Students learn to think of some of the letters in a formula as constants in order to define a relationship between two or more quantities, where one is in terms of another, for example holding V in V = IR as constant, and finding R in terms of I.

CK-12 Foundation's Algebra FlexBook is an introduction to algebraic concepts for the high school student. Topics include: Equations & Functions, Real Numbers, Equations of Lines, Solving Systems of Equations & Quadratic Equations.

In this lesson, density will be introduced to students by a demonstration of coke verses diet coke. The teacher will then solve density problems for the students on the board. The class will then complete a lab on the density of plastics. After lab the students will compare results. Each group presents a PowerPoint presentation of their results.

The purpose of this task is to apply the equation solving process developed in the previous task to solving literal equations and formulas. Working with literal equations solidifies the notion that operations have to be “un-done” in an appropriate order by doing the inverse operation to both sides of the equation. This task also solidifies the meaning of expressions by attending to the units associated with each of the variables.

Students will extend their study of functions to include function notation and the concepts of domain and range by exploring examples of functions and their graphs, focusing on the contrast between linear and exponential functions. They interpret functions given graphically, numerically, symbolically, and verbally; translate between representations; and understand the limitations of various representations.

This is designed to be used as an assessment at the end of a unit on Polynomials. Studets are given requirements for the project but have the choice of using PowerPoint, Google Slides, Flipgrid, etc to represent their work.This was originally designed by Reed Bowman, Autumn Patterson, and Kori Elliott

Students learn to think of some of the letters in a formula as constants in order to define a relationship between two or more quantities, where one is in terms of another, for example holding in = as constant and finding in terms of .

Students are are asked to find the dimensions of all rectangles whose area and perimeter have the same numerical value. The mathematics task is intended to be a problem or question that encourages the use of mathematical practices. The dialogue is meant to show how students might engage in the mathematical practices as they work on the task.

The goal of this task is to manipulate equations in order to solve for a specified variable. For each equation, the teacher may wish to prompt students to put into words what the original equation and rewritten equations say. In addition, the contexts have been chosen so that it is possible to motivate why we might be interested in highlighting the requested quantity.

This article describes how to manipulate equations and practice with real scientific equations and key.

Using properties of equality, a logical sequence of equivalent equations can be created to move between a linear equation in slope-intercept form, y = mx + b, and standard form, Ax + By = C. To find the x-intercept of a linear equation in either form, let y = 0 and solve the equation for x. To find the y-intercept, let x = 0 and solve the equation for y. Since two points determine a line, the graph of a line can be obtained by plotting both the x-and y-intercepts from standard form, or the y-intercept and a second point found by counting the ratio of rise to run as indicated by the slope.