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5.G.A.1 | Stage 6: Shapes on the Coordinate Grid
Required Preparation
Materials to Copy
Blackline Masters
Which One Stage 6 Gameboard
Narrative
One partner chooses a rectangle on the coordinate plane from the board. The other partner asks questions to figure out which rectangle on the coordinate plane their partner chose.
|
1.NBT.B.2 | Narrative
The purpose of this activity is for students to extend their understanding of teen numbers as a ten and some ones to an understanding of all two-digit numbers as some tens and some ones. Students choose two number cards and create a two-digit number. As they build the two-digit numbers with towers of 10 and s... |
4.NF.C.5 | Narrative
This Number Talk encourages students to rely on what they know about tenths and hundredths and about equivalent fractions to mentally solve problems. The reasoning elicited here will be helpful later in the lesson when students compare and order fractions and decimals.
Launch
Display one expression.
“Give me ... |
7.NS.A.1 | Task
###IMAGE0###
On the number line above, the numbers $a$ and $b$ are the same distance from $0$. What is $a+b$? Explain how you know.
|
4.OA.B.4 | Task
The 20 students in Mr. Wolf's 4th grade class are playing a game in a hallway that is lined with 20 lockers in a row.
###IMAGE0###
The first student starts with the first locker and goes down the hallway and opens all the lockers.
The second student starts with the second locker and goes down the hallway and shuts... |
K.OA.A.5 | Narrative
The purpose of this activity is for students to sort dominoes into groups by total as they identify different compositions and decompositions of numbers to 5. Because the totals are small, it is likely that students will be able to recognize the number of dots on each side of the dominoes without counting (MP... |
K.OA.A.3 | Stage 3: How Many of Each?
Required Preparation
Materials to Gather
Connecting cubes or two-color counters
Materials to Copy
Blackline Masters
Math Stories Stage 3 Pictures
Math Stories Stage 3 Recording Sheet
Narrative
One student tells a story based on a picture. The other student uses objects or drawings to represe... |
N-RN.B.3 | Task
Experiment with sums and products of two numbers from the following list to answer the questions that follow:
$$
5,\tfrac{1}{2},0,\sqrt{2},-\sqrt{2},\tfrac{1}{\sqrt{2}},\pi.
$$
Based on the above information, conjecture which of the statements is ALWAYS true, which is SOMETIMES true, and which is NEVER true?
The s... |
A-REI.B.4a | Use the quadratic formula to find the exact roots of the equation below.
$${-4x^2-3x+8=y}$$
|
4.MD.C.5 | Problem 1
Which angle is larger,
$$\angle A$$
or
$$\angle B$$
? How do you know?
###TABLE0###
Problem 2
Fold a circular piece of paper in half, then in half again. How big is the angle that you created? How could you create a smaller angle to use as a unit to measure angle size?
How could you create a smaller angle to ... |
K.G.A.2 | Problem 2
Pre-unit
Color in all of the triangles.
Cross out all of the rectangles.
###IMAGE0###
|
7.EE.B.4a | Warm-up
This warm-up prompts students to compare four equations. It encourages students to explain their reasoning, hold mathematical conversations, and gives you the opportunity to hear how they use terminology and talk about characteristics of the equations in comparison to one another. To allow all students to acces... |
A-REI.B.3 | Activity
This activity highlights some ways to decide whether the solution set to an inequality is greater than or less than a particular boundary value (identified by solving a related equation).
Students are presented with two approaches of solving an inequality. Both characters (Priya and Andre) took similar steps t... |
6.NS.A.1 | Activity
This is the final task in a series that leads students toward a general procedure for dividing fractions. Students verify previous observations about the steps for dividing non-unit fractions (namely, multiplying by the denominator and dividing by the numerator) and contrast the results with those found using ... |
5.MD.C.5a | Narrative
In the previous activity, students saw that a rectangular prism is composed of layers and there are different ways to decompose a prism into layers, depending on how students view the prism and decompose the prism. Students recognize that the volume remains the same, regardless of the orientation of the prism... |
6.RP.A.3a | Task
Gianna is paid \$90 for 5 hours of work.
