## Course Standards

## General Course Information and Notes

### General Notes

**Access Courses: **Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

**English Language Development ELD Standards Special Notes Section:**

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Mathematics. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/MA.pdf.

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

**Additional Instructional Resources:**

A.V.E. for Success Collection is provided by the Florida Association of School Administrators: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139. Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.

### General Information

**Course Number:**7812020

**Course Path:**

**Abbreviated Title:**ACCESS M/J GR 7 MATH

**Course Length:**Year (Y)

**Course Attributes:**

- Class Size Core Required
- Highly Qualified Teacher (HQT) Required

**Course Status:**Course Approved

**Grade Level(s):**6,7,8

## Educator Certifications

## Student Resources

## Original Student Tutorials

Practice solving and checking two-step equations with rational numbers in this interactive tutorial.

This is part 2 of the two-part series on two-step equations. **Click HERE to open Part 1.**

Type: Original Student Tutorial

Professor E. Qual will teach you how to solve and check two-step equations in this interactive tutorial.

This is part 1 of a two-part series about solving 2-step equations. **Click HERE to open Part 2.**

Type: Original Student Tutorial

Use models to solve balance problems on a space station in this interactive, math and science tutorial.

Type: Original Student Tutorial

Learn how to combine like terms to create equivalent expressions in this interactive tutorial.

Type: Original Student Tutorial

Explore the origins of Pi as the ratio of Circumference to diameter of a circle. In this interactive tutorial you'll work with the circumference formula to determine the circumference of a circle and work backwards to determine the diameter and radius of a circle.

Type: Original Student Tutorial

Learn how to calculate the probability of simple events, that probability is the likeliness of an event occurring and that some events may be more likely than others to occur, in this interactive tutorial.

Type: Original Student Tutorial

Compare multiple samples of lionfish to make generalizations about the population by analyzing the samples’ Mean Absolute Deviations and their distributions in this interactive tutorial.

Type: Original Student Tutorial

Help Alice discover that compound probabilities can be determined through calculations or by drawing tree diagrams in this interactive tutorial.

Type: Original Student Tutorial

Explore how to calculate the area of circles in terms of pi and with pi approximations in this interactive tutorial. You will also experience irregular area situations that require the use of the area of a circle formula.

Type: Original Student Tutorial

Learn how to use probability to predict expected outcomes at the Carnival in this interactive tutorial.

Type: Original Student Tutorial

Investigate the limiting factors of a Florida ecosystem and describe how these limiting factors affect one native population-the Florida Scrub-Jay.

Type: Original Student Tutorial

Learn how to explain the meaning of additive inverse, identify the additive inverse of a given rational number, and justify your answer on a number line.

Type: Original Student Tutorial

Investigate how temperature affects the rate of chemical reactions in this interactive tutorial.

Type: Original Student Tutorial

Learn what genetic engineering is and some of the applications of this technology. In this interactive tutorial, you’ll gain an understanding of some of the benefits and potential drawbacks of genetic engineering. Ultimately, you’ll be able to think critically about genetic engineering and write an argument describing your own perspective on its impacts.

Type: Original Student Tutorial

Learn to solve problems involving the circumference and area of a circle in this pool-themed, interactive tutorial.

Type: Original Student Tutorial

Howdy y’all! I’m Deputy Design, a cowboy architect. I am going to use my architectural scale drawings for a new horse arena to teach you how to solve problems involving scale drawings. In this tutorial, you will learn to calculate actual lengths using a scale and proportions.

Type: Original Student Tutorial

Use mathematical properties to explain why a negative factor times a negative factor equals a positive product… instead of just quoting a rule with this interactive tutorial.

Type: Original Student Tutorial

Learn how to identify explicit evidence and understand implicit meaning in a text.

In this tutorial, you will learn how to identify a speaker’s argument or claim. You will also learn how to evaluate the evidence and reasoning presented in a speech.

Type: Original Student Tutorial

## Educational Games

Challenge yourself with this Prodigi game to see if you can answer questions about experimental probability. Try the "Teach Me" button to prepare yourself. When you are ready, play Prodigi! You get one free solve and two hints. Be sure to use the review function at the end for the solution to any incorrect answer! Have fun!

Type: Educational Game

Challenge yourself with this Prodigi game to see if you can answer questions about probability of single events. Try the "Teach Me" button to prepare yourself. When you are ready, play Prodigi! You get one free solve and two hints. Be sure to use the review function at the end for the solution to any incorrect answer! Have fun!

Type: Educational Game

This interactive game has 4 categories: adding integers, subtracting integers, multiplying integers, and dividing integers. Students can play individually or in teams.

Type: Educational Game

This addition game encourages some logical analysis as well as addition skills. This particular circle game uses positive and negative integers. There is only one way to combine all the given numbers so that every circle sums to zero.

(source: NLVM grade 6-8 "Circle 0")

Type: Educational Game

In this activity, students play a game of connect four, but to place a piece on the board they have to correctly estimate an addition, multiplication, or percentage problem. Students can adjust the difficulty of the problems as well as how close the estimate has to be to the actual result. This activity allows students to practice estimating addition, multiplication, and percentages of large numbers (100s). This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Educational Game

In this activity, students are quizzed on their ability to estimate sums, products, and percentages. The student can adjust the difficulty of the problems and how close they have to be to the actual answer. This activity allows students to practice estimating addition, multiplication, or percentages of large numbers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Educational Game

In this timed activity, students solve linear equations (one- and two-step) or quadratic equations of varying difficulty depending on the initial conditions they select. This activity allows students to practice solving equations while the activity records their score, so they can track their progress. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Educational Game

In this activity, two students play a simulated game of Connect Four, but in order to place a piece on the board, they must correctly solve an algebraic equation. This activity allows students to practice solving equations of varying difficulty: one-step, two-step, or quadratic equations and using the distributive property if desired. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

Type: Educational Game

This virtual manipulative provides students with practice adding positive and negative integers. Students are given an addition problem and using one-to-one correspondence, the student is able to see what happens when adding negative integers. The addition problems can be computer generated or teacher generated and there is a free play mode which allows the student to practice with the chips and become familiar with the process of moving the chips around the page and creating a visual representation of an addition problem with integers.

Type: Educational Game

## Educational Software / Tools

This manipulative is a versatile online savings calculator that calculates both simple and compounding interest. This free online calculator calculates and graphs accrued interest and total savings balance. The calculator allows for a variety of variables including interest rates, initial investment, time, compounded interest, and whether there are regular deposits made.

Type: Educational Software / Tool

This resource is an online glossary to find the meaning of math terms. Students can also use the online glossary to find words that are related to the word typed in the search box. For example: Type in "transversal" and 11 other terms will come up. Click on one of those terms and its meaning is displayed.

Type: Educational Software / Tool

In this activity, students solve arithmetic problems involving whole numbers, integers, addition, subtraction, multiplication, and division. This activity allows students to track their progress in learning how to perform arithmetic on whole numbers and integers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Educational Software / Tool

## Perspectives Video: Experts

The tide is high! How can we statistically prove there is a relationship between the tides on the Gulf Coast and in a fresh water spring 20 miles from each other?

