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F-LE.A.1 | Task
The figure below shows the graphs of the exponential functions $f(x)=c\cdot 3^x$ and $g(x)=d\cdot 2^x$, for some numbers $c\gt 0$ and $d\gt 0$. They intersect at the point $(p,q)$.
###IMAGE0###
Which is greater, $c$ or $d$? Explain how you know.
Imagine you place the tip of your pencil at $(p,q)$ and trace the g... |
4.OA.A.2 | Narrative
The purpose of this activity is for students to make sense of and represent multiplicative comparison problems in which a factor is unknown. Students use the relationship between multiplication and division to write equations to represent multiplicative comparisons. These problems have larger numbers than in ... |
7.EE.B.4 | Activity
This activity prompts students to interpret several inequalities that represent the constraints in a situation. To explain what the letters in the inequalities mean in the given context, students cannot simply match the numbers in the verbal descriptions and those in the inequalities. They must attend carefull... |
N-RN.A.2 | Activity
In this activity, students practice identifying expressions involving rational exponents with equivalent radical expressions.
Launch
Since this activity was designed to be completed without technology, ask students to put away any devices until after they complete it.
Student Facing
For each set of 3 numbers, ... |
2.MD.A.1 | Narrative
The purpose of this warm-up is to invite students to share what they know about measuring. Students measured the length of objects in grade 1 using non-standard units such as paper clips and tiles and may also have experience measuring length outside of school. This warm-up allows teachers to hear the languag... |
6.NS.C.7a | Activity
The purpose of this activity is for students to practice applying their understanding of inequalities. They generate values that do and do not satisfy each inequality, and then match inequalities to a verbal description of the inequality. This will be useful in the associated Algebra 1 lesson when students ide... |
7.RP.A.3 | Activity
In this activity students use what they have learned about percent error in a multi-step problem.
Monitor for students who multiply 0.0000064 by 50 to answer the second part of the problem rather than using the calculation from the first part of the problem. These students should be asked to share during the w... |
6.NS.B.4 | Complete each of the following:
a. List all the factors of 48.
b. List all the factors of 64.
c. What are the common factors of 48 and 64?
d. What is the greatest common factor of 48 and 64?
|
8.EE.C.7 | Problem 1
a. Find the sum of the two expressions.
Expression A:
$${12a-5b-8}$$
Expression B:
$${ -b+3a-4}$$
b. Write the expression below as a sum of two terms.
$${\frac{1}{2}(6x+18)}$$
c. Write the expression below as a product of two factors.
$${24m-6}$$
Problem 2
For each expression, write an equivalent sim... |
7.SP.C.8b | Activity
In this activity, students practice using their understanding of ways to calculate the number of outcomes in the sample space without writing out the entire sample space (MP7). Many situations with multiple steps have very large sample spaces for which it is not helpful to write out the entire sample space, bu... |
4.NF.A.2 | Narrative
This activity has two purposes: to give students an opportunity to solve fraction comparison problems in context, and to reinforce the idea that two fractions can be compared only if they refer to the same whole. To serve the former, students compare fractional distance measurements. To serve the latter, they... |
K.CC.B.4 | Narrative
The purpose of this activity is for students to make cube towers with a given number of cubes in each tower. Students practice counting out a given number of objects and connecting numbers and quantities. The cube towers will be used again in the next activity and in the next lesson.