At this rate, how much would Gianna make for 8 hours of work?
At this rate, how long would Gianna have to work to make \$60?
|
3.NBT.A.2 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 1,000. These understandings help students develop fluency and will be helpful later in this lesson when students decide whether to use an algorithm or another strategy to add.
When students notice that a... |
1.OA.C.5 | Narrative
The purpose of this activity is for students to analyze and apply both counting on and taking away as methods to subtract. Both counting on and taking away are valid methods for finding a difference. Students should begin to notice that one method may be more efficient than the other, depending on the numbers... |
3.OA.A.3 | Narrative
The purpose of this activity is for students to represent a situation with a multiplication equation including a symbol for the unknown, and find the number that makes the equation true. Students are able to use an earlier representation to help them solve the problem, however some students may just write the... |
5.MD.A.1 | Narrative
The purpose of this activity is for students to convert between meters and kilometers to decide which of two measurements is larger. Monitor for students who convert from kilometers to meters, which will give two large whole-number measurements, and for students who convert from meters to kilometers, which wi... |
A-REI.B.4 | Activity
This activity enables students to apply the zero product property to solve a contextual problem and reinforces the idea of solving quadratic equations as a way to reason about quadratic functions.
Previously, students have encountered two equivalent quadratic expressions that define the same quadratic function... |
G-CO.A.1 | Task
Alex and his friends are studying for a geometry test and one of the main topics covered is parallel lines in a plane. They each write down what they think it means for two distinct lines in a plane to be parallel:
Rachel writes, ''two distinct lines are parallel when they are both perpendicular to a third line.''... |
3.OA.A.1 | Problem 1
How many?
###IMAGE0###
Problem 2
Solve.
a.
$$9\times 2 =$$
_____
b.
$$2\times 5 = $$
_____
c. _____
$$= 5\times2$$
d.
$$9\times5=$$
_____
e. _____
$$= 4\times 10$$
f. _____
$$= 10\times 10$$
|
K.G.B.5 | Narrative
The purpose of this activity is for students to create shapes from components. Students should have access to different materials to create shapes, such as straws from a previous lesson, pipe cleaners, string, or other art supplies. Dot paper is printed in the student workbook for students who choose to draw ... |
5.NBT.B.7 | Narrative
The purpose of this activity is for students to use a diagram to support understanding two different ways to calculate the product of a whole number and a decimal number. The first strategy is one that students saw in the previous lesson, namely using whole number arithmetic to find the number of hundredths i... |
4.NBT.B.5 | Problem 1
Joy started to solve the math problem 13 × 62 with an area model. Her work looked like this:
###IMAGE0###
But, her classmate Sophia told her that instead of using four areas, she could solve it using only two and drew the area model below:
###IMAGE1###
a. How are Joy’s and Sophia’s area models similar?
b. ... |
6.SP.B.4 | Activity
Previously students analyzed distributions to identify center and spread. In this activity, they continue to practice finding reasonable values for centers of data and describing variability. The focus, however, is on making use of the structure of distributions (MP7) to compare groups in those terms and inter... |
2.G.A.1 | Narrative
The purpose of this activity is for students to draw quadrilaterals, pentagons, and hexagons and compare the attributes of different shapes that have the same number of sides. They continue to notice that shapes in these categories have the same number of sides and number of corners. They may describe differe... |
8.G.A.4 | Problem 1
Consider triangle
$${ABC}$$
.
###IMAGE0###
a. Draw a dilation of
$${ABC}$$
with center
$$A$$
and scale factor 2.
b. Draw a dilation of
$${ABC}$$
with center
$$B$$
and scale factor 3.
c. Draw a dilation of
$${ABC}$$
with center
$$C$$
and scale factor
$${\frac{1}{2}}$$
.
Problem 2
Use the dilations from T... |
N-Q.A.1 | A basketball court is being painted, represented by the shaded regions below: the two semicircles at the top of the free throw line and part of the center court circle. A can of paint costs $15.97 and covers 3 square feet.