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

Statistical analysis played an essential role in using microgravity sensors to determine location of caves in Wakulla County.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

A math teacher describes the relationship between area and circumference and gives examples in nature.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

It's impossible to count every animal in a park, but with statistics and some engineering, biologists can come up with a good estimate.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

How do scientists collect information from the world? They sample it! Learn how scientists take samples of phytoplankton not only to monitor their populations, but also to make inferences about the rest of the ecosystem!

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

## Perspectives Video: Professional/Enthusiasts

Understand 3D modeling from a new angle when you learn about surface geometry and 3D printing.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

An archaeologist describes how mathematics can help prove a theory about mysterious prehistoric structures called shell rings.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

Ceramic glaze recipes are fluid and not set in stone, but can only be formulated consistently with a good understanding of math!

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

Sometimes scientists conduct a census, too! Learn how population sampling can help monitor the progress of an ecological restoration project.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

## Problem-Solving Tasks

In this online problem-solving challenge, students apply algebraic reasoning to determine the "costs" of individual types of faces from sums of frowns, smiles, and neutral faces. This page provides three pictorial problems involving solving systems of equations along with tips for thinking through the problem, the solution, and other similar problems.

Type: Problem-Solving Task

This task asks students to calculate probabilities using information presented in a two-way frequency table.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to solve a challenging multistep percentage problem that can be approached in several different ways. Students are asked to find the cost of a meal before tax and tip when given the total cost of the meal. The task can illustrate multiple standards depending on the prior knowledge of the students and the approach used to solve the problem.

Type: Problem-Solving Task

This purpose of this task is to help students see two different ways to look at percentages both as a decrease and an increase of an original amount. In addition, students have to turn a verbal description of several operations into mathematical symbols. This requires converting simple percentages to decimals as well as identifying equivalent expressions without variables.

Type: Problem-Solving Task

Students are asked to determine if two expressions are equivalent and explain their reasoning.

Type: Problem-Solving Task

Students are asked to write and solve an inequality to determine the number of people that can safely rent a boat.

Type: Problem-Solving Task

This problem asks the students to represent a sequence of operations using an expression and then to write and solve simple equations. The problem is posed as a game and allows the students to visualize mathematical operations. It would make sense to actually play a similar game in pairs first and then ask the students to record the operations to figure out each other's numbers.

Type: Problem-Solving Task

In this task students are asked to write two expressions from verbal descriptions and determine if they are equivalent. The expressions involve both percent and fractions. This task is most appropriate for a classroom discussion since the statement of the problem has some ambiguity.

Type: Problem-Solving Task

Students are asked to determine the change in height in inches when given a constant rate of change in centimeters. The answer is rounded to the nearest half inch.

Type: Problem-Solving Task

The student is asked to write and solve an inequality to match the context.

Type: Problem-Solving Task

Students are asked to find the area of a shaded region using a diagram and the information provided. The purpose of this task is to strengthen student understanding of area.

Type: Problem-Solving Task

The purpose of this task is for students to translate between measurements given in a scale drawing and the corresponding measurements of the object represented by the scale drawing. If used in an instructional setting, it would be good for students to have an opportunity to see other solution methods, perhaps by having students with different approaches explain their strategies to the class. Students who can only solve this by first converting the linear measurements will have a hard time solving problems where only area measures are given.

Type: Problem-Solving Task

The purpose of this task is meant to reinforce students' understanding of rational numbers as points on the number line and to provide them with a visual way of understanding that the sum of a number and its additive inverse (usually called its "opposite") is zero.

Type: Problem-Solving Task

In this task, students answer a question about the difference between two temperatures that are negative numbers.

Type: Problem-Solving Task

In this task, students are presented with a real-world problem involving the price of an item on sale. To answer the question, students must represent the problem by defining a variable and related quantities, and then write and solve an equation.

Type: Problem-Solving Task

The purpose of this task is to help solidify students' understanding of signed numbers as points on a number line and to understand the geometric interpretation of adding and subtracting signed numbers. There is a subtle distinction in the Florida Standards between a fraction and a rational number. Fractions are always positive, and when thinking of the symbol ab as a fraction, it is possible to interpret it as a equal-sized pieces where b pieces make one whole.

Type: Problem-Solving Task

The student is asked to complete a long division which results in a repeating decimal, and then use multiplication to "check" their answer. The purpose of the task is to have students reflect on the meaning of repeating decimal representation through approximation.

Type: Problem-Solving Task

Students are asked to determine how to distribute prize money among three classes based on the contribution of each class.

Type: Problem-Solving Task

The 7th graders at Sunview Middle School were helping to renovate a playground for the kindergartners at a nearby elementary school. City regulations require that the sand underneath the swings be at least 15 inches deep. The sand under both swing sets was only 12 inches deep when they started. The rectangular area under the small swing set measures 9 feet by 12 feet and required 40 bags of sand to increase the depth by 3 inches. How many bags of sand will the students need to cover the rectangular area under the large swing set if it is 1.5 times as long and 1.5 times as wide as the area under the small swing set?

Type: Problem-Solving Task

Students are asked to use ratios and proportional reasoning to compare paint mixtures numerically and graphically.

Type: Problem-Solving Task

This problem includes a percent increase in one part with a percent decrease in the remaining and asks students to find the overall percent change. The problem may be solved using proportions or by reasoning through the computations or writing a set of equations.

Type: Problem-Solving Task

Students are asked to make comparisons among the Egyptian, Gregorian, and Julian methods of measuring a year.

Type: Problem-Solving Task

Students are asked to use proportional reasoning to answer a series of questions in the context of a recipe.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to solve a multi-step ratio problem that can be approached in many ways. This can be done by making a table, which helps illustrate the pattern of taxi rates for different distances traveled and with a little persistence leads to a solution which uses arithmetic. It is also possible to calculate a unit rate (dollars per mile) and use this to find the distance directly without making a table.

Type: Problem-Solving Task

5,000 people visited a book fair in the first week. The number of visitors increased by 10% in the second week. How many people visited the book fair in the second week?

Type: Problem-Solving Task

Using the information provided find out how fast Anya rode her bike.

Type: Problem-Solving Task

This task asks students to solve a problem in a context involving constant speed. This task provides a transition from working with ratios involving whole numbers to ratios involving fractions. This problem can be thought of in several ways; in particular, this problem also provides an opportunity for students to work with the "How many in one group?'' interpretation of division.

Type: Problem-Solving Task

Use the information provided to find out how long it will take Molly to run one mile.

Type: Problem-Solving Task

This problem requires a comparison of rates where one is given in terms of unit rates, and the other is not. See "Music Companies, Variation 2" for a task with a very similar setup but is much more involved and so illustrates MAFS.7.RP.1.3.

Type: Problem-Solving Task

This problem has multiple steps. In order to solve the problem it is necessary to compute: the value of the TunesTown shares; the total value of the BeatStreet offer of 20 million shares at $25 per share; the difference between these two amounts; and the cost per share of each of the extra 2 million shares MusicMind offers to equal to the difference.

