EngageNY
Graphing Systems of Equations
Expand on learners' understanding of quadratic-linear systems. Building on the graphic understanding developed in the previous lesson, pupils learn algebraic methods of solving the systems.
EngageNY
Overcoming a Third Obstacle to Factoring— What If There Are No Real Number Solutions?
Time for pupils to use their imagination! Learners examine the relationship between a system with no real solution and its graph. They then verify their discoveries with algebra.
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Awkward! Who Chose the Number 360, Anyway?
Don't give your classes the third degree. Use radians instead! While working with degrees, learners find that they are not efficient and explore radians as an alternative. They convert between the two measures and use radians with the...
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Chance Experiments, Sample Spaces, and Events
Want a leg up on the competition? Show classes how to use mathematics to their advantage when playing games. Learners calculate probabilities to determine a reasonable scoring strategy for a game.
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Probability Rules (part 2)
Ensure your pupils are rule followers! Learners add the addition rule to the set of probability rules examined in the previous lesson. Problems require both the multiplication and addition rule.
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Events and Venn Diagrams
Time for statistics and learning to overlap! Learners examine Venn Diagrams as a means to organize data. They then use the diagrams to calculate simple and compound probabilities.
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Normal Distributions (part 2)
From z-scores to probability. Learners put together the concepts from the previous lessons to determine the probability of a given range of outcomes. They make predictions and interpret them in the context of the problem.
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Margin of Error When Estimating a Population Proportion (part 2)
Error does not mean something went wrong! Learners complete a problem from beginning to end using concepts developed throughout the last five lessons. They begin with a set of data, determine a population proportion, analyze their result...
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Ruling Out Chance (part 3)
Pupils analyze group data to identify significant differences. They use simulation to create their own random assignment data for comparison.
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Drawing a Conclusion from an Experiment (part 2)
Communicating results is just as important as getting results! Learners create a poster to highlight their findings in the experiment conducted in the previous instructional activity in a 30-part series. The resource provides specific...
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Rational Exponents—What are 2^1/2 and 2^1/3?
Are you rooting for your high schoolers to learn about rational exponents? In the third installment of a 35-part module, pupils first learn the meaning of 2^(1/n) by estimating values on the graph of y = 2^x and by using algebraic...
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Four Interesting Transformations of Functions (Part 2)
What happens to a function whose graph is translated horizontally? Groups find out as they investigate the effects of addition and subtraction within a function. This nineteenth lesson plan in a 26-part series focuses on horizontal...
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Piecewise and Step Functions in Context
Looking for an application for step functions? This activity uses real data to examine piecewise step functions. Groups create a list of data from varying scenarios and create a model to use to make recommendations to increase...
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Multiplying and Factoring Polynomial Expressions (part 2)
If you can multiply binomials, you can factor trinomials! This is the premise for a lesson on factoring. Pupils look for patterns in the binomials they multiply and apply them in reverse. Examples include leading coefficients of one...
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Why Do Banks Pay YOU to Provide Their Services?
How does a bank make money? That is the question at the based of a activity that explores the methods banks use to calculate interest. Groups compare the linear simple interest pattern with the exponential compound interest pattern.
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Base 10 and Scientific Notation
Use a resource on which you can base your lesson on base 10 and scientific notation. The second installment of a 35-part module presents scholars with a review of scientific notation. After getting comfortable with scientific...