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8.G.B.6 | Activity
This activity introduces students to the
converse
of the Pythagorean Theorem: In a triangle with side lengths
\(a\)
,
\(b\)
, and
\(c\)
, if we have
\(a^2+b^2=c^2\)
, then the triangle
must
be a right triangle, and
\(c\)
must be its hypotenuse. Since up until this unit we rarely phrase things as a formal theor... |
4.OA.B.4 | Problem 1
Mr. Duffy wants to set up the desks in his room in rows and columns. There are 28 desks in his classroom. What are the different ways he could make rows and columns with 28 desks? Draw arrays to represent the possible arrangements.
Problem 2
a. Find all of the factors of 98.
b. How can you be sure your li... |
6.G.A.4 | Warm-up
This warm-up prompts students to think about a prism and its measurements in context and to consider potential questions that could be asked and answered.
Given their recent work, students are likely to notice and wonder about surface area, nets, and the missing height of the box. Students may also wonder about... |
6.G.A.1 | Activity
This activity asks students to compare the amounts of the plane covered by two tiling patterns, with the aim of supporting two big ideas of the unit:
If two figures can be placed one on top of the other so that they match up exactly, then they have the same area.
A region can be decomposed and rearranged witho... |
4.NBT.B.4 | Problem 6
Pre-unit
Find the value of each sum or difference.
###IMAGE0###
###IMAGE1###
|
6.RP.A.3a | Task
In a bag of marbles, $\frac{3}{5}$ of the marbles are blue and the rest are red. If the number of red marbles is doubled and the number of blue marbles stays the same, what fraction of the marbles will be red?
|
3.NBT.A.2 | Problem 1
Solve. Show or explain your work.
a.
$$916 - 538 = $$
_____
b. _____
$$= 1,000 - 457$$
c.
$$536 = 602-$$
_____
Problem 2
The farmer’s chickens laid 178 fewer eggs this week than last week. The chickens laid 725 eggs last week. How many eggs did the chickens lay this week?
|
K.CC.B | Task
Materials
Unifix cubes or snap cubes, composed into rods with 1-10 cubes (or any counting sequence the class is currently working on within 20)
###IMAGE0###
If the chosen number range includes numbers greater then 10, then make the rods using two colors so that the set of 10 in easily identified (see the image in ... |
4.NBT.B.5 | Narrative
In this activity, students use strategies and representations that make sense to them to find products beyond 100. As before, the context of stickers lends itself to be represented with an array. The factors are large enough, however, that doing so would be inconvenient, motivating other representations or st... |
3.MD.C.7 | Problem 3
Pre-unit
The area of the rectangle is 40 square centimeters.
Find the missing side length of the rectangle. Explain your reasoning.
###IMAGE0###
|
3.NF.A.3a | Narrative
The purpose of this activity is for students to use diagrams to reason about equivalence and reinforce their awareness of the relationship between fractions that are equivalent.
Students show that a shaded diagram can represent two fractions, such as
\(\frac{1}{2}\)
and
\(\frac{4}{8}\)
, by further partitioni... |
4.NF.B.3c | Solve. Show or explain your work.
a.
$$1\frac{11}{12}+\frac5{12}$$
b.
$$6\frac15-4\frac45$$
|
6.G.A.1 | Task
Take a square with area 1. Divide it into 9 equal-sized squares. Remove the middle one.
###IMAGE0###
What is the area of the figure now?
Take the remaining 8 squares. Divide each one into 9 equal squares. Remove the middle one from each group of 9.
###IMAGE1###
What is the area of the figure now?
Take the remainin... |
8.EE.A.1 | Optional activity
This task reviews an important property of exponents which students have studied in grade 8, namely that if
\(b\)
is a non-zero number, then
\(b^0 = 1\)
. This is a convention, one that allows the rule
\(b^x \boldcdot b^y = b^{x+y}\)
to remain true when
\(x\)
or
\(y\)
is allowed to be 0. An additional... |
7.NS.A.2a | Activity
The purpose of this activity is for students to encounter a concrete situation where multiplying two positive numbers results in a positive number, and multiplying a positive and a negative number results in a negative number.