Type: Problem-Solving Task

Students should use information provided to answer the questions regarding robot races.

Type: Problem-Solving Task

Students are asked to determine which sale option results in the largest percent decrease in cost.

Type: Problem-Solving Task

The sales team at an electronics store sold 48 computers last month. The manager at the store wants to encourage the sales team to sell more computers and is going to give all the sales team members a bonus if the number of computers sold increases by 30% in the next month. How many computers must the sales team sell to receive the bonus? Explain your reasoning.

Type: Problem-Solving Task

Students are asked to decide if two given ratios are equivalent.

Type: Problem-Solving Task

Students are asked to solve a problem using proportional reasoning in a real world context to determine the number of shares needed to complete a stock purchase.

Type: Problem-Solving Task

Students are asked to solve a multistep ratio problem in a real-world context.

Type: Problem-Solving Task

After eating at your favorite restaurant, you know that the bill before tax is $52.60 and that the sales tax rate is 8%. You decide to leave a 20% tip for the waiter based on the pre-tax amount. How much should you leave for the waiter? How much will the total bill be, including tax and tip?

Type: Problem-Solving Task

The purpose of this task is for students to calculate the percent increase and relative cost in a real-world context. Inflation, one of the big ideas in economics, is the rise in price of goods and services over time. This is considered in relation to the amount of money you have.

Type: Problem-Solving Task

This activity asks the student to use unit rate and proportional reasoning to determine which of two runners is the fastest.

Type: Problem-Solving Task

The purpose of this task is to see how well students students understand and reason with ratios.

Type: Problem-Solving Task

In a poll of Mr. Briggs's math class, 67% of the students say that math is their favorite academic subject. The editor of the school paper is in the class, and he wants to write an article for the paper saying that math is the most popular subject at the school. Explain why this is not a valid conclusion and suggest a way to gather better data to determine what subject is most popular.

Type: Problem-Solving Task

In this task, students are able to conjecture about the differences and similarities in the two groups from a strictly visual perspective and then support their comparisons with appropriate measures of center and variability. This will reinforce that much can be gleaned simply from visual comparison of appropriate graphs, particularly those of similar scale.

Type: Problem-Solving Task

The purpose of this task is to provide students with the opportunity to determine experimental probabilities by collecting data. The cylindrical objects used in this task typically have three different resting positions but not all of these may be equally likely and some may be extremely unlikely or impossible when the object is tossed. Furthermore, obtaining the probabilities of the outcomes is perhaps only possible through the use of long-run relative frequencies. This is because these cylinders do not have the same types of symmetries as objects that are often used as dice, such as cubes or tetrahedrons, where each outcome is equally likely.

Type: Problem-Solving Task

This resource involves a simple data-gathering activity which furnishes data that students organize into a table. They are then asked to refer to the data and determine the probability of various outcomes.

Type: Problem-Solving Task

This task introduces the fundamental statistical ideas of using data summaries (statistics) from random samples to draw inferences (reasoned conclusions) about population characteristics (parameters). In the task built around an election poll scenario, the population is the entire seventh grade class, the unknown characteristic (parameter) of interest is the proportion of the class members voting for a specific candidate, and the sample summary (statistic) is the observed proportion of voters favoring the candidate in a random sample of class members. Variation 2 leads students through a physical simulation for generating sample proportions by sampling, and re-sampling, marbles from a box.

Type: Problem-Solving Task

This task introduces the fundamental statistical ideas of using data summaries (statistics) from random samples to draw inferences (reasoned conclusions) about population characteristics (parameters). There are two important goals in this task: seeing the need for random sampling and using randomization to investigate the behavior of a sample statistic. These introduce the basic ideas of statistical inference and can be accomplished with minimal knowledge of probability.

Type: Problem-Solving Task

As the standards in statistics and probability unfold, students will not yet know the rules of probability for compound events. Thus, simulation is used to find an approximate answer to these questions. In fact, part b would be a challenge to students who do know the rules of probability, further illustrating the power of simulation to provide relatively easy approximate answers to wide-ranging problems.

Type: Problem-Solving Task

This task is intended as a classroom activity. Students pool the results of many repetitions of the random phenomenon (rolling dice) and compare their results to the theoretical expectation they develop by considering all possible outcomes of rolling two dice. This gives them a concrete example of what we mean by long term relative frequency.

Type: Problem-Solving Task

The purpose of this task is for students to compute the theoretical probability of a compound event. Teachers may wish to emphasize the distinction between theoretical and experimental probabilities for this problem. For students learning to distinguish between theoretical and experimental probability, it would be good to find an experimental probability either before or after students have calculated the theoretical probability.

Type: Problem-Solving Task

The purpose of this task is for students to compute the theoretical probability of a seating configuration. There are 24 possible configurations of the four friends at the table in this problem. Students could draw all 24 configurations to solve the problem but this is time consuming and so they should be encouraged to look for a more systematic method.

Type: Problem-Solving Task

Students are asked to solve an inequality in order to answer a real-world question.

Type: Problem-Solving Task

This resource introduces students to the aspects a builder must think about before constructing a building. Students will study the cabin blueprint of Henry David Thoreau and then will find the surface area of the walls and how much paint would be needed. Then, students will find the volume of the cabin to determine the home heating needs. Third, students will study the blueprint and will create a 1/10 scale of it on graph paper and then will use art supplies to create a model of the cabin. Last, students will design and create models of furniture to scale for the cabin.

Type: Problem-Solving Task

## Tutorials

In this tutorial students are asked to find missing angle measures from a variety of examples.

Type: Tutorial

In this example, students will use algebra to find the measure of two angles whose sum equals 90 degrees, better known as complementary angles.

Type: Tutorial

Let's use algebra to find the measure of two complementary angles.

Type: Tutorial

Let's use algebra to find the measure of supplementary angles, whose sum is 180 degrees.

Type: Tutorial

This video shows some examples that test your understanding of what happens when positive and negative numbers are multiplied and divided.

Type: Tutorial

Many real world problems involve involve percentages. This lecture shows how algebra is used in solving problems of percent change and profit-and-loss.

Type: Tutorial

Students will learn how to solve a consecutive integer problem. Checking the solution will be left to the student.

Type: Tutorial

This tuptorial shows students how to set up and solve an age word problem. The tutorial also shows how tp check your work using substitution.

Type: Tutorial

Students will learn how to convert difficult repeating decimals to fractions.

Type: Tutorial

This tutorial shows students how to convert basic repeating decimals to fractions.

Type: Tutorial

This video demonstrates several examples of finding probability of random events.

Type: Tutorial

This video discusses the limits of probability as between 0 and 1.

Type: Tutorial

This video compares theoretical and experimantal probabilities and sources of possible discrepancy.

Type: Tutorial

Students will learn how to convert a fraction into a repeating decimal. Students should know how to use long division before starting this tutorial.

Type: Tutorial

This tutorial shows how the area and circumference relate to each other. Students will investigate how changing the radius of a circle affects the area and circumference.