Representation: Develop L... |
G-CO.B.7 | Activity
While this activity does draw on the ambiguous Side-Side-Angle case, the main concept in the activity is that the position of the given angles and sides relative to one another matter. Students might at first think that Tyler put the sides in the wrong order relative to the given angle, which can help them see... |
K.CC.B.5 | Stage 2: Act It Out
Required Preparation
Materials to Gather
Connecting cubes or two-color counters
Materials to Copy
Blackline Masters
Math Stories Stage 2 Recording Sheet
Math Stories Stage 2 Backgrounds
Narrative
One student uses the background mat to tell a story that includes a question. The other student uses co... |
3.OA.C.7 | Stage 6: Multiply with 1–5
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 6 Gameboard
Capture Squares Stage 6 Spinner
Narrative
Students roll a number cube and spin a spinner and find the product of the two numbers ... |
K.G.B.6 | Narrative
The purpose of this activity is for students to put shapes together to form larger shapes. Students create their own piece of artwork by drawing or cutting out and putting together shapes. Students may use inspiration from the art they looked at in the first activity. Students may create designs or pictures o... |
8.G.B.6 | Task
A Pythagorean triple $(a,b,c)$ is a set of three positive whole numbers
which satisfy the equation
$$
a^2 + b^2 = c^2.
$$
Many ancient cultures used simple Pythagorean triples such as
(3,4,5) in order to accurately construct right angles: if a triangle has
sides of lengths 3, 4, and 5 units, respectively, then the... |
K.CC | Narrative
The purpose of this warm-up is for students to practice the verbal count sequence to 10 and show quantities with their fingers.
Launch
Groups of 2
“As I count to 10, put up 1 finger as I say each number.”
Count to 10 as students put up their fingers.
Activity
“Now let’s count to 10 with our fingers. Each time... |
6.G.A.4 | Activity
This activity has two parts: an introduction to the task and individual work time. In the first part, students read the design problem and ask clarifying questions, and then work with a partner or two to look at tent designs and specifications. Then, they work individually to design a tent, create necessary re... |
4.G.A.1 | Problem 1
Which line segment is perpendicular to
$$\overline{AB}$$
in the figure below?
###IMAGE0###
Problem 2
Fill in the blank below to make the statement true.
###IMAGE1###
|
2.G.A.2 | Problem 1
Pre-unit
Partition the rectangle into 4 equal rows and 5 equal columns.
How many small squares are there in the rectangle?
###IMAGE0###
|
6.NS.B.4 | Activity
In this activity, students continue to explore common multiples in context. Prizes are being given away to every 5th, 9th, and 15th customer. Students list the multiples of each number when determining which customers get prizes and when customers get more than one prize. Customers who get more than one prize ... |
7.NS.A.2a | Problem 1
On Thursday, the temperature was 64 ℉. Since Monday, three days earlier, the temperature had decreased consistently by 2 degrees each day. What multiplication expression represents the change in temperature from Thursday to Monday? Explain what each factor in your expression represents.
Problem 2
Find the pro... |
4.NBT.B.4 | Problem 5
Pre-unit
Find the value of each sum and difference.
###IMAGE0###
###IMAGE1###
|
1.NBT.B.3 | Problem 2
Pre-unit
Put a < or > in each box to make each statement true.
\(91\phantom{a} \boxed{\phantom{\frac{aaai}{aaai}}} \phantom{a}19 \)
\(84\phantom{a} \boxed{\phantom{\frac{aaai}{aaai}}} \phantom{a}87 \)
\(52\phantom{a} \boxed{\phantom{\frac{aaai}{aaai}}} \phantom{a}36 \)
|
4.OA.B.4 | Narrative
In this activity, students examine a pattern of rectangles and consider different numerical patterns that could represent the rectangles. Students begin by analyzing claims about how the rectangles are growing and work to make the claims clearer and more precise (MP6). In doing so, they notice that the numeri... |
2.MD.A.1 | Stage 2: Centimeters and Inches
Required Preparation
Materials to Gather
Rulers (centimeters)
Rulers (inches)
Materials to Copy
Blackline Masters
Estimate and Measure Stage 2 Recording Sheet
Narrative
Students choose an object and a unit (inches, feet, centimeters) to measure it with. They estimate the length of the o... |
K.OA.A.1 | Task
Adding two numbers to make an equation.