How many cans of paint do you need to buy to paint the basketball court? Explain your reasoning.
... |
7.SP.B | Warm-up
The purpose of this warm-up is for students to begin to see the need for samples of data when the population is too large. In this activity, students are asked to think about a question involving all the students at their school and compare the question to an earlier lesson in which the population was small and... |
8.G.A.3 | Triangle
$$ABC$$
has been dilated by a factor of
$$1\over2$$
from the origin to form triangle
$$A’B’C’$$
. Triangle
$$A’’B’’C’’$$
is congruent to triangle
$$ABC$$
. Describe a sequence of transformations that would map triangle
$$A’B’C’$$
to triangle
$$A’’B’’C’’$$
.
###IMAGE0###
|
8.EE.A.1 | Problem 1
Find
$$n$$
so that the number sentence below is true:
$${2^3\cdot4^3 = 2^3\cdot2^n=2^9}$$
Then use your response above to explain why
$${2^3\cdot4^3=2^9}$$
.
Problem 2
Write a simplified, equivalent expression for the one shown below:
$${4x^2(2y^2)^{-1}\over{2x^{-2}y^0}}$$
|
8.EE.C.7a | Activity
In this activity, students practice writing equations that will have 1, 0, or infinite solutions. They trade equations with a partner and challenge them to determine the number of solutions to the equations. Students construct viable arguments and critique the reasoning of others (MP3) when they claim the numb... |
A-SSE.A | Activity
The goal of this activity is for students to understand why the leading term of a polynomial determines the end behavior.
Launch
Arrange students in groups of 2–3 and assign each group one of the polynomials:
\(y=x^2+1\)
\(y=x^3+1\)
\(y=x^4+1\)
\(y=x^5+1\)
Display a blank version of the table for all to see. A... |
N-Q.A.1 | What are the Excel formulas or calculator directions for calculating the measures you needed to calculate?
What were the challenges you faced in creating your graphs?
|
3.NF.A.3 | Narrative
The purpose of this warm-up is to elicit the idea that fractions can be used to describe lengths. While students may notice and wonder many things about this statement, the idea that Han and Tyler could have run the same distance or different distances are the important discussion points.
Launch
Groups of 2
D... |
A-REI.D.11 | Task
When Marcus started high school, his grandmother opened a college savings account. On the first day of each school year she deposited money into the account: \$1000 in his freshmen year, \$600 in his sophomore year, \$1100 in his junior year and \$900 in his senior year. The account earns interest of $r\%$ at the... |
6.EE.A.1 | Warm-up
The purpose of this warm-up is for students to recall previous understandings of area, volume, and surface area of cubes, and how to record these measurements as expressions using exponents. Students might respond with either verbal or numerical descriptions, saying, for example, “We can find the area of the sq... |
4.OA.A.1 | Problem 1
Mrs. Ingall wants to know how long her bookshelf is. She can’t find a ruler, but she knows her copy of
The Twits
is 4 inches wide. How long, in inches, do you think her bookshelf is?
###IMAGE0###
Problem 2
Jaylene is collecting books. She has 7 comic books. She has 3 times as many science books as comic books... |
1.OA.C.6 | Task
Materials
Copies of a table of sums for numbers 1 through 9:
###IMAGE0###
Colored markers or crayons
Actions
Ask the students to shade in the 10's in the table. What do they notice about where these 10's are in the table?
Point out that if they start from the 10 in the bottom left corner and follow
the red arro... |
F-IF.C.7e | Activity
This activity gives students a chance to solve exponential equations in context by using a logarithm and by graphing.