Type: Tutorial

A circle is at the foundation of geometry. In this tutorial, students are shown the parts of a circle and how the radiius, diameter, circumference and Pi relate to each other. Students will also learn how to find the area and circumference of a circle.

Type: Tutorial

This tutorial shows how to find the circumference, the distance around a circle, given the area. Students will build upon their knowledge of the parts of circle.

Type: Tutorial

Predict the number of times a spinner will land on a given outcome.

Type: Tutorial

This video demonstrates development and use of a probability model.

Type: Tutorial

This video explores how to create sample spaces as tree diagrams, lists and tables.

Type: Tutorial

This video shows how to use a sample space diagram to find probability.

Type: Tutorial

This video shows an example of using a tree diagram to find the probability of a compound event.

Type: Tutorial

This video uses knowledge of vertical angles to solve for the variable and the angle measures.

Type: Tutorial

This video uses facts about supplementary and adjacent angles to introduce vertical angles.

Type: Tutorial

This video demonstrates solving a word problem involving angle measures.

Type: Tutorial

This video discusses constructing a right isosceles triangle with given constraints and deciding if the triangle is unique.

Type: Tutorial

This video demonstrates drawing a triangle when the side lengths are given.

Type: Tutorial

In this example, students solve for the area of a circle when given the diameter. The diameter is the length of a line that runs across the circle and through the center.

Type: Tutorial

This video demonstrates how to factor a linear expression by taking a common factor.

Type: Tutorial

This video shows how to construct and solve a basic linear equation to solve a word problem.

Type: Tutorial

This video demonstrates how to write and solve an equation for a proportional relationship.

Type: Tutorial

In this example, you will work with three numbers in different formats: a percent, a decimal, and a mixed number.

Type: Tutorial

In this video, you will practice changing a fraction into decimal form.

Type: Tutorial

You will learn how multiplication and division problems give us a positive or negative answer depending on whether there are an even or odd number of negative integers used in the problem.

Type: Tutorial

This video shows how to read and understand graphs of proportional relationships.

Type: Tutorial

This video teaches about combining like terms in linear equations.

Type: Tutorial

Find the volume of an object, given dimensions of a cube filled with water, and the incremental volume after the object is dropped into the cube

Type: Tutorial

A problem involving packing a larger rectangular prism with smaller ones is solved in two different ways.

Type: Tutorial

We will practice finding the volume of a triangular prism, and a cube by appying the formula for volume.

Type: Tutorial

We will understand the difference between supplementary angles and complementary angles, by using the given measurements of angles.

Type: Tutorial

In this tutorial, you will simplify expressions involving positive and negative fractions.

Type: Tutorial

In this tutorial, you will see how to simplify complex fractions.

Type: Tutorial

Here's a great video where we explain the reasoning behind solving proportions. We'll put some algebra to work to get our answers, too. This video shows three different methods for solving proportions.

Type: Tutorial

This video shows some examples of writing two ratios and setting them equal to each other to solve proportion word problems.

Type: Tutorial

This video demonstrates finding a unit rate from a rate containing fractions.

Type: Tutorial

One common application of rate is determining speed. Watch as we solve a rate problem finding speed in meters per second using distance (in meters) and time (in seconds).

Type: Tutorial

Solve a multi-step word problem in the context of a cab fare.

Type: Tutorial

In this example, you determine the volume of frozen water and express the answer as a fraction.

Type: Tutorial

This video demonstrates adding and subtracting decimals in the context of an overdrawn checking account.

Type: Tutorial

Students will solve the inequality and graph the solution.

Type: Tutorial

In this tutorial, you will evaluate fractions involving negative numbers and variables to determine if expressions are equivalent.

Type: Tutorial

In this tutorial, you will see how to divide fractions involving negative integers.

Type: Tutorial

In this tutorial you will practice multiplying and dividing fractions involving negative numbers.

Type: Tutorial

In this tutorial, you will learn rules for multiplying positive and negative integers.

Type: Tutorial

In this tutorial you will learn how to divide with negative integers.

Type: Tutorial

In this tutorial you will use the repeated addition model of multiplication to help you understand why multiplying negative numbers results in a positive answer.

Type: Tutorial

In this tutorial, you will use the distributive property to understand why the product of two negative numbers is positive.

Type: Tutorial

This video demonstrates dividing fractions as multiplying by the reciprocal.

Type: Tutorial

This video demonstrates dividing a whole number by a fraction by multiplying by the reciprocal.

Type: Tutorial

This 5 minute video gives the proof that vertical angles are equal.

Type: Tutorial

Practice substituting positive and negative values for variables.

Type: Tutorial

In this video, we will find the absolute value as distance between rational numbers.

Type: Tutorial

This video uses the number line to find unknown values in subtraction statements with negative numbers.

Type: Tutorial

This video asks you to select the model that matches the given expression.

Type: Tutorial

Use a number line to solve a word problem that includes a negative number.

Type: Tutorial

In this video, we figure out the temperature in Fairbanks, Alaska by adding and subtracting integers.

Type: Tutorial

We're putting a little algebra to work to find the full price when you know the discount price in this percent word problem.

Type: Tutorial

This video demonstrates how to write a decimal as a percent.

Type: Tutorial

This video demonstrates how to add and subtract negative fractions with unlike denominators.

Type: Tutorial

This video demonstrates use of a number line and absolute value to add negative numbers.

Type: Tutorial

This video demonstrates use of a number line to add numbers with positive and negative signs.

Type: Tutorial

Find out why subtracting a negative number is the same as adding the absolute value of that number.

Type: Tutorial

In this example we have a formula for converting Celsius temperature to Fahrenheit. Let's substitute the variable with a value (Celsius temp) to get the degrees in Fahrenheit. Great problem to practice with us!

Type: Tutorial

This video demonstrates adding and subtracting integers using a number line.

Type: Tutorial

This video demonstrtates a visual model of a percent greater than 100.

Type: Tutorial

This resource will allow students to have a good understanding about vertical, adjacent and linear pairs of angles.

Type: Tutorial

This tutorial will help you understand the concept of absolute value. Take the quiz after the lesson to practice!

Type: Tutorial

This tutorial will help you to solve one-step equations using multiplication and division. For practice, take the quiz after the lesson!

Type: Tutorial

This video tutorial shows examples of writing expressions in simplified form and evaluating expressions.

Type: Tutorial

This tutorial demonstrates the number line method of multiplying integers. You will encounter four different combinations when multiplying integers: (1) Positive times positive, (2) Positive times negative, (3) Negative times negative, (4) Negative times positive. The lesson is available in video format, and there is a quiz for practice.

Type: Tutorial

This video provides assistance with understanding direct and inverse variation.

Type: Tutorial

This short video uses both an equation and a visual model to explain why the same steps must be used on both sides of the equation when solving for the value of a variable.

Type: Tutorial

The first fractions used by ancient civilizations were "unit fractions." Later, numerators other than one were added, creating "vulgar fractions" which became our modern fractions. Together, fractions and integers form the "rational numbers."

Type: Tutorial

When number systems were expanded to include negative numbers, rules had to be formulated so that multiplication would be consistent regardless of the sign of the operands.