Materials
One pair of dice per student
A recording sheet for the activity. For example:
###IMAGE0###
Action
The students roll the dice. They record the numbers on the dice, one as the first addend and the other as the second addend in the equation, with numerals or dot pat... |
2.NBT.B.5 | Narrative
This Number Talk encourages students to use their experiences counting coins and skip counting by 10 and 5 to add within 100. The understandings elicited here will be helpful in later lessons when students solve money problems with amounts including dollars and cents.
Launch
Display one expression.
“Give me a... |
8.EE.C.7 | Activity
In this activity, students work with two expressions that represent the travel time of an elevator to a specific height. As with the previous activity, the goal is for students to work within a real-world context to understand taking two separate expressions and setting them equal to one another as a way to de... |
3.NF.A.1 | Narrative
The purpose of this activity is for students to use diagrams to represent situations that involve non-unit fractions. The synthesis focuses on how students partition and shade the diagrams and how the end of the shaded portion could represent the location of an object. When students interpret the different si... |
5.NF.B.7c | Narrative
The purpose of this activity is for students to match situations and expressions and then answer the questions asked about the situations. The numbers used in the problems are deliberately chosen so that students cannot make the matches just by looking at the numbers. Considering expressions that represent si... |
N-RN.A.1 | Warm-up
Most fractional exponents students have encountered so far in the unit are unit fractions. This warm-up allows students to recall how to interpret exponents that are non-unit fractions. Students are given a set of expressions that are all equivalent and asked to explain why they are so. In doing so, they practi... |
4.MD.A.2 | Optional activity
Students attempt to calculate their
exact
age. Because this is a constantly changing quantity, they need to think carefully about how accurately to report the answer. The mathematics involved is multiple unit conversions in the context of time. In addition to the fact that our age is always growing, w... |
5.G.B.3 | Narrative
The purpose of this activity is for students to determine if quadrilaterals are squares, rhombuses, rectangles, or parallelograms. Then they begin to outline the relationships between these different types of quadrilaterals, leading to the overall hierarchy of quadrilateral types which students investigate mo... |
5.NF.A.1 | Problem 1
a. Estimate which two whole numbers each of the following sums will be in between.
$${2{1\over5}+1{1\over2}}$$
$${2{4\over5}+1{1\over2}}$$
b. Solve for the actual sums in Part (a) above.
Problem 2
a. Estimate the following sums. Determine whether the actual sum will be more or less than the estimated su... |
A-SSE.A.2 | Task
Find a value for $a$, a value for $k$, and and a value for $n$ so that $$(3x + 2) (2x - 5) = ax^2 + kx + n.$$
|
7.EE.A.1 | Activity
In this activity students take turns with a partner and work to make sense of writing expressions in equivalent ways. This activity is a step up from the previous lesson because there are more negatives for students to deal with, and each expression contains more than one variable.
Launch
Arrange students in g... |
G-CO.A.2 | Problem 1
Below are points
$$A$$
and
$$B$$
. Translate each of these points two units right and three units down.
###IMAGE0###
The notation
$${(x,y) \rightarrow (x+2,y-3)}$$
is used to describe the translation you have just performed. Explain this notation.
Problem 2
Line segment
$${\overline{CD}}$$
has endpoints of
$... |
5.NF.B.4 | Narrative
The purpose of this Number Talk is to for students to demonstrate strategies and understandings they have for multiplying whole numbers by fractions. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to solve problems involving multi... |
G-GMD | Activity
The purpose of this activity is to generalize scaling properties of rectangles. The area of any shape can be approximated with rectangles. So, the property that the area of a rectangle is multiplied by
\(k^2\)
when it’s dilated using a scale factor of
\(k\)
applies to
all
two-dimensional shapes.
Launch
Writing... |
4.NBT.A.1 | Problem 1
Look at your paper base ten blocks. The ones piece is the smallest square. Then tens piece is a 10 × 1 strip. The hundreds piece is the larger 10 × 10 square.
a. Use the paper base ten blocks to construct 1,000. Use tape as needed.
b. Use the paper base ten blocks to construct 10,000. Use tape as needed.
