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In this task students have to interpret expressions involving two variables in the context of a real world situation. All given expressions can be interpreted as quantities that one might study when looking at two animal populations.

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Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
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Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
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This task is for instructional purposes only and builds on ``Building an explicit quadratic function.''

Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
08/20/2012
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This exploration can be done in class near the beginning of a unit on graphing parabolas. Students need to be familiar with intercepts, and need to know what the vertex is.

Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
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This webpage lists several, commonly used Arabic phrases to express greetings and emotions in ways considered polite and proper in many Arabic-speaking settings and contexts. The words include Arabic script, English translation, and English transliteration. Brief commentary is adduced when necessary in order to explain context.

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Activity/Lab
Provider:
Wikibooks
09/17/2013
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This task compares the usefulness of different forms of a quadratic expression. Students have to choose which form most easily provides information about the maximum value, the zeros and the vertical intercept of a quadratic expression in the context of a real world situation. Rather than just manipulating one form into the other, students can make sense out of the structure of the expressions.

Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
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CC BY-NC-ND
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This lesson unit is intended to help teachers assess how well students are able to: recognize the differences between equations and identities; substitute numbers into algebraic statements in order to test their validity in special cases; resist common errors when manipulating expressions such as 2(x Đ 3) = 2x Đ 3; (x + 3)_ = x_ + 3_; and carry out correct algebraic manipulations. It also aims to encourage discussion on some common misconceptions about algebra.

Material Type:
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
Provider Set:
Mathematics Assessment Project (MAP)