Type: Tutorial

A look behind the fundamental properties of the most basic arithmetic operation, addition

Type: Tutorial

This tutorial will help the learner to understand the concept of subtracting the positive and negative integers with the help of a number line. Learners can also take a quiz after the concept is internalized.

Type: Tutorial

Students will be able to see examples of addition of integers while watching a short video, and practice adding integers using an online quiz.

Type: Tutorial

This lesson introduces students to linear equations in one variable, shows how to solve them using addition, subtraction, multiplication, and division properties of equalities, and allows students to determine if a value is a solution, if there are infinitely many solutions, or no solution at all. The site contains an explanation of equations and linear equations, how to solve equations in general, and a strategy for solving linear equations. The lesson also explains contradiction (an equation with no solution) and identity (an equation with infinite solutions). There are five practice problems at the end for students to test their knowledge with links to answers and explanations of how those answers were found. Additional resources are also referenced.

Type: Tutorial

This site explicitly outlines the steps for using the proportion method to solve three different kinds of percent problems. It also includes sample problems for practice determining the part, the whole or the percent.

Type: Tutorial

This resource helps the user learn the three primary colors that are fundamental to human vision, learn the different colors in the visible spectrum, observe the resulting colors when two colors are added, and learn what white light is. A combination of text and a virtual manipulative allows the user to explore these concepts in multiple ways.

Type: Tutorial

The user will learn the three primary subtractive colors in the visible spectrum, explore the resulting colors when two subtractive colors interact with each other and explore the formation of black color.

Type: Tutorial

This video models solving equations in one variable with variables on both sides of the equal sign.

Type: Tutorial

This Khan Academy presentation models solving two-step equations with one variable.

Type: Tutorial

In this lesson, students will be viewing a Khan Academy video that will show how to convert ratios using speed units.

Type: Tutorial

The video describes how to multiply fractions and state the answer in lowest terms.

Type: Tutorial

## Video/Audio/Animations

Based upon the definition of speed, linear equations can be created which allow us to solve problems involving constant speeds, time, and distance.

Type: Video/Audio/Animation

How do we create linear equations to solve real-world problems? The video explains the process.

Type: Video/Audio/Animation

This 6-minute video provides an example of how to work with compound probability of independent events through the example of flipping a coin. If you flip a coin and it lands on heads, is the next flip more likely to be tails? Or are those events independent?

Type: Video/Audio/Animation

This 8-minute video provides an introduction to the concept of probability through the example of flipping a coin and rolling a die.

Type: Video/Audio/Animation

Any fraction can be converted into an equivalent decimal number with a sequence of digits after the decimal point, which either repeats or terminates. The reason can be understood by close examination of the number line.

Type: Video/Audio/Animation

This Khan Academy video tutorial introduces averages and algebra problems involving averages.

Type: Video/Audio/Animation

## Virtual Manipulatives

This virtual manipulative allows the learners to solve simple linear equations through the use of a balance beam. Unit blocks and* x*-boxes are placed on the pans of a balance beam to balance it.

Type: Virtual Manipulative

This virtual manipulative is a probability simulation tool which will help the learners to understand the concepts of experimental and theoretical probability.

Type: Virtual Manipulative

The purpose of this manipulative is to help students recognize that (1) unusual events do happen, and (2) it may take a longer time for some of them to happen. The letters are drawn at random from the beginning of Hamlet's soliloquy, "To be, or not to be." Any word made from those letters (such as TO) can be entered in the box. When the *start* is pressed, letters are drawn and recorded. The process continues until the word appears.

Type: Virtual Manipulative

This virtual manipulative can be used demonstrate random probability and to teach about chance and random choices. Use this free, fully customizable, online spinner to create probability scenarios involving numerous choices, or create advanced, unevenly split spinners to demonstrate and model real life scenarios.

This spinner also incorporates a bar graph to record and model the outcome of each spin.

Type: Virtual Manipulative

This virtual manipulative allows students to manipulate blocks, add or remove blocks, and connect them together to form solids. They can also experiment with counting the number of exposed faces, seeing what happens to the surface area when blocks are added or removed, and "unfolding" a block to create a net .

Type: Virtual Manipulative

This virtual manipulative allows the student to enter any two of the three quantities involved in percentage computation: the whole, a part and the percent. This manipulative can also be used for the discussions of relations among fractions, decimals, ratios and percentages.

Type: Virtual Manipulative

In this activity, students adjust how many sections there are on a fair spinner then run simulated trials on that spinner as a way to develop concepts of probability. A table next to the spinner displays the theoretical probability for each color section of the spinner and records the experimental probability from the spinning trials. This activity allows students to explore the topics of experimental and theoretical probability by seeing them displayed side by side for the spinner they have created. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Virtual Manipulative

With this online Java applet, students use slider bars to move a cross section of a cone, cylinder, prism, or pyramid. This activity allows students to explore conic sections and the 3-dimensional shapes from which they are derived. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Virtual Manipulative

Using this virtual manipulative, students apply dimensional analysis (AKA factor-label method or unit-factor method) to solve unit conversion problems. There is also the opportunity to create your own unit conversion problems.

Type: Virtual Manipulative

This applet allows students to investigate the relationships between the area and circumference of a circle and its radius and diameter. There are three sections to the site: Intro, Investigation, and Problems.

- In the Intro section, students can manipulate the size of a circle and see how the radius, diameter, and circumference are affected. Students can also play movie clip to visually see how these measurements are related.
- The Investigation section allows students to collect data points by dragging the circle radius to various lengths, and record in a table the data for radius, diameter, circumference and area. Clicking on the x/y button allows students to examine the relationship between any two measures. Clicking on the graph button will take students to a graph of the data. They can plot any of the four measures on the x-axis against any of the four measures on the y-axis.
- The Problems section contains questions for students to solve and record their answers in the correct unit.

(NCTM's Illuminations)

Type: Virtual Manipulative

In this activity, students plug values into the independent variable to see what the output is for that function. Then based on that information, they have to determine the coefficient (slope) and constant(y-intercept) for the linear function. This activity allows students to explore linear functions and what input values are useful in determining the linear function rule. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

Type: Virtual Manipulative

In this online activity, students apply their understanding of proportional relationships by adding circles, either colored or not, to two different piles then combine the piles to produce a required percentage of colored circles. Students can play in four modes: exploration, unknown part, unknown whole, or unknown percent. This activity also includes supplemental materials in tabs above the applet, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

Type: Virtual Manipulative

This virtual manipulative guides the student in the use of color counters to model subtraction of integers.

Type: Virtual Manipulative

This manipulative is a virtual realization of the kind of physical experience that might be available to students given three pieces of straws and told to make them into a triangle. when working with pieces that determine unique triangles (SSS, SAS, ASA). Students construct triangles with the parts provided. After building a red and a blue triangle, students can experience congruence by actually moving one on the top of the other.

Type: Virtual Manipulative

Allows students access to a Cartesian Coordinate System where linear equations can be graphed and details of the line and the slope can be observed.