Students have previously used graphs to estimate solutions to exponential equations. To find the input of a function that produces a certain output, they have primarily relied on visual inspect... |
1.NBT.B.2a | Narrative
The purpose of this activity is for students to continue to explore teen numbers as 1 ten and some ones, using a new version of a familiar tool, the double 10-frame. Students choose a teen number and build it. As they build teen numbers, students should notice that every teen number has a completed 10-frame. ... |
7.SP.C.8b | An experiment involves flipping a fair coin and rolling a fair six-sided die.
a. List all possible outcomes of the experiment. Use an organized list, table, or tree diagram.
b. What is the probability of getting a head and an even number?
c. What is the probability of getting a tail and the number 4?
d. What is... |
F-LE.A.2 | Activity
This Info Gap activity gives students an opportunity to apply their understanding that exponential functions change by equal factors over equal intervals to solve problems. In the previous lesson, students found an exponential function given two points on the graph. The work here is similar but there is no con... |
5.NF.B.7a | Narrative
In the previous activity, students explained how tape diagrams represent equations and they used diagrams to find the value of division expressions. In this activity, students examine a mistake in order to recognize the relationship between the number of pieces the fraction is being divided into and the size ... |
8.F.A.1 | Activity
The purpose of this activity is for students to interpret coordinates on graphs of functions and non-functions as well as understand that context does not dictate the independent and dependent variables.
In the first problem time is a function of distance, and the graph and table help determine how long it tak... |
K.G.A.2 | Narrative
The purpose of this activity is for students to identify shapes that are the same, regardless of orientation, by filling in the missing pattern block in a puzzle. Students rotate the pattern blocks to determine which pattern block will fit, which helps students to develop the idea that a shape is the same in ... |
2.NBT.B.5 | Narrative
The purpose of this warm-up is to elicit the strategies and understanding students have for composing a ten when adding within 100. This Number Talk focuses on adding fives to compose a ten mentally. Each successive expression is ten more than the previous. When students notice and express the regularity in t... |
7.EE.B.4a | A family of 5 went to a matinee movie on a Saturday afternoon. The movie tickets for the matinee were a special price for each person. The family spent a combined $25 at the concession stand on drinks and popcorn. Altogether, the family spent $57.50 at the movies.
a. Draw a tape diagram to represent the situation abo... |
6.RP.A.3 | Josie is a new employee at Smoothie King. During training, she learns that to make the Classic King smoothie, she needs to blend a liquid strawberry mix and yogurt in a ratio of 2 cups of strawberry mix to 3 cups of yogurt. Josie gets a large order and needs to make 35 cups of the Classic King smoothie. How much of eac... |
2.NBT.B.5 | Stage 5: Tape Diagrams
Required Preparation
Materials to Copy
Blackline Masters
Math Stories Stage 5 Tape Diagrams
Math Stories Stage 5 Recording Sheet
Narrative
Students pose and solve addition and subtraction story problems about tape diagrams.
|
4.NBT.A.2 | Narrative
The purpose of this True or False is to elicit the insights students have about the composition of multi-digit numbers in terms of place value. It also reinforces the idea that the same digit has different values depending on its place in a number—that is, digits cannot be viewed in isolation of their positio... |
6.EE.B.8 | Problem 1
The variable
$$w$$
represents the number of words in Erica’s English essay.
a. What does
$$w<500$$
mean in context of the situation?
b. What does
$$w≥ 275$$
mean in context of the situation?
c. What does
$$w=389$$
mean in context of the situation?
Problem 2
Erica’s teacher assigned another essay for hom... |
7.EE.B.3 | Giselle’s youth club sells cookies to fund their trips and activities. Each year they need to earn $1,247 from selling cookies. For each box of cookies they sell, they make $1.45. If Giselle’s club has already made $472.70 from selling cookies, how many more boxes do they need to sell to meet their goal?
|
1.NBT.B.2b | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for addition and subtraction equations with 10 and some more. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to solve story problems with 10 ... |
4.NF.A.1 | Problem 1
Allen drew an area model to represent
$${{7\over8}}$$
, as shown to the bottom left. He partitioned it to find an equivalent fraction, then covered the model to the bottom right.