... |
4.NBT.A.1 | Problem 1
What number comes after 1,000? What is the next number after 9,999?
Problem 2
a. 1,236 is a number.
Build the number with base ten blocks or draw a picture to represent it.
Write it as a sum of thousands, hundreds, tens, and ones.
Write its name in unit form.
b. 5,078 is a number.
Build the number with ba... |
3.MD.C.5 | Narrative
The purpose of this warm-up is to elicit observations about tiled squares by comparing four images. The work here prepares students to reason about unit squares later in the lesson and gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use termino... |
8.F.B.4 | Warm-up
The purpose of this warm-up is to elicit the idea that points on the graph of the equation are solutions to the equation, which will be useful when students explore graphs of linear inequalities in their Algebra 1 class. While students may notice and wonder many things about these images, the marked points abov... |
A-CED.A.4 | Warm-up
In this warm-up, students look for a relationship between two quantities by interpreting a verbal description and analyzing pairs of values in a table. They then use the observed relationship to find unknown values of one quantity given the other, and to think about possible equations that could represent the r... |
F-BF.B.3 | Optional activity
This activity is optional. Use it to allow students to practice writing quadratic expressions to produce several graphs with particular features. Here students will need to know how to restrict the domain of the graph produced using the technology available to them. If students are not already familia... |
8.F.B.5 | Task
Nina rides her bike from her home to school passing by the library on the way, and traveling at a constant speed for the entire trip. (See map below.)
###IMAGE0###
Sketch a graph of Nina’s distance from school as a function of time.
Sketch a graph of Nina’s distance from the library as a function of time.
|
G-C.A.3 | Task
The goal of this task is to construct the circumcenter of a triangle, that is, the point which is the same distance from each of the triangles three vertices. A sample triangle is pictured below:
###IMAGE0###
The collection of points equidistant from $B$ and $C$ is the perpendicular bisector $\ell$ of $\overlin... |
5.MD.B | Activity
In the previous activity, students responded to survey questions and collected data. They learned that data can be categorical or numerical. In this activity, students practice distinguishing
categorical
and
numerical
data, using the same survey questions and additional ones. They think about the kind of respo... |
F-IF.B.5 | Task
A restaurant is open from 2 pm to 2 am on a certain day, and a maximum of 200 clients can fit inside. If $f(t)$ is the number of clients in the restaurant $t$ hours after 2 pm that day,
What is a reasonable domain for $f$?
What is a reasonable range for $f$?
|
2.OA.A.1 | Narrative
The purpose of this activity is for students to solve Add To and Take From problems in the context of money. Students determine how much money each person has and how much money they will have left after buying school supplies. The choice of coins in each problem invites students to consider both concrete and... |
4.NBT.B.4 | Stage 6: Beyond 1,000
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Addition and Subtraction Stage 6 Recording Sheet
Narrative
Students use the digits 0–9 to make addition equations true. They work with sums and differences beyond 1,000.
|
5.NBT.B.5 | Narrative
This warm-up prompts students to compare four representations of multiplication. Students compare diagrams and equations that represent multi-digit multiplication. This prepares them for the work of the lesson where they compare different ways to represent products as sums of partial products.
Launch
Groups o... |
8.G.C.9 | Activity
In this activity, students use the relationship that the volume of a cone is
\(\frac13\)
of the volume of a cylinder to calculate the volume of various cones. Students start by watching a video (or demonstration) that shows that it takes the contents of 3 cones to fill the cylinder when they have congruent bas... |
8.EE.C.7 | Activity
The purpose of this activity is to get students thinking about strategically solving equations by paying attention to their structure. Distribution first versus dividing first is a common point of divergence for students as they start solving.