Type: Virtual Manipulative

In this activity, students use preset data or enter in their own data to be represented in a box plot. This activity allows students to explore single as well as side-by-side box plots of different data. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

Type: Virtual Manipulative

This online manipulative allows the student to simulate placing marbles into a bag and finding the probability of pulling out certain combinations of marbles. This allows exploration of probabilities of multiple events as well as probability with and without replacement. The tabs above the applet provide access to supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

Type: Virtual Manipulative

This is an online graphing utility that can be used to create box plots, bubble graphs, scatterplots, histograms, and stem-and-leaf plots.

Type: Virtual Manipulative

The students will play a classic game from a popular show. Through this they can explore the probability that the ball will land on each of the numbers and discover that more accurate results coming from repeated testing. The simulation can be adjusted to influence fairness and randomness of the results.

Type: Virtual Manipulative

With a mouse, students will drag data points (with their error bars) and watch the best-fit polynomial curve form instantly. Students can choose the type of fit: linear, quadratic, cubic, or quartic. Best fit or adjustable fit can be displayed.

Type: Virtual Manipulative

Explore probability topics by modeling coin tossing, free throwing shooting, and manufacturing defects with this virtual manipulative.

Type: Virtual Manipulative

Users select a data set or enter their own data to generate a box plot.

Type: Virtual Manipulative

Students use a slider to explore dilation and scale factor. Students can create and dilate their own figures. (source: NLVM grade 6-8 "Transformations - Dilation")

Type: Virtual Manipulative

The user drags batteries to create a circuit. The voltage of the batteries that are placed will be displayed on the voltmeter, and an equation will be displayed in a list on the right, giving an example of how positive and negative numbers work together.

Type: Virtual Manipulative

This virtual manipulative allows one to make a random drawing box, putting up to 21 tickets with the numbers 0-11 on them. After selecting which tickets to put in the box, the applet will choose tickets at random. There is also an option which will show the theoretical probability for each ticket.

Type: Virtual Manipulative

Explore the effect on perimeter and area of two rectangular shapes as the scale factor changes.

Type: Virtual Manipulative

Using an interactive applet, students can compare and contrast properties of measures of central tendency, specifically the influence of changes in data values on the mean and median. As students change the data values by dragging the red points to the left or right, the interactive figure dynamically adjusts the mean and median of the new data set.

(NCTM's Illuminations)

Type: Virtual Manipulative

## Parent Resources

## Educational Games

This addition game encourages some logical analysis as well as addition skills. This particular circle game uses positive and negative integers. There is only one way to combine all the given numbers so that every circle sums to zero.

(source: NLVM grade 6-8 "Circle 0")

Type: Educational Game

This virtual manipulative provides students with practice adding positive and negative integers. Students are given an addition problem and using one-to-one correspondence, the student is able to see what happens when adding negative integers. The addition problems can be computer generated or teacher generated and there is a free play mode which allows the student to practice with the chips and become familiar with the process of moving the chips around the page and creating a visual representation of an addition problem with integers.

Type: Educational Game

## Educational Software / Tools

This manipulative is a versatile online savings calculator that calculates both simple and compounding interest. This free online calculator calculates and graphs accrued interest and total savings balance. The calculator allows for a variety of variables including interest rates, initial investment, time, compounded interest, and whether there are regular deposits made.

Type: Educational Software / Tool

This resource is an online glossary to find the meaning of math terms. Students can also use the online glossary to find words that are related to the word typed in the search box. For example: Type in "transversal" and 11 other terms will come up. Click on one of those terms and its meaning is displayed.

Type: Educational Software / Tool

## Image/Photograph

In this lesson, you will find clip art and various illustrations of polygons, circles, ellipses, star polygons, and inscribed shapes.

Type: Image/Photograph

## Perspectives Video: Experts

A math teacher describes the relationship between area and circumference and gives examples in nature.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

It's impossible to count every animal in a park, but with statistics and some engineering, biologists can come up with a good estimate.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

How do scientists collect information from the world? They sample it! Learn how scientists take samples of phytoplankton not only to monitor their populations, but also to make inferences about the rest of the ecosystem!

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

## Perspectives Video: Professional/Enthusiasts

Understand 3D modeling from a new angle when you learn about surface geometry and 3D printing.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

An archaeologist describes how mathematics can help prove a theory about mysterious prehistoric structures called shell rings.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

Ceramic glaze recipes are fluid and not set in stone, but can only be formulated consistently with a good understanding of math!

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

Sometimes scientists conduct a census, too! Learn how population sampling can help monitor the progress of an ecological restoration project.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

## Problem-Solving Tasks

In this online problem-solving challenge, students apply algebraic reasoning to determine the "costs" of individual types of faces from sums of frowns, smiles, and neutral faces. This page provides three pictorial problems involving solving systems of equations along with tips for thinking through the problem, the solution, and other similar problems.

Type: Problem-Solving Task

This task asks students to calculate probabilities using information presented in a two-way frequency table.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to solve a challenging multistep percentage problem that can be approached in several different ways. Students are asked to find the cost of a meal before tax and tip when given the total cost of the meal. The task can illustrate multiple standards depending on the prior knowledge of the students and the approach used to solve the problem.

Type: Problem-Solving Task

This purpose of this task is to help students see two different ways to look at percentages both as a decrease and an increase of an original amount. In addition, students have to turn a verbal description of several operations into mathematical symbols. This requires converting simple percentages to decimals as well as identifying equivalent expressions without variables.

Type: Problem-Solving Task

Students are asked to determine if two expressions are equivalent and explain their reasoning.

Type: Problem-Solving Task

Students are asked to write and solve an inequality to determine the number of people that can safely rent a boat.

Type: Problem-Solving Task

This problem asks the students to represent a sequence of operations using an expression and then to write and solve simple equations. The problem is posed as a game and allows the students to visualize mathematical operations. It would make sense to actually play a similar game in pairs first and then ask the students to record the operations to figure out each other's numbers.

Type: Problem-Solving Task

In this task students are asked to write two expressions from verbal descriptions and determine if they are equivalent. The expressions involve both percent and fractions. This task is most appropriate for a classroom discussion since the statement of the problem has some ambiguity.

Type: Problem-Solving Task

Students are asked to determine the change in height in inches when given a constant rate of change in centimeters. The answer is rounded to the nearest half inch.

Type: Problem-Solving Task

The student is asked to write and solve an inequality to match the context.

Type: Problem-Solving Task

Students are asked to find the area of a shaded region using a diagram and the information provided. The purpose of this task is to strengthen student understanding of area.

Type: Problem-Solving Task

The purpose of this task is for students to translate between measurements given in a scale drawing and the corresponding measurements of the object represented by the scale drawing. If used in an instructional setting, it would be good for students to have an opportunity to see other solution methods, perhaps by having students with different approaches explain their strategies to the class. Students who can only solve this by first converting the linear measurements will have a hard time solving problems where only area measures are given.

Type: Problem-Solving Task

The purpose of this task is meant to reinforce students' understanding of rational numbers as points on the number line and to provide them with a visual way of understanding that the sum of a number and its additive inverse (usually called its "opposite") is zero.