Students use their earlier understanding of a chosen zero point, location relative t... |
4.NF.A.2 | Stage 4: Denominators 2, 3, 4, 5, 6, 8, 10, 12, or 100
Required Preparation
Materials to Gather
Dry erase markers
Sheet protectors
Materials to Copy
Blackline Masters
Get Your Numbers in Order Stage 3 and 4 Gameboard
Fraction Cards Grade 3
Fraction Cards Grade 4
Narrative
Students choose cards with fractions with deno... |
K.OA.A.2 | Narrative
The purpose of this activity is for students to solve a Put Together, Total Unknown story problem. Students were introduced to the context in a numberless story problem in the warm-up. The purpose of the activity synthesis is to highlight that labels are helpful in understanding how written work represents a ... |
6.RP.A.3 | Optional activity
This voting activity helps students summarize the voting systems for more than two choices that were discussed in the previous lessons. Five students vote on three choices of weekend activities. In this activity, students engage in quantitative reasoning (MP2) to compare two mathematical models for fa... |
6.SP.A.2 | Task
Unlike many elections for public office where a person is elected strictly based on the results of a popular vote (i.e., the candidate who earns the most votes in the election wins), in the United States, the election for President of the United States is determined by a process called the Electoral College. Acco... |
5.NF.B.5 | Problem 1
Luke had a calculator that will only display numbers less than or equal to
$$999,999,999$$
. Which of the following products will his calculator display? Explain.
a.
$$792 \times 999,999,999$$
b.
$$\frac{1}{2} \times 999,999,999$$
c.
$$\frac{15}{4} \times 999,999,999$$
d.
$$2\frac{1}{3} \times 999,999,999$$
e... |
1.MD.A.2 | Narrative
The purpose of this activity is for students to learn a new center called Estimate and Measure, Choose Your Unit. Students choose an object and a familiar unit to measure it with. They estimate the measurement of the object and then measure to find the actual length to the nearest whole length unit.
Required ... |
1.OA.C.5 | Stage 2: Subtract 1 or 2
Required Preparation
Materials to Gather
Number cards 0–10
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Addition and Subtraction Stages 1 and 2 Gameboard
Narrative
Students choose a number card 0-10 and choose to subtract 1 or 2 from the number on their card and then pl... |
2.OA.B.2 | Narrative
The purpose of this activity is for students to practice finding unknown addends within 20. Students use spinners to determine the total and one of the addends. They write addition equations or subtraction equations to represent how they found the unknown addend. Students connect the different equations in th... |
6.EE.A.2a | Activity
Throughout this unit students have been matching equations to tape diagrams, matching equations to situations, and solving equations. This lesson shifts the focus to writing the expressions that describe situations with an unknown quantity. Students use operations to calculate quantities and notice repeated pa... |
G-SRT.D.10 | Problem 1
a. Find the lengths of
$$d$$
and
$$e$$
.
###IMAGE0###
b. Why can't you use the same method to find the lengths of
$$x$$
and
$$y$$
?
###IMAGE1###
Problem 2
There is a rule, the Law of Sines, which allows you to use trigonometric ratios to determine side lengths and angles of non-right triangles.
Law of Sines:
... |
7.EE.B.3 | (To be completed once student groups have finished creating posters/visuals for their problems and they are posted around the room.)
Choose a problem that you did not solve already and review the work of your peers on their poster.
Briefly describe their approach to the problem.
Would you have taken a similar approach?... |
F-BF.B.3 | Activity
The purpose of this activity is to apply what students noticed in order to select a function whose graph will have an intended difference from the graph of
\(y=x^2\)
.
Launch
Encourage students to predict which function meets each description without using graphing technology. Then, use technology to check.
St... |
G-GMD | Task
Charles and Olivia are trying to estimate the volume of water that
could be held by the figure shown below, which is 10 feet high and has a
circular top of radius 20 feet. Charles proposes they approximate the
volume by using a cylinder of radius 20 feet and height 10 feet.
