{"results":"
\n\n
\n
\n
\n
Unit Plan
\n
\n
\n
\n\"Khan\n\n
\n
\n
\n
\nKhan Academy\n
\n

\nKhan Academy: Add and Subtract Fractions Word Problems\n

\n
\n\nFor Students\n\n4th - 6th\n\nStandards\n
\n
\n
\nPractice solving fraction addition and subtraction word problems. The fractions in these problems have unlike denominators. Students receive immediate feedback and have the opportunity to try questions repeatedly, watch a video or...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"Khan\n\n
\n
\n
\n
\nKhan Academy\n
\n

\nKhan Academy: Fractions as Division\n

\n
\n\nFor Students\n\n4th - 6th\n\nStandards\n
\n
\n
\nPractice understanding that the fraction bar really means division. Students receive immediate feedback and have the opportunity to try questions repeatedly, watch a video or receive hints.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n
\n
\n
\n\"Khan\n\n
\n
\n
\n
\nKhan Academy\n
\n

\nKhan Academy: Adding & Subtracting Rational Numbers\n

\n
\n\nFor Students\n\n6th - 8th\n\nStandards\n
\n
\n
\nPractice adding and subtracting negative fractions, decimals, and percents. Students receive immediate feedback and have the opportunity to try questions repeatedly, watch a video or receive hints.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n
\n
\n
\n\"Khan\n\n
\n
\n
\n
\nKhan Academy\n
\n

\nKhan Academy: Absolute Value to Find Distance\n

\n
\n\nFor Students\n\n6th - 8th\n\nStandards\n
\n
\n
\nPractice taking the absolute value of the difference of two numbers to find the distance between those numbers. Apply this principle to solve word problems. Students receive immediate feedback and have the opportunity to try questions...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n
\n
\n
\n\"Ck\n\n
\n
\n
\n
\nCK-12 Foundation\n
\n

\nCk 12: Vector Scalar Product: Vector Multiplied by a Scalar\n

\n
\n\nFor Students\n\n9th - 10th\n\nStandards\n
\n
\n
\n[Free Registration/Login may be required to access all resource tools.] Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise. Compute the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video
\n
\n
\n
\n\"Algebra2go:\n\n
\n
\n
\n
\nMucho Math\n
\n

\nAlgebra2go: Translating Word Statements to Math\n

\n
\n\nFor Students\n\n9th - 10th\n\nStandards\n
\n
\n
\nWord statements with sums and differences are translated to mathematical expressions and equations.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G Co Why Does Asa Work?\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nIn triangles ABC and ABD, we are given that angle BAC is congruent to angle BAD and angle ABC is congruent to angle ABD. Show that the reflection of the plane about line AB maps triangle ABD to triangle ABC. Aligns with G-CO.B.8.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G Co When Does Ssa Determine Triangle Congruence?\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nIn this task, we are told that two triangles share two sets of congruent sides and one pair of congruent angles and that these two triangles must be congruent based on the reasoning given. Students are asked to analyze this reasoning to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G Co, G Srt Congruence of Parallelograms\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nIn this task, a student has learned the SSS and SAS congruence tests for triangles and wonders if these tests might work for parallelograms. Aligns with G-CO.C.11 and G-SRT.B.5\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G Co Origami Regular Octagon\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nAfter successive folds of a piece of origami paper, a student must explain why the shape made is a regular octagon. Aligns with G-CO.A.3 and G-CO.D.12.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G Co Seven Circles Ii\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nIn this task, seven pennies are placed in a circle so that they are all touching one in the center and their neighbors. Students are asked to find as many rigid motions of the plane as they can which are symmetries of this configuration...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G Co, G Srt Seven Circles I\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nIn this task, seven pennies are placed in a circle so that they are all touching one in the center and their neighbors. The question is whether this will work with other equally-sized circles. Aligns with G-SRT.C and G-CO.C.10.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G Co Properties of Congruent Triangles\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nThe goal of this task is to understand how congruence of triangles, defined in terms of rigid motions, relates to the corresponding sides and angles of triangles. Aligns with G-CO.B.7.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G Co Angle Bisection and Midpoints of Line Segments\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nThis task provides a construction of the angle bisector of an angle by reducing it to the bisection of an angle to finding the midpoint of a line segment. Aligns with G-CO.D.12.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G C, G Co Tangent Lines and the Radius of a Circle\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nIn this task, students are shown a circle with center O and point P on the circle. L is a line that is a tangent to the circle at P. They must show that line OP is perpendicular to line L. Aligns with G-C.A.2, G-CO.A, and G-CO.C.9.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illustrative\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nIllustrative Mathematics: G Co Inscribing an Equilateral Triangle in a Circle\n

\n
\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
\n
\n
\nSuppose we are given a circle of radius r. The goal of this task is to construct an equilateral triangle whose three vertices lie on the circle. Aligns with G-CO.D.13.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}