This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: How does the value of a fraction change if you double its numerator? Explain your answer. How does the value of a fraction change if you double its den...

Through this website students can learn about seeds and how they grow by conducting their own plant investigation and sharing their thoughts with other kids.

In this next investigation, you will use a model that has many of the same mechanisms in it that it had before. One change to the simulation is the way that the individual bacteria can vary in the starting population. Bacteria don’t just vary based on color; they also vary slightly in the structure of their cell membranes.

From 1998 to 2002, Assistant Professor, Ecology and Evolutionary Biology, Pamela J. Yeh, banded, measured, and monitored individual juncos breeding in the campus population. A total of 298 adult birds were measured over the five years. Since 2000, about 95% of adult birds in the population have been uniquely color-banded, so that nearly every individual in the population can be recognized and tracked. NOTE: Video link on this lesson.

These are general directions for you to follow in this investigation. Some of these steps may need to be altered due to the decisions you have made regarding the collection of your samples. Those steps should be approved by your teacher for safety reasons.

For this investigation you will be working with E. coli, a bacteria that can be found in the digestive tracts of mammals, including humans. Occasionally you will hear about an E. coli breakout in the news, however, the strain of E. coli we will be using is not a dangerous one. In order to protect ourselves we will follow some strict safety guidelines to avoid any potential problems. We have to remember that when working with bacteria, we need to treat them as pathogens even when we think they are safe. You will be working with ampicillin, an antibiotic developed in 1961, used to treat a variety of bacterial infections in people (meningitis, respiratory tract infections, urinary tract infections, and more).

For this investigation, you will be working with E. coli, a bacteria that can be found in digestive tracts of mammals, including humans. Occasionally you will hear about an E. coli breakout in the news, however, the strain of E. coli we will be using is not a dangerous one. In order to protect ourselves, we will follow strict safety guidelines to avoid any potential problems. We have to remember that when working with bacteria, we need to treat them as pathogens even if we think they are safe. You will be working with ampicillin, an antibiotic developed in 1961, used to treat a variety of bacterial infections in people (meningitis, respiratory tract infections, urinary tract infections, and more).

For this investigation, you will be working with E. coli, a bacteria that can be found in digestive tracts of mammals, including humans. Occasionally you will hear about an E. coli breakout in the news, however, the strain of E. coli we will be using is not a dangerous one. In order to protect ourselves, we will follow strict safety guidelines to avoid any potential problems. We have to remember that when working with bacteria, we need to treat them as pathogens even if we think they are safe. You will be working with ampicillin, an antibiotic developed in 1961, used to treat a variety of bacterial infections in people (meningitis, respiratory tract infections, urinary tract infections, and more).

I turned each 5-part episode (each segment  last about 14 mintues) in an end-of-class activity for students.  For days 1-4, students would review the first 4 parts and make notes in their individual investigation ntoebooks (a.k.a. compoisiton books).  They would record math concepts, questions they had about the investigation, and any people of interest.  On day 5, usually Friday, students would watch the last segment, and then complete their weekly investigation form, focusing on using their notebooks for math concepts, persons of itnerest, questions from the investigation, etc.,Two results of this activity are:Students are more engaged in learning about the day's content and less inclined to be passive learners.Students are seeing concepts covered in both my and previous math classes and how they can be utilized in everyday life.I believe this is asissting students in become not only more active learniers, but also in becoming practical learners where the can utilize content to assist in solving problems.I've attached two of the investigation forms.  One is a completed verison of "The Case of the Missing Baseball" and the other is a ready for completion verison of "The Case of the Dirty Money"  The videos themselves are available on various Youtube channels, and I have heard that the program is available on DVD.