Olivia proposes that they instead use a... |
8.G.B.6 | Activity
This activity introduces students to the
converse
of the Pythagorean Theorem: In a triangle with side lengths
\(a\)
,
\(b\)
, and
\(c\)
, if we have
\(a^2+b^2=c^2\)
, then the triangle
must
be a right triangle, and
\(c\)
must be its hypotenuse. Since up until this unit we rarely phrase things as a formal theor... |
N-CN.A.1 | Activity
In the previous lesson, students used the notation
\(\sqrt{\text-1}\)
to represent a number that was a solution to
\(x^2=\text-1\)
as an introduction to imaginary and complex numbers. In this activity, students are formally introduced to the symbol
\(i\)
used to represent the imaginary unit. Students solve qua... |
8.EE.C.7a | Warm-up
The purpose of this warm-up is for students to think about equality and properties of operations when deciding whether equations are true. While there are many reasons students may decide one equation doesn’t belong, highlight responses that mention both sides of the equation being equal and ask students to exp... |
7.G.B.5 | Problem 1
Three lines intersect at a point, as shown in the diagram below.
###IMAGE0###
Write and solve an equation to find the value of
$$x$$
.
Problem 2
Angle
$${ABE}$$
below measures 146°.
###IMAGE1###
Write and solve equations to determine the values of
$$x$$
and
$$y$$
.
Problem 3
Two rays meet at a point that is a... |
K.NBT.A.1 | Narrative
The purpose of this activity is for students to compose numbers 11–19 by adding to a full 10-frame. Starting with a full 10-frame highlights the structure of 10 ones and some more in numbers 11–19 and encourages students to count on from 10, which is highlighted in the activity synthesis (MP8).
Action and Exp... |
G-GMD.A.3 | Activity
Students practice finding volumes of pyramids and prisms in problems that require the Pythagorean Theorem or trigonometry. When students articulate their strategies in advance of their calculations, they are making sense of a problem (MP1).
Launch
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to... |
F-IF.B.4 | Task
Given below are three graphs that show solar radiation, $S$, in watts per square meter, as a function of time, $t$, in hours since midnight. We can think about this quantity as the maximum amount of power that a solar panel can absorb, which tells us how intense the sunshine is at any given time. Match each graph ... |
8.F.B.4 | Task
You have \$100 to spend on a barbeque where you want to serve chicken and steak. Chicken costs \$1.29 per
pound and steak costs \$3.49 per pound.
Find a function that relates the amount of chicken and the amount of steak you can buy.
Graph the function. What is the meaning of each intercept in this context? What ... |
8.EE.B.6 | Problem 1
The table below shows some solution values for the equation
$${{y=-3x+2}}$$
.
###TABLE0###
Use the values in the table to determine the slope of the line represented by
$${{y=-3x+2}}$$
.
Problem 2
A line passes through the points
$$(-1, 3)$$
and
$$(5, 11)$$
.
a. Find the slope of the line.
b. Is the point... |
5.NF.A.1 | Problem 1
Ancient Egyptians used unit fractions, such as
$${{1\over2}}$$
and
$${{1\over3}}$$
, to represent all fractions. For example, they might write the number
$${{{{2\over3}}}}$$
as
$${{{1\over2}}}+{1\over6}$$
.
We often think of
$${{{{2\over3}}}}$$
as
$${{{1\over3}}}+{{{1\over3}}}$$
, but the ancient Egyptians wo... |
8.F.B | Activity
In this activity, students are given an equation, and generate a corresponding table and graph. Then, they respond to some questions where they interpret these representations in terms of the situation. The purpose of this exercise is to reinforce meaningful connections between different representations of the... |
7.RP.A.2 | Task
Julianna participated in a walk-a-thon to raise money for cancer research. She recorded the total distance she walked at several different points in time, but a few of the entries got smudged and can no longer be read. The times and distances that can still be read are listed in the table below.