###IMAGE0###
a. What equivalent fraction did Allen come up with? How do you know?
b. Chin says she can represent this relations... |
F-BF.B.3 | Activity
The goal of this activity is to introduce the midline of a trigonometric function. Students experiment with changing the vertical position of a trigonometric function, adding a constant within the same context of the height of a windmill. Unlike the scalar multiple in the previous activity, a vertical translat... |
A-REI.D.10 | Warm-up
This Math Talk encourages students to look for connections between the features of graphs and of linear equations that each represent a system. Given two graphs on an unlabeled coordinate plane, students must rely on what they know about horizontal and vertical lines, intercepts, and slope to determine if the g... |
A-CED.A.2 | Your summer job pays you $8 for the first 20 hours you work and then time and a half for the next 10 hours you work. If you work more than 30 hours, you do not get paid any more.
Write a piecewise function that models your summer pay possibilities.
Graph your piecewise function.
|
6.G.A.4 | Activity
This activity gives students a chance to explain and reflect on their work. In groups of 2–3, they share drawings of their tent design, an estimate of the amount of fabric needed, and the justification. They compare their creations with one or more peers. Students discuss not only the amount of fabric required... |
6.RP.A.3 | Problem 1
At the grocery store, 1 pound of grapes costs $3.50. At this rate, how much would 3 pounds cost? 5 pounds?
Problem 2
A turtle can swim 20 meters in 4 seconds. At this rate, how many meters can the turtle swim in 10 seconds?
Problem 3
Kiwis are on sale at the grocery store. You can buy 5 kiwis for $2. At this ... |
6.G.A.4 | Warm-up
This activity prepares students to think about surface area, which they explore in this lesson and upcoming lessons. Students watch a video of a cabinet being gradually tiled with non-overlapping sticky notes. The cabinet was left only partially tiled, which raises the question of the number of sticky notes it ... |
K.OA.A.4 | Narrative
The purpose of this activity is for students to learn stage 4 of the Math Fingers center. Students work in partners to show a number on their fingers and determine how many fingers are needed to make 10. Students fill in an equation to represent each composition and decomposition of 10.
MLR8 Discussion Suppor... |
8.EE.C.8a | Warm-up
The purpose of this warm-up is to get students to reason about solutions to equations by looking at their structure and reading their graphs. While some students may solve each equation to find if it is true or false without relating it to the graphs, encourage all students to show why their answer is correct b... |
F-IF.C.7e | Activity
In this partner activity, students take turns finding a graph that represents a given function. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
Launch
Arrange students in groups of 2. Tell students t... |
4.OA.A.2 | Narrative
In this activity, students are given a diagram that shows two quantities, one of which is 10 times as much as the other. They identify possible values and possible equations that the diagram could represent.
Students see that a single unmarked diagram could represent many possible pairs of values that have th... |
F-LE.A.2 | Task
According to Wikipedia, the International Basketball Federation (FIBA) requires that a basketball bounce to a height of 1300 mm when dropped from a height of 1800 mm.
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let $h$ be the function that assigns... |
8.EE.A.3 | Activity
The large quantities involved in these questions lend themselves to arithmetic with powers of 10, giving students the opportunity to make use of scientific notation before it is formally introduced. This activity was designed so students could practice modeling skills such as identifying essential features of ... |
8.G.B.8 | Warm-up
The purpose of this warm-up is for students to find the distance between two points on the same horizontal or vertical line in the coordinate plane. Students are given only the coordinates and no graph to encourage them to notice that to find the distance between two points on the same horizontal or vertical li... |
A-CED.A.1 | Warm-up
In this warm-up, students practice writing an inequality to represent a constraint, reasoning about its solutions, and interpreting the solutions. The work here engages students in aspects of mathematical modeling (MP4).
