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: For a science project, Sammy observed a chipmunk and a squirrel stashing acorns in holes. The chipmunk hid 3 acorns in each of the holes it dug. The sq...
Research the cost of travel to two major cities. Using your research, write an equation for the cost of the trip per person, in terms of the number of days that you stay. Compare the cost of the trips using equations, tables, and graphs.
Sample Item provided by Smarter Balanced as preliminary examples of the types of items that students might encounter on the summative assessment. The item assesses whether the student has a solid understanding of writing equations to model a real-life situations and use the equations to find answers to questions within a context. MAT.HS.CR.2.0ACED.A.225
Students examine how different balls react when colliding with different surfaces, giving plenty of opportunity for them to see the difference between elastic and inelastic collisions, learn how to calculate momentum, and understand the principle of conservation of momentum.
This lesson unit is intended to help teachers assess how well students are able to create and solve linear equations. In particular, the lesson will help you identify and help students who have the following difficulties: solving equations with one variable and solving linear equations in more than one way.
In CK-12 Middle School Math Concepts Grade 8, the learning content is divided into concepts. Each concept is complete and whole providing focused learning on an indicated objective. Theme-based concepts provide students with experiences that integrate the content of each concept. Students are given opportunities to practice the skills of each concept through real-world situations, examples, guided practice and explore more practice. There are also video links provided to give students an audio/visual way of connecting with the content.
This document provides sample performance tasks/assessment items for Common Core State Standards Grade 8 Math provided by the Louisiana Department of Eduation. Both questions and exemplary responses are included.
This task involves solving equations with rational coefficients, and requires students to use the distributive law ("combine like terms"). The equation also provides opportunities for students to observe structure in the equation to find a quicker solution, as in the second solution presented.
Students will 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.
Often students are confused about where to start when solving a multi-step equation. In this lesson the equation is labeled as a party. The 'host' is labeled (x) with remaining operations being labeled according to their relationship to the host (friends, family, acquaintances, etc...). Technology assignments are used as one method to assess student understanding.
Students will review the definition of 'like terms' and combining like terms. They will then learn to apply this to adding polynomials. Students will have an opportunity to work practice problems as they are viewing a PowerPoint presentation of the lesson. They will be adding polynomials using both the horizontal method and the vertical method.
In this lesson, students know that a linear equation is a statement of equality between two expressions. Students know that a linear equation in x is actually a question: Can you find all numbers x, if they exist, that satisfy a given equation? Students know that those numbers x that satisfy a given equation are called solutions.
In this lesson, students know the conditions for which a linear equation will have a unique solution, no solution, or infinitely many solutions.
This resource is designed to assist students understanding of real-world applicaitono f mathematical concepts. Students will complete their investigation over the course of 4-5 days, following the multi-segment program "Mathnet" from the PBS series "Square One Television" While watching the day's segment, students will be recording in their notebooks the following information: math concepts used/referred to, important clues about the investigation, and individuals who they believe are "persons of interest." Following the last video segmnet, students will complete their I"Investigation Report" for submission to their supervisor (a.k.a the teacher).
This lesson unit is intended to help you assess how well students use algebra in context, and in particular, how well students: explore relationships between variables in everyday situations; find unknown values from known values; find relationships between pairs of unknowns, and express these as tables and graphs; and find general relationships between several variables, and express these in different ways by rearranging formulae.