Assume Julianna wa... |
7.NS.A.3 | Activity
This activity builds students understanding of how negative rates can be used to model directed change. Students use their knowledge of dividing and multiplying negative numbers to answer questions involving rates. They are not expected to express these as relationships of the form
\(y = kx\)
in this activity,... |
6.NS.B.3 | Activity
This activity includes two problems of assigning representatives proportionally, with schools sending students to advise the school board. In the first problem, school sizes have been carefully planned so that each school has the same number of students per representative as the district as a whole. In the sec... |
1.MD.B.3 | Narrative
The purpose of this warm-up is to elicit the idea that time is a measurement, which will be useful when students read clocks in hours in a later activity. While students may notice and wonder many things about these images, the ideas that these numbers represent time and student experiences with digital clock... |
7.G.A.1 | Optional activity
In the final phase of the drawing project, students reflect on and revise their work. Students who chose the same paper option confer in small groups to analyze and compare their floor plans. They discuss their decisions, evaluate the accuracy of their drawings, and then revise them as needed.
After r... |
4.NF.C.5 | Problem 1
Use the number below to answer the following questions.
268.39
a. What digit is in the hundreds place? What is its value?
b. What digit is in the tens place? What is its value?
c. What digit is in the ones place? What is its value?
d. What digit is in the tenths place? What is its value?
e. What dig... |
1.OA.D.8 | Stage 2: Within 20
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Digit Cards
Number Puzzles Addition and Subtraction Stage 2 Gameboard
Narrative
Students work together to use digit cards to make addition and subtraction equations within 20 true. Each digit card may only be used one time on a ... |
F-IF.B.4 | Here are 4 equations of quadratic functions and 4 sketches of the graphs of the quadratic functions.
A.
$${y=x^2-6x+8}$$
B.
$${y=(x-6)(x+8)}$$
C.
$${y=(x-6)^2+8}$$
D.
$${y=-(x+8)(x-6)}$$
###IMAGE0###
Match each equation to its graph and explain your decision.
Write the coordinates of the points:
$${P(\space\space,\spac... |
S-ID.A.1 | Warm-up
The mathematical purpose of this warm-up is to collect informal terminology students may use to describe shapes of distributions, as well as any ways to describe distributions they may remember from work in earlier grades. This warm-up prompts students to compare four distributions. It gives students a reason t... |
3.OA.B.5 | Narrative
The purpose of this activity is for students to use strategies based on place value to find quotients greater than 10. Students use base-ten blocks to represent quotients with single-digit divisors, for which it is intuitive to think of the divisor as the number of groups. In a later activity, students will b... |
2.NBT.B.5 | Narrative
The purpose of this How Many Do You See is for students to use grouping strategies to describe the images they see. It gives the teacher an opportunity to hear how students use place value terminology to talk about how many they see and the value represented by a base-ten diagram.
Students may describe how ma... |
1.NBT.B.2 | Problem 3
Pre-unit
How many connecting cubes do you see in each picture?
a.
###IMAGE0###
b.
###IMAGE1###
c.
###IMAGE2###
|
6.G.A.4 | Problem 1
A rectangular prism is shown below.
###IMAGE0###
a. Write a numerical expression, using the dimensions, that represents the surface area of the prism.
b. Evaluate your expression to find the surface area in square units.
Problem 2
Find the surface area of the isoceles triangular prism below.
###IMAGE1###
... |
5.NF.B.7b | Narrative
The purpose of this activity is for students to solve more “how many in one group” division problems in which the dividend is a whole number and the divisor is a unit fraction. The numbers are larger but still well-suited for a tape diagram representation. No method of solution is suggested or requested so st... |
A-APR.D.6 | Problem 1
Solve the following equation:
$${{3\over{x}}={8\over{x-2}}}$$
Problem 2
Megan is solving this equation:
$${{2\over{x^2-1}}-{1\over{{x-}1}}={1\over{x+1}}}$$
She says:
If I clear the denominators, I find that the only solution is
$${{x=1}}$$
, but when I substitute in
$${{x=1}}$$
the equation doesn’t make any s... |
4.OA.A.3 | Narrative
This activity encourages students to interpret the quantities in situations, represent them mathematically, use their representations to find solutions, and then interpret their solutions in context (MP2). The dividends here are limited to three-digit numbers.