To write an inequality, students need to attend carefully to verbal clues so they can appro... |
8.EE.C | Activity
Students write an equation representing a stated relationship between two quantities, and use the equation to find pairs of numbers that make it true and pairs of numbers for which it is not true. By graphing both sets of points, students see that the graph of a linear equation is the set of its solutions, tha... |
4.MD.C.7 | Activity
The purpose of this activity is to use the fact that the sum of the angles all the way around a point is
\(360 ^\circ\)
to reason about the measure of other angles. Students are reminded that angle measures are additive (4.MD.C.7) before undertaking work with complementary and supplementary angles in future le... |
7.NS.A | Warm-up
This warm-up prompts students to compare four equations. It encourages students to explain their reasoning, hold mathematical conversations, and gives you the opportunity to hear what they recall of arithmetic on signed numbers. To allow all students to access the activity, each equation has one obvious reason ... |
7.G.A.1 | Optional activity
In this activity, students use the measurements they just gathered to create their scale floor plans. Each student selects one of the paper options, decides on a scale to use, and works individually to create their drawing.
Support students as they reason about scale, scaled lengths, and how to go abo... |
5.G.A.1 | Problem 1
Mr. Ingall, Mrs. Ingall’s husband, spotted a fly on the wall in their house. He wanted to catch it and let it free outside, but he hates bugs. How should he describe to Mrs. Ingall where the fly is on the wall so that she can catch it?
###IMAGE0###
Problem 2
Play a round of Guess Which One.
Sit next to your p... |
1.NBT.B.3 | Stage 1: Two-digit Numbers
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
Greatest of Them All Stage 1 Recording Sheet
Narrative
Students make two-digit numbers.
Variation:
Students try to make the number with the least value.
|
7.RP.A.2 | Task
The students in Ms. Baca’s art class were mixing yellow and blue paint. She told them that two mixtures will be the same shade of green if the blue and yellow paint are in the same ratio.
The table below shows the different mixtures of paint that the students made.
###TABLE0###
How many different shades of paint d... |
4.NBT.B.6 | Problem 1
Geraldo is solving
$${{83\div2}}$$
. His work is below.
###IMAGE0###
He says he is done because he got a remainder of 0.
a. Explain the error that Geraldo made when computing
$${{83\div2}}$$
.
b. Determine the correct answer.
Problem 2
Solve. Show or explain your work.
$${618\div3}$$
Problem 3
Solve. Then... |
2.NBT.B.9 | Narrative
The purpose of this activity is for students to subtract by place and record their thinking. Students decompose either a ten or a hundred as they subtract. They should have access to base-ten blocks, but can represent their thinking in any way that makes sense to them. Throughout the activity, as students sha... |
2.OA.A.1 | Narrative
The purpose of this activity is for students to solve two-step story problems in the context of money using addition and subtraction. In this activity, each student starts with \$1 and buys multiple items. Students need to think about \$1 as 100¢ in order to solve each problem. The first problem is scaffolded... |
8.G.A.1 | Warm-up
The purpose of this warm-up is to remind students how the coordinate plane works and to give them an opportunity to see how one might describe a translation when the figure is plotted on the coordinate plane.
There are many ways to express a translation because a translation is determined by two points
\(P\)
an... |
A-REI.B.4b | Task
The braking distance, in feet, of a car traveling at $v$ miles per hour is given by $$ d= 2.2v+\frac{v^2}{20}. $$
What is the braking distance, in feet, if the car is going 30 mph? 60 mph? 90 mph?
Suppose that the car took 500 feet to brake. Use your computations in part (a) to make a prediction about how fast it ... |
A-REI | Task
Find all the values of $x$ for which the equation $9x=x^3$ is true.
Use graphing technology to graph $f(x)=x^3-9x$. Explain where you can see the answers from part (a) in this graph, and why.