Identify students who choose different solution paths to solve the ... |
3.MD.A.1 | Narrative
The purpose of this activity is for students to solve problems involving addition and subtraction of time intervals when given times on a clock. Students may choose to show or explain their reasoning in any way, but the clocks are given to encourage use of that representation. Monitor for different ways that ... |
5.NF.A.2 | Warm-up
The purpose of an Estimation warm-up is to practice the skill of estimating a reasonable answer based on experience and known information, and also to help students develop a deeper understanding of the meaning of standard units of measure. It gives students a low-stakes opportunity to share a mathematical clai... |
G-CO.C.9 | Task
In the picture below $\ell$ and $k$ are parallel:
###IMAGE0###
Show that the four angles marked in the picture are congruent.
|
7.G.B.6 | A right square pyramid is placed inside a cube. The square base of the pyramid is the same shape as the faces of the cube, and the pyramid and the cube have the same height. What is the volume of the cube around, not including, the pyramid?
###IMAGE0###
|
7.EE.B.4b | Activity
This problem is an introduction to the series of modeling problems in the next activity. Here, students read a question and are prompted to think about what extra information they would need to solve it (MP4). Then they write and solve inequalities to answer the question.
The context in this problem provides a... |
5.NBT.B.7 | Problem 1
a. Solve.
3 eighths – 1 fourth = ___________
3 fifths – 1 half = ___________
3 tenths – 1 hundredth = ___________
b. What do you notice about Part (a) above? What do you wonder?
Problem 2
a. Estimate the following differences.
0.8 – 0.2
0.94 – 0.6
2 – 0.34
73.73 – 41.123
b. Solve for the actual differ... |
8.SP.A | Optional activity
The task statement provides data students can analyze for the remainder of this lesson. It gives the average high temperature in September at different cities across North America. This is only one possible choice for data to analyze. If appropriate, students can instead collect their own data and the... |
5.NF.B.4 | Warm-up
This warm-up revisits multiplication of fractions from grade 5. Students will use this skill as they divide fractions throughout the lesson and the rest of the unit.
Launch
Give students 2–3 minutes of quiet work time to complete the questions. Ask them to be prepared to explain their reasoning.
Student Facing
... |
3.OA.A.2 | Narrative
The purpose of this activity is for students to relate division situations and drawings of equal groups (MP2). Each given drawing matches two different situations. Students learn that the same drawing can represent both a “how many groups?” problem and a “how many in each group?” problem because the drawing s... |
6.NS.C.6b | Problem 1
Plot each point described by the ordered pairs below. Label each point with its letter. Indicate in which quadrant each point is located.
###TABLE0###
Problem 2
Some points are shown in the coordinate grid below. (Note:
$$x$$
and
$$y$$
are on the same scale. The scale is 1 unit.)
###IMAGE0###
a. Choose any ... |
3.OA.C.7 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for multiplying one- and two-digit numbers, which will be helpful later in this lesson when students multiply within 100.
When students use products they know to find a product they don’t know, they look for and make us... |
6.NS.A.1 | Activity
In the final phase of the shipping project, students present, reflect on, and revise their work within their small group. They discuss their decisions, evaluate the accuracy of their calculations, and then revise them as needed. In groups, they discuss which shipping box size, or combination of sizes, will be ... |
4.NF.B.4 | Narrative
In this activity, students practice completing a geometric drawing given half of the drawing and a line of symmetry, and reasoning about the perimeter of a line-symmetric figure.
While a precise drawing is not an expectation here, if no students considered using tools and techniques—such as using patty paper ... |
N-CN.A.2 | Task
Working with complex numbers allows us to solve equations like $z^2 = -1$
which cannot be solved with real numbers. Here we will investigate complex numbers which arise as square roots of certain complex numbers.