Action and Expression: Develop Expression and Com... |
1.OA.A.1 | Narrative
The purpose of this activity is for students to solve Add To and Take From, Result Unknown problems in a way that makes sense to them (MP1). The problems use the same numbers in order to encourage students to think about the action in the problem and how it relates to operations. Students may represent the pr... |
4.NF.B.3a | Narrative
This warm-up prompts students to reason about sums of fractions with the same denominator and to apply their understanding of equivalence, especially of whole numbers and fractions. The reasoning here will be helpful as students explore subtraction of fractions later in the lesson.
Launch
Display one statemen... |
5.G.A.2 | Akash has $5 in his bank account. He earns $10 a month in allowance for doing his chores, which he puts in his bank account. He uses the graph below to record the amount of money he has in the bank each month after putting in his allowance.
###IMAGE0###
a. Which ordered pair represents the amount of money Akash has i... |
1.OA.C.6 | Narrative
The purpose of this activity is to play the same game from the previous lesson, with a focus on using the ten in the teen number to help find the difference. This time, all students use the double 10-frame to represent the teen number to encourage students to use a ten to help them subtract.
Students may star... |
G-CO.A | Task
Suppose $C$ is a circle with center $O$ as pictured below:
###IMAGE0###
Find all lines of symmetry of the circle and explain why the list is complete.
|
F-BF.B.3 | The function
$${y=(x-2)(x+3)^2}$$
is transformed to:
$${y=(x-2)(x+3)^2}+4$$
. Describe in words how the function has been transformed
$${y=-(x-2)(x+3)^2}$$
. Describe in words how the function has been transformed.
$${y=(x+1)(x+6)^2}$$
. Describe in words how the function has been transformed.
|
4.OA.A.3 | Ms. Gomez’s science class is starting group projects. There are 21 students in Ms. Gomez’s class. They are split into groups of 4 students. How many groups of 4 students will there be? How many remaining students will there be?
|
1.OA.C.5 | Stage 1: Add 1 or 2
Required Preparation
Materials to Gather
Number cards 0–10
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Addition and Subtraction Stages 1 and 2 Gameboard
Narrative
Students choose a number card 0-10 and choose to add 1 or 2 to the number on their card and then place their co... |
N-CN.A.2 | Task
For each odd positive integer $n$, the only real number solution to $x^n = 1$ is $x = 1$ while for even positive integers $n$, $x = 1$ and $x = -1$ are solutions to $x^n = 1$. In this problem we look for all complex number solutions to $x^n = 1$ for some small values of $n$.
Find all complex numbers $a + bi$ whose... |
4.NBT.A.2 | Narrative
In the previous activity, students noticed that the digits in certain places within numbers matter more than others when comparing numbers. In this activity, students deepen that understanding by comparing pairs of numbers with a missing digit. The missing digit is the same for each pair but may not be in the... |
1.G.A.1 | Narrative
The purpose of this activity is for students to draw triangles. Students use dot paper to draw triangles and then draw shapes that are not triangles. Students may use the shape cards to visualize and draw shapes.
Required Materials
Materials to Gather
Materials from a previous activity
Materials to Copy
Centi... |
6.NS.C.6c | Warm-up
In this warm-up, students practice skills that they have developed for plotting points in all 4 quadrants of the coordinate plane. This warm-up also gives students the opportunity to describe points that do not fall nicely on the intersection of grid lines. In the next few activities, students apply these skill... |
7.RP.A.1 | Problem 1
Macaroni and cheese is made by combining noodles and cheese in a ratio of 4:1. A pan must be big enough to hold the total amount of food. The table below shows 3 different variations of the recipe and the size pan that is needed.