Type: Problem-Solving Task

In this task, students answer a question about the difference between two temperatures that are negative numbers.

Type: Problem-Solving Task

In this task, students are presented with a real-world problem involving the price of an item on sale. To answer the question, students must represent the problem by defining a variable and related quantities, and then write and solve an equation.

Type: Problem-Solving Task

The purpose of this task is to help solidify students' understanding of signed numbers as points on a number line and to understand the geometric interpretation of adding and subtracting signed numbers. There is a subtle distinction in the Florida Standards between a fraction and a rational number. Fractions are always positive, and when thinking of the symbol ab as a fraction, it is possible to interpret it as a equal-sized pieces where b pieces make one whole.

Type: Problem-Solving Task

The student is asked to complete a long division which results in a repeating decimal, and then use multiplication to "check" their answer. The purpose of the task is to have students reflect on the meaning of repeating decimal representation through approximation.

Type: Problem-Solving Task

Students are asked to determine how to distribute prize money among three classes based on the contribution of each class.

Type: Problem-Solving Task

The 7th graders at Sunview Middle School were helping to renovate a playground for the kindergartners at a nearby elementary school. City regulations require that the sand underneath the swings be at least 15 inches deep. The sand under both swing sets was only 12 inches deep when they started. The rectangular area under the small swing set measures 9 feet by 12 feet and required 40 bags of sand to increase the depth by 3 inches. How many bags of sand will the students need to cover the rectangular area under the large swing set if it is 1.5 times as long and 1.5 times as wide as the area under the small swing set?

Type: Problem-Solving Task

Students must use the information to answer the multiple tasks provided.

Type: Problem-Solving Task

Students are asked to use ratios and proportional reasoning to compare paint mixtures numerically and graphically.

Type: Problem-Solving Task

Giving the amount of paint in "parts" instead of a specific standardized unit like cups might be confusing to students who do not understand what this means. Because this is standard language in ratio problems, students need to be exposed to it, but teachers might need to explain the meaning if their students are encountering it for the first time.

Type: Problem-Solving Task

Use the information provided to answer the questions regarding Carlos and his bananas

Type: Problem-Solving Task

This is a task where it would be appropriate for students to use technology such as a graphing calculator or GeoGebra, making it a good candidate for students to engage in Standard for Mathematical Practice 5 Use appropriate tools strategically. A variant of this problem is appropriate for 8th grade; see Coffee by the Pound.

Type: Problem-Solving Task

Tom wants to buy some protein bars and magazines for a trip. He has decided to buy three times as many protein bars as magazines. Each protein bar costs $0.70 and each magazine costs $2.50. The sales tax rate on both types of items is 6½%. How many of each item can he buy if he has $20.00 to spend?

Type: Problem-Solving Task

This problem includes a percent increase in one part with a percent decrease in the remaining and asks students to find the overall percent change. The problem may be solved using proportions or by reasoning through the computations or writing a set of equations.

Type: Problem-Solving Task

Students are asked to make comparisons among the Egyptian, Gregorian, and Julian methods of measuring a year.

Type: Problem-Solving Task

Students are asked to use proportional reasoning to answer a series of questions in the context of a recipe.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to solve a multi-step ratio problem that can be approached in many ways. This can be done by making a table, which helps illustrate the pattern of taxi rates for different distances traveled and with a little persistence leads to a solution which uses arithmetic. It is also possible to calculate a unit rate (dollars per mile) and use this to find the distance directly without making a table.

Type: Problem-Solving Task

5,000 people visited a book fair in the first week. The number of visitors increased by 10% in the second week. How many people visited the book fair in the second week?

Type: Problem-Solving Task

Using the information provided find out how fast Anya rode her bike.

Type: Problem-Solving Task

This task asks students to solve a problem in a context involving constant speed. This task provides a transition from working with ratios involving whole numbers to ratios involving fractions. This problem can be thought of in several ways; in particular, this problem also provides an opportunity for students to work with the "How many in one group?'' interpretation of division.

Type: Problem-Solving Task

Use the information provided to find out how long it will take Molly to run one mile.

Type: Problem-Solving Task

This problem requires a comparison of rates where one is given in terms of unit rates, and the other is not. See "Music Companies, Variation 2" for a task with a very similar setup but is much more involved and so illustrates MAFS.7.RP.1.3.

Type: Problem-Solving Task

This problem has multiple steps. In order to solve the problem it is necessary to compute: the value of the TunesTown shares; the total value of the BeatStreet offer of 20 million shares at $25 per share; the difference between these two amounts; and the cost per share of each of the extra 2 million shares MusicMind offers to equal to the difference.

Type: Problem-Solving Task

Students should use information provided to answer the questions regarding robot races.

Type: Problem-Solving Task

Students are asked to determine which sale option results in the largest percent decrease in cost.

Type: Problem-Solving Task

The sales team at an electronics store sold 48 computers last month. The manager at the store wants to encourage the sales team to sell more computers and is going to give all the sales team members a bonus if the number of computers sold increases by 30% in the next month. How many computers must the sales team sell to receive the bonus? Explain your reasoning.

Type: Problem-Solving Task

Students are asked to decide if two given ratios are equivalent.

Type: Problem-Solving Task

Students are asked to solve a problem using proportional reasoning in a real world context to determine the number of shares needed to complete a stock purchase.

Type: Problem-Solving Task

Students are asked to solve a multistep ratio problem in a real-world context.

Type: Problem-Solving Task

After eating at your favorite restaurant, you know that the bill before tax is $52.60 and that the sales tax rate is 8%. You decide to leave a 20% tip for the waiter based on the pre-tax amount. How much should you leave for the waiter? How much will the total bill be, including tax and tip?

Type: Problem-Solving Task

The purpose of this task is for students to calculate the percent increase and relative cost in a real-world context. Inflation, one of the big ideas in economics, is the rise in price of goods and services over time. This is considered in relation to the amount of money you have.

Type: Problem-Solving Task

This activity asks the student to use unit rate and proportional reasoning to determine which of two runners is the fastest.

Type: Problem-Solving Task

The purpose of this task is to see how well students students understand and reason with ratios.

Type: Problem-Solving Task

In a poll of Mr. Briggs's math class, 67% of the students say that math is their favorite academic subject. The editor of the school paper is in the class, and he wants to write an article for the paper saying that math is the most popular subject at the school. Explain why this is not a valid conclusion and suggest a way to gather better data to determine what subject is most popular.

Type: Problem-Solving Task

In this task, students are able to conjecture about the differences and similarities in the two groups from a strictly visual perspective and then support their comparisons with appropriate measures of center and variability. This will reinforce that much can be gleaned simply from visual comparison of appropriate graphs, particularly those of similar scale.

Type: Problem-Solving Task

The purpose of this task is to provide students with the opportunity to determine experimental probabilities by collecting data. The cylindrical objects used in this task typically have three different resting positions but not all of these may be equally likely and some may be extremely unlikely or impossible when the object is tossed. Furthermore, obtaining the probabilities of the outcomes is perhaps only possible through the use of long-run relative frequencies. This is because these cylinders do not have the same types of symmetries as objects that are often used as dice, such as cubes or tetrahedrons, where each outcome is equally likely.