Find all complex square roots of -1, that is, find all numbers $z = a + bi$ which satisfy $z^2 = -1$.... |
8.F.A.2 | Warm-up
The purpose of this warm-up is for students to identify connections between three different representations of functions: equation, graph, and table. Two of the functions displayed are the same but with different variable names. It is important for students to focus on comparing input-output pairs when deciding... |
8.F.A.1 | Warm-up
The purpose of this warm-up is for students to use repeated reasoning to write an algebraic expression to represent a rule of a function (MP8). The whole-class discussion should focus on the algebraic expression in the final row, however the numbers in the table give students an opportunity to also practice cal... |
N-Q.A.3 | Warm-up
In this activity, students describe rotations. During discussion, students work together to determine that a complete description of a rotation includes a center, a direction, and an angle. Students also practice measuring angles with protractors to prepare for a subsequent lesson in which they will need to use... |
8.G.A.2 | Task
Triangles $ABC$ and $PQR$ are shown below in the coordinate plane:
###IMAGE0###
Show that $\triangle ABC$ is congruent to $\triangle PQR$ with a reflection
followed by a translation.
If you reverse the order of your reflection and translation in part (a) does it
still map $\triangle ABC$ to $\triangle PQR$?
Find a... |
F-BF.A.1a | Activity
A common mistake when learning about compounding, as students will in the associated Algebra 1 lesson, is to repeatedly apply the percent change to the original amount instead of the new amount. For example, let’s say a credit card balance is
$
100 and 12% interest is charged each year. How much is owed after ... |
K.G | Stage 2: Build to Match
Required Preparation
Materials to Gather
Geoblocks
Solid shapes
Materials to Copy
Blackline Masters
Geoblocks Stage 2
Narrative
Students use solid shapes to build objects pictured on cards.
|
6.G.A.2 | Task
Leo's recipe for banana bread won't fit in his favorite pan. The batter fills the 8.5 inch by 11 inch by 1.75 inch pan to the very top, but when it bakes it spills over the side. He has another pan that is 9 inches by 9 inches by 3 inches, and from past experience he thinks he needs about an inch between the top o... |
3.OA.A | Warm-up
In this warm-up, students determine the number of dots in an image without counting and explain how they arrived at that answer. The goal is to prompt them to visualize and articulate different ways to decompose the dots, using what they know about arrays, multiplication, and area to arrive at the total number.... |
1.NBT.C.4 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 100.
Students use their understanding of the properties of operations and place value as they notice the relationship between the expressions and why they have the same value (MP7).
Launch
Display one ex... |
S-ID.A.1 | Activity
The purpose of this activity is for students to differentiate between the steps to take to calculate each measure. Give students time to work with a partner to match a measure with a list of steps. Review the correct answers as a whole group, then allow students to calculate each measure.
Student Facing
###IMA... |
6.RP.A.3 | Activity
Here, students compare the tastes of two sparkling orange juice mixtures, which involves reasoning about whether the two situations involve equivalent ratios. The problem is more challenging because no values of the quantities match or are multiples of one another. Instead of finding an equivalent ratio for on... |
3.OA.B.5 | Enok says he can find the value of
$$6\times7$$
by thinking of it as
$$2\times(3\times7)$$
.
a. Show or explain why Enok’s strategy works.
b. What is the value of
$$6\times7$$
? Show or explain your work.
|
K.G.B.4 | Stage 4: Feel and Guess
Required Preparation
Materials to Gather
Bags
Geoblocks
Solid shapes
Narrative
Students feel the shape without looking at it and guess the shape.
|
K.CC | Narrative
The purpose of this activity is for students to practice using the count sequence to recognize 1 more or 1 less than a number. Students should have access to counters if needed to determine 1 more or 1 less than the given number.