###TABLE0###
a. If you have
$${{2\over3}}$$
cups of noodles, how many cups of... |
6.SP.B.5d | Task
Bobbie is a sixth grader who competes in the 100 meter hurdles. In eight track meets during the season, she recorded the following times (to the nearest one hundredth of a second).
$$18.11,\, 31.23,\, 17.99,\, 18.25,\, 17.50,\, 35.55,\, 17.44,\, 17.85$$
What is the mean of Bobbie's times for these track meets? Wh... |
1.OA.D.7 | Narrative
The purpose of this activity is for students to determine whether equations are true or false. Students may use a combination of computation and reasoning about the commutative property to determine whether each equation is true or false. The synthesis focuses on how students can use the structure of the exp... |
G-GMD.A.1 | Task
Suppose we define $\pi$ to be the circumference of a circle whose diameter is 1:
###IMAGE0###
Explain why the circumference of a circle with radius $r \gt 0$ is $2\pi r$.
|
G-CO.A.3 | Task
Seven circles of the same size are placed in the pattern shown below:
###IMAGE0###
The six outer circles touch the one in the center and
each circle on the outside also touches its two neighbors in the outside ring.
Find as many rigid motions of the plane as you can which are symmetries of this
configuration of ci... |
7.EE.B.4b | Problem 1
In the chart below, one equation and three inequalities are shown. For each one, write the solution and use the space in the last row to check your solution.
###TABLE0###
What challenges arise with the inequality
$${-3x<12}$$
? Is this what you expected to happen?
Problem 2
Ralph is trying to solve the inequa... |
4.NBT.B.4 | Narrative
In this activity, students perform multi-digit addition and subtraction to solve problems in context and assess the reasonableness of answers. The situation can be approached in many different ways, such as:
Arrange the numbers in some way before adding or subtracting.
Add the largest numbers first.
Add two n... |
G-GMD.A.3 | In Class Launch
Use after Unit 2, Lesson 1
Display the prompt: “How much water do you use?”
After a minute of quiet think time invite students to discuss in pairs, “What are all the things you do that use water?”
Collect and display the results of the brainstorming.
Sample responses:
Drinking water
Brushing teeth
Washi... |
7.G.A | Warm-up
This warm-up prompts students to compare two figures and use the characteristics of those figures to help them sketch a possible third figure that has various characteristics of each. It invites students to explain their reasoning and hold mathematical conversations (MP3), and allows you to hear how they use te... |
G-SRT.D.10 | Problem 1
The Law of Cosines states:
###IMAGE0###
What measurements of a traingle make the most sense to use the Law of Cosines?
Problem 2
Would you use Law of Sines, Law of Cosines, or Pythagoream Theorem to find the value of
$$x$$
?
###IMAGE1###
|
1.OA.C.5 | Narrative
The purpose of this activity is for students to learn the first stage in the center, Five in a Row. In this stage, students pick a card and choose to add 1 or 2 to the number on their card. They place a counter on the sum on their game board. The first person to get five counters in a row wins. Students begin... |
G-CO.B.8 | Activity
The goal of this activity is for students to see the usefulness of the triangle congruence theorems in proving other results. In this proof, students are expected to draw an auxiliary line that allows them to use the Angle-Side-Angle Triangle Congruence Theorem. Through articulating things they notice and thin... |
6.EE.A.1 | Task
Decide whether each equation is true or false, and explain how you know.
$2^4=2\cdot 4$
$3+3+3+3+3=3^5$
$5^3=5\cdot5\cdot5$
$2^3=3^2$
$16^1=8^2$
$(1+3)^2=1^2+3^2$
$2\cdot2\cdot2\cdot3\cdot3\cdot3=6^3$
|
6.RP.A.3c | Activity
In this activity, students are asked to write an equation but are not given a letter to use. This is an opportunity to explain to students that when they decide to use a letter to represent something, they need to state what the letter represents.