Someone attempts to solve $9x=x^3$ by dividing both sides by $x$, yielding $9=x^2$, and going from there. Does this approac... |
K.CC.B.4b | Narrative
The purpose of this activity is for students to notice and discuss that counting the same collection should yield the same result each time. Students may benefit from the opportunity to count the displayed collection of objects at the beginning of the activity, before discussing how Clare, Andre, and Noah cou... |
4.NBT.A.3 | Narrative
In this activity, students round numbers to various place values. Here they encounter for the first time a number that rounds to 1,000,000 and some that round to 0. (For example, 4,896, rounded to the nearest 100,000 is 0.) Students may wonder why we might round a number in the thousands to the nearest 100,00... |
1.G.A.1 | Narrative
The purpose of this activity is for students to identify defining and non-defining attributes of rectangles and squares. Students begin by noticing what is the same about four rectangles (one being a square). As they notice, they identify some defining attributes (four sides, four square corners, pairs of sid... |
1.OA.C.5 | Narrative
The purpose of this activity is for students to choose from activities that focus on adding and subtracting within 10. Students choose from any stage of previously introduced centers and are encouraged to choose the center that will be most helpful for them at this time.
What’s Behind My Back
Number Race
Chec... |
5.NBT.B.7 | Stage 8: Add Decimals to 1
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 8 Recording Sheet
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 6 cards and chooses 3–4 of them to create an addition expr... |
K.CC.C.6 | Narrative
The purpose of this warm-up is to allow students to connect language to mathematical representation, which will be useful when students need to represent and compare quantities in a later activity. This warm-up gives students opportunities to make sense of a problem by acting it out first before thinking abou... |
1.NBT.A.1 | Stage 2: Ones Cubes
Required Preparation
Materials to Gather
Base-ten blocks
Materials to Copy
Blackline Masters
Grab and Count Stage 2 Recording Sheet
Narrative
Each student grabs a handful of ones cubes and puts them together with their partner’s. They estimate how many cubes there are and then count the cubes. Stud... |
F-TF.A.2 | Activity
This Math Talk encourages students to think about negative radians and to rely on the structure of a clock face to mentally solve problems. The strategies elicited here build directly from students’ work with positive radians and will be helpful later in the lesson when students study graphs of cosine and sine... |
G-CO.C.10 | Task
Suppose $ABC$ is a triangle in the plane as pictured below:
###IMAGE0###
Suppose $M$ is the midpoint of $\overline{AC}$ and $N$ is the midpoint of $\overline{BC}$.
Draw the rotation of $\triangle ABC$ by 180 degrees about $M$, labeling the image of $B$ as $B^\prime$.
Draw the rotation of $\triangle ABC$ by 180 deg... |
4.MD.A.3 | Narrative
In this activity, students build rectangles with a perimeter of 12 inches and varied side lengths. Then, they reason about the side lengths of rectangles whose perimeters are multiples of 12.
Required Materials
Materials to Gather
Pipe cleaners
Rulers (inches)
Tape
Required Preparation
Each group of 2 needs a... |
5.NBT.B.7 | Optional activity
In this activity, students use base-ten diagrams and vertical calculations to perform subtraction. As with addition of decimals, students need to pay close attention to place value when calculating differences. They identify the need to pair the digits of like base-ten units when subtracting decimals ... |
3.NF.A.3a | Task
Jon and Charlie plan to run together. They are arguing about how far to run.
Charlie says,
I run $\frac{3}{6}$ of a mile each day.
Jon says,
I can only run $\frac{1}{2}$ of a mile.
If Charlie runs $\frac{3}{6}$ of a mile and Jon runs $\frac12$ of a mile, explain why it is silly for them to argue. Draw a picture or... |
F-IF.C.7e | Warm-up
This warm-up prompts students to carefully analyze and compare features of representations of functions. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminology students know and how they talk about characteristics of graphs.
L... |
5.MD.C.5a | Optional activity
Previously, students studied shapes with the same volume but different surface areas. Here they see that it is also possible for shapes to have the same surface area but different volumes. Students think about how the appearance of these shapes might compare visually.
Students are given the side lengt... |
G-CO.A.5 | Task
The triangle in the upper left of the figure below has been reflected across a line into the triangle in the lower right of the figure. Use a straightedge and compass to construct the line across which the triangle was reflected.
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7.RP.A.3 | Optional activity
The purpose of this activity is for students to encounter a situation where the quantity given is not the whole amount, but rather is the amount after a decrease. In this case, they are given the amount after a 10% decrease. They should make the connection from previous lessons that the amount given i... |
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