Type: Problem-Solving Task

This resource involves a simple data-gathering activity which furnishes data that students organize into a table. They are then asked to refer to the data and determine the probability of various outcomes.

Type: Problem-Solving Task

This task introduces the fundamental statistical ideas of using data summaries (statistics) from random samples to draw inferences (reasoned conclusions) about population characteristics (parameters). In the task built around an election poll scenario, the population is the entire seventh grade class, the unknown characteristic (parameter) of interest is the proportion of the class members voting for a specific candidate, and the sample summary (statistic) is the observed proportion of voters favoring the candidate in a random sample of class members. Variation 2 leads students through a physical simulation for generating sample proportions by sampling, and re-sampling, marbles from a box.

Type: Problem-Solving Task

This task introduces the fundamental statistical ideas of using data summaries (statistics) from random samples to draw inferences (reasoned conclusions) about population characteristics (parameters). There are two important goals in this task: seeing the need for random sampling and using randomization to investigate the behavior of a sample statistic. These introduce the basic ideas of statistical inference and can be accomplished with minimal knowledge of probability.

Type: Problem-Solving Task

As the standards in statistics and probability unfold, students will not yet know the rules of probability for compound events. Thus, simulation is used to find an approximate answer to these questions. In fact, part b would be a challenge to students who do know the rules of probability, further illustrating the power of simulation to provide relatively easy approximate answers to wide-ranging problems.

Type: Problem-Solving Task

This task is intended as a classroom activity. Students pool the results of many repetitions of the random phenomenon (rolling dice) and compare their results to the theoretical expectation they develop by considering all possible outcomes of rolling two dice. This gives them a concrete example of what we mean by long term relative frequency.

Type: Problem-Solving Task

The purpose of this task is for students to compute the theoretical probability of a compound event. Teachers may wish to emphasize the distinction between theoretical and experimental probabilities for this problem. For students learning to distinguish between theoretical and experimental probability, it would be good to find an experimental probability either before or after students have calculated the theoretical probability.

Type: Problem-Solving Task

The purpose of this task is for students to compute the theoretical probability of a seating configuration. There are 24 possible configurations of the four friends at the table in this problem. Students could draw all 24 configurations to solve the problem but this is time consuming and so they should be encouraged to look for a more systematic method.

Type: Problem-Solving Task

Students are asked to solve an inequality in order to answer a real-world question.

Type: Problem-Solving Task

## Teaching Ideas

There are lots of ways to receive income, and lots of ways to spend it. In this EconomicsMinute teaching idea, students will develop two budgets, or plans, to help them decide how to allocate their income.

Type: Teaching Idea

In this hands-on and web interactive project, students design and build a bird wing powerful enough to spin them in an office chair when it is flapped. By modifying the shape, size, and/or materials used in their design based on observations of natural and man-made transportation methods, students will learn about thrust, forces, durability, and energy use.

Type: Teaching Idea

In this hands-on and web interactive project, students design and build a machine inspired by animals where the entire structure flips or jumps (vertically or horizontally) using basic materials such as sticks and rubber bands. The students will explore concepts including power amplification, elastic potential energy, and kinetic energy by manipulating physical objects.

Type: Teaching Idea

## Tutorials

This tutorial will help you understand the concept of absolute value. Take the quiz after the lesson to practice!

Type: Tutorial

This tutorial will help the learner to understand the concept of subtracting the positive and negative integers with the help of a number line. Learners can also take a quiz after the concept is internalized.

Type: Tutorial

Students will be able to see examples of addition of integers while watching a short video, and practice adding integers using an online quiz.

Type: Tutorial

This video models solving equations in one variable with variables on both sides of the equal sign.

Type: Tutorial

The video describes how to multiply fractions and state the answer in lowest terms.

Type: Tutorial

## Video/Audio/Animations

This video dynamically shows how Pi works, and how it is used.

Type: Video/Audio/Animation

This Khan Academy video tutorial introduces averages and algebra problems involving averages.

Type: Video/Audio/Animation

## Virtual Manipulatives

This virtual manipulative allows the learners to solve simple linear equations through the use of a balance beam. Unit blocks and* x*-boxes are placed on the pans of a balance beam to balance it.

Type: Virtual Manipulative

This virtual manipulative is a probability simulation tool which will help the learners to understand the concepts of experimental and theoretical probability.

Type: Virtual Manipulative

The purpose of this manipulative is to help students recognize that (1) unusual events do happen, and (2) it may take a longer time for some of them to happen. The letters are drawn at random from the beginning of Hamlet's soliloquy, "To be, or not to be." Any word made from those letters (such as TO) can be entered in the box. When the *start* is pressed, letters are drawn and recorded. The process continues until the word appears.

Type: Virtual Manipulative

This virtual manipulative can be used demonstrate random probability and to teach about chance and random choices. Use this free, fully customizable, online spinner to create probability scenarios involving numerous choices, or create advanced, unevenly split spinners to demonstrate and model real life scenarios.

This spinner also incorporates a bar graph to record and model the outcome of each spin.

Type: Virtual Manipulative

This virtual manipulative allows students to manipulate blocks, add or remove blocks, and connect them together to form solids. They can also experiment with counting the number of exposed faces, seeing what happens to the surface area when blocks are added or removed, and "unfolding" a block to create a net .

Type: Virtual Manipulative

This virtual manipulative allows the student to enter any two of the three quantities involved in percentage computation: the whole, a part and the percent. This manipulative can also be used for the discussions of relations among fractions, decimals, ratios and percentages.

Type: Virtual Manipulative

Using this virtual manipulative, students apply dimensional analysis (AKA factor-label method or unit-factor method) to solve unit conversion problems. There is also the opportunity to create your own unit conversion problems.

Type: Virtual Manipulative

This interactive lesson introduces students to the circle, its attributes, and the formulas for finding its circumference and its area. Students then perform a few calculations to practice finding the area and circumference of circles, given the diameter.

Type: Virtual Manipulative

This virtual manipulative guides the student in the use of color counters to model subtraction of integers.

Type: Virtual Manipulative

This manipulative is a virtual realization of the kind of physical experience that might be available to students given three pieces of straws and told to make them into a triangle. when working with pieces that determine unique triangles (SSS, SAS, ASA). Students construct triangles with the parts provided. After building a red and a blue triangle, students can experience congruence by actually moving one on the top of the other.

Type: Virtual Manipulative

Allows students access to a Cartesian Coordinate System where linear equations can be graphed and details of the line and the slope can be observed.

Type: Virtual Manipulative

Explore probability topics by modeling coin tossing, free throwing shooting, and manufacturing defects with this virtual manipulative.

Type: Virtual Manipulative

Students use a slider to explore dilation and scale factor. Students can create and dilate their own figures. (source: NLVM grade 6-8 "Transformations - Dilation")

Type: Virtual Manipulative

Section:Exceptional Student Education >Grade Group:Middle/Junior High >Subject:Academics - Subject Areas >