Launch
Keep students in the same groups. Allow students 5 minut... |
K.OA.A.3 | Narrative
The purpose of this warm-up is to elicit the idea that numbers can be broken into parts, which will be useful in upcoming activities. While students may notice and wonder many things about these images, the fact that they have the same number of shapes, but one is separated into 2 parts is the important discu... |
4.G.A | Stage 5: Grade 4 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Shape Cards Grade 4
Can You Draw It Stage 5 and 7 Recording Sheet
Narrative
Partner A chooses a shape card and describes it to their partner. If Partner B draws the shape correctly, they keep the card. Shape cards include two-dimensional ... |
7.SP.C.5 | Activity
In this lesson, students begin to move towards a more quantitative understanding of likelihood by observing a game that has two rounds with different requirements for winning in each round. The game is also played multiple times to help students understand that the actual number of times an
outcome
occurs may ... |
F-BF.B.3 | Activity
Working with a context from a previous lesson, the goal of the activity is for students to deepen their understanding about the common misconception that translating a graph to the left means subtracting from the input. Students then use function notation to write an equation for a new function that is transla... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to apply what they know about multiplication and division to solve problems involving the volume of the Radio Flyer. Students estimated the dimensions and volume of the wagon in the previous lesson and now they learn the actual dimensions and solve problems with th... |
8.F.A.2 | Optional activity
In this activity, students continue their work comparing properties of functions represented in different ways. Students are given a verbal description and a table to compare and decide whose family traveled farther over the same time intervals. The purpose of this activity is for students to continue... |
K.G.A.2 | Problem 1
Pre-unit
Name each shape.
###IMAGE0###
###IMAGE1###
###IMAGE2###
|
8.EE.C.8c | Task
The local swim center is making a special offer. They usually charge \$7 per day to swim at the pool. This month swimmers can pay an enrollment fee of \$30 and then the daily pass will only be \$4 per day.
Suppose you do not take the special offer. Write an equation that represents the amount of money you would sp... |
8.F.A.1 | Activity
In this activity students revisit the questions in the previous activity and start using the language of functions to describe the way one quantity depends on another. For the "yes: questions students write a statement like, “[the output] depends on [the input]” and “[the output] is a function of [the input].”... |
6.SP.A.2 | Problem 1
Explain how you would find the median of a data set with 15 values in it.
Problem 2
The dot plot below shows the scores on a math test. Find the median test score.
###IMAGE0###
|
8.F.B.5 | Activity
The purpose of this activity is for students to identify where a function is increasing or decreasing from a graphical representation. In the previous activity students focused more on single points. In this activity they focus on collections of points within time intervals and what the overall shape of the gr... |
A-REI.A.1 | Activity
This task prompts students to try different ways to solve a quadratic equation. They are familiar with solving equations by performing the same operation to each side of an equation, but here they see that this is not really a workable strategy. Students are also discouraged from using a graph to solve the equ... |
5.NBT.A.2 | Narrative
In this number talk, students find products
of a decimal number and a power of 10 and quotients of a whole number and a power of 10 whose value is a decimal
. This skill will be useful throughout the next several lessons as students convert between different metric units of measurement and also specifically a... |
G-SRT.C.6 | Problem 1
Below is a set of similar right triangles. Find the ratio of the side lengths within each triangle that describe the side opposite the marked angle divided by the hypotenuse.
###IMAGE0###
Problem 2
What is the sine of 0°, 45°, 60°, and 90°?
Problem 3
$${\triangle ABC}$$
is a right triangle. What is the sine o... |
K.G | Stage 2: Build to Match
Required Preparation
Materials to Gather
Geoblocks
Solid shapes
Materials to Copy
Blackline Masters
Geoblocks Stage 2
Narrative
Students use solid shapes to build objects pictured on cards.
|
6.RP.A.3d | Problem 1
Malik is using a cookbook to make a recipe, but he cannot find his measuring cups! He has, however, found a tablespoon. Inside the back cover of the cookbook, it says that 1 cup = 16 tablespoons.
a. Explain how he could use the tablespoon to measure out the following ingredients:
2 cups of flour
$$\frac{1}{... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to learn a new center called Compare. Both partners flip over a card with an addition or subtraction expression within 10. The partner whose card has the greater value takes both cards. The game is over when each partner runs out of cards to flip over. The partner ... |
1.NBT.A.1 | Problem 1
Pre-unit
How many do you see?
a.
###IMAGE0###
b.
###IMAGE1###
c.
###IMAGE2###
|
8.G.B.6 | Problem 1
Several right triangles are shown below (not drawn to scale). In a right triangle, the two side lengths that form the right angle are called legs, and the side length opposite the right angle is called the hypotenuse.
###IMAGE0###
Use the triangles to investigate the question: What relationship do you see bet... |
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