Khan Academy activity, students will be given a quadratic function from a word problem and be asked different questions about that model.

In this Khan Academy activity, students will solve a quadratic by factoring it.

In this Khan Academy activity, students will solve a quadratic by factoring it.

Video that analyzes a given solution of a quadratic equation, and finds where and what was the error in that process.

This question provides students with an opportunity to see expressions as constructed out of a sequence of operations: first taking the square root of n, then dividing the result of that operation into s.

Students must come up with the idea on their own that they can set up two equations in two unknowns to solve the problem, and they must then read, understand and extract information from the nutrition labels to set up the equations in the system. The algebra needed to solve the system is fairly simple substitution; the main difficulty lies in the modeling aspect.

This task is an example of a mathematical modeling problem and it also illustrates making sense of a problem. Students are only told that there are two ingredients in the pasta and they have a picture of the box. It might even be better to just show the picture of the box, or to bring in the box and ask the students to pose the question themselves. The box has the nutritional label and a reference to the website where the students can find other information about the ingredients. (The brand of pasta is quite commonly available at supermarkets or health food stores such as Whole Foods and even at Amazon.com.)

Students will learn how to, and practice, converting between radical notation and exponential notation
and simplify expressions with rational exponents using the properties of exponents.

Worksheet on converting expressions with radicals and rational exponents into equivalent expressions using the properties of exponents

Students must reason directly from the structure of the expression on the right hand side of the formula, because they are not given the initial volume and height and so do not have enough information to recalculate the radius directly.

This task uses the same situation to explore different concepts of probability theory. Part (a) explores the idea of independence of events. Students must use the fact that two events A and B are independent if P(A and B)=P(A)*P(B). Part (b) lets students explore the idea of conditional probability. This task uses the same situation to explore different concepts of probability theory. Part (a) explores the idea of independence of events. Students must use the fact that two events A and B are independent if P(A and B)=P(A)*P(B). Part (b) lets students explore the idea of conditional probability.