An alternative version of the game is introduced in the lesson synthesis which s... |
8.EE.C.7a | Optional activity
The purpose of this activity is so that students can compare the structure of equations that have no solution, one solution, and infinitely many solutions. This may be particularly useful for students needing more practice identifying which equations will have each of these types of solutions before a... |
4.OA.A.1 | Narrative
The purpose of this activity is for students to deepen their understanding of how diagrams and multiplication equations can represent “
\(n\)
times as many”. Students explain how the diagrams and equations represent the situation. In order to match situations, diagrams, and equations, students reason abstract... |
5.NF.B.3 | Narrative
The purpose of this activity is for students to facilitate the Notice and Wonder they created in the previous activity for another group in the class. Each group should be paired with another group and they will take turns facilitating their Notice and Wonder for the other group. If time allows, students coul... |
7.G.A.1 | Activity
In this introductory activity, students explore the meaning of
scale
. They begin to see that a scale communicates the relationship between lengths on a drawing and corresponding lengths in the objects they represent, and they learn some ways to express this relationship:
“
\(a\)
units on the drawing represent... |
6.NS.A.1 | Activity
This activity allows students to draw diagrams and write equations to represent simple division situations. Some students may draw concrete diagrams; others may draw abstract ones. Any diagrammatic representation is fine as long as it enables students to make sense of the relationship between the number of gro... |
5.NBT.A.4 | Stage 3: Decimals
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cards 0–10
Paper clips
Materials to Copy
Blackline Masters
Tic Tac Round Stage 3 Gameboard
Tic Tac Round Stage 3 Spinner
Narrative
Students remove the cards that show 10 before they start. Then they choose five numbe... |
7.NS.A.1a | Activity
In this activity, the context of temperature is used to help students make sense of adding signed numbers (MP2). First students reason about temperature increases and decreases. They represent these increases and decreases on a number line, and then connect these temperature changes with adding positive number... |
4.MD.A.1 | Narrative
In this activity, students analyze student work converting meters to centimeters to develop the understanding that a meter is “100 times as long” as a centimeter. They correct errors in reasoning centering around place value (MP3).
Representation: Access for Perception.
Begin by demonstrating how to measure t... |
8.G.B.7 | Problem 1
You have a ladder that is 13 feet long. In order to make it sturdy enough to climb, you place the ladder 5 feet from the wall of a building, as shown in the diagram below.
###IMAGE0###
You need to post a banner on the wall 10 feet above the ground. Is the ladder long enough for you to reach the location you n... |
4.NBT.B.5 | Problem 1
Ms. Jones is using the area model below to solve a problem.
###IMAGE0###
Which equation is represented by the whole area model?
Problem 2
Estimate. Then solve. Show or explain your work.
748 × 7
Problem 3
Isaac ran a lemonade stand all summer. He sold 571 lemonades. If each lemonade cost $3, how much money di... |
A-SSE.B.3a | Task
Let $a$ and $b$ be real numbers with $a>b>0$ and
$\frac{a^3-b^3}{(a-b)^3}=\frac{73}{3}$. What is $\frac{b}{a}$?
|
8.EE.A.1 | Activity
This activity gives students a chance to practice using exponent rules to analyze expressions and identify equivalent ones. Five lists of expressions are given. Students choose two lists to analyze. As students work, notice the different strategies used to analyze the expressions in each list. Ask students usi... |
A-REI.B.4a | Task
Enrico has discovered a geometric technique for ''completing the square'' to find the solutions of quadratic equations. To solve the equation $x^2 + 6x + 4 = 0$, Enrico draws a square of dimension $x$ by $x$ and attaches 6 strips (3 of dimension 1 by $x$ and 3 of dimension $x$ by 1) to make the picture below:
###I... |
4.NBT.B.5 | Stage 7: Multi-digit Operations
Required Preparation
Materials to Copy
Blackline Masters
Compare Stage 7 Cards
Compare Stage 3-8 Directions
Narrative
Students use cards with expressions with all 4 operations resulting in numbers over 1,000.
|
7.EE.A.1 | Optional activity
In this activity, most of the supports for the solution process are removed. Students need to think about how to choose which quantity to represent with a variable, how to represent the other two quantities with expressions in terms of the variable, and how to write an expression for a total. The only... |
7.RP.A.2a | Problem 1
Randy is driving from New Jersey to Florida. Every time Randy stops for gas, he records the distance he traveled in miles and the total number of gallons of gas he used.
a. Assume that the number of miles driven is proportional to the number of gallons of gas used. Complete the table with the missing values... |
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