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7.SP.A.2 | Optional activity
This activity is a follow-up to the context used in the activities Three Different TV Shows and Who's Watching What?, but also follows the ideas of sample means from this lesson.
In this activity, students continue to look at how variability in the sample means can be used to think about the accuracy ... |
8.SP.A.3 | Problem 1
The scatter plot below represents the relationship between a crocodile’s bite force (in pounds) and its body mass (in pounds) for several species of crocodiles. Patti drew a line through the graph to represent the trend in the data points.
###IMAGE0###
a. Write an equation to represent the line of best fit ... |
7.SP.B.3 | Activity
The purpose of this activity is to elicit the idea that extreme values tend to have little effect on the median and interquartile range, which will be useful when students explore the effects of outliers in a later activity. While students may notice and wonder many things about these data displays, the presen... |
4.NBT.B.5 | Stage 3: Two-digit Factors
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Multiplication and Division Stage 3 Gameboard
Narrative
Students multiply using two-digit factors. Partner A chooses two numbers and places a paper clip on each number. T... |
5.MD.C.5c | Narrative
This warm-up prompts students to carefully analyze and compare features of figures built from rectangular prisms. In making comparisons, students have a reason to use language precisely (MP6), and refer to different measurements of the figures, their volume, or other characteristics.
Launch
Groups of 2
Displa... |
K.NBT.A.1 | Narrative
The purpose of this activity is for students to use the 10 ones and some more ones structure of numbers 11–19 to help accurately count images in organized arrangements (MP6, MP7). Some methods that students may use to count the shapes include:
Begin at 1 to count each shape, even after they have circled 10 sh... |
G-SRT.C.8 | Activity
The purpose of this activity is for students to further their understanding of the relationship between cosine, sine, the Pythagorean Theorem, and the unit circle in order to show that the Pythagorean Identity is always true. Students study some specific points to determine if they are, or are not, on the unit... |
1.NBT.C.4 | Narrative
The purpose of this True or False is to elicit strategies and understandings students have for adding within 100.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategi... |
7.G.B | Activity
In this activity students first identify the information needed to estimate the area of the state of Nevada from a map. Next, they use strategies developed in earlier work to make an estimate. The area can only be estimated as the shape is more complex and not a polygon. Like in the previous activity, monitor ... |
3.OA.A.4 | Problem 1
How many?
###IMAGE0###
Problem 2
Determine the value of the unknown in each equation below.
a.
$$6\times 7 = a$$
b.
$$54 = b\times 6$$
c.
$$36\div c=6$$
d.
$$6=d\div8$$
Problem 3
Here is the partially filled-in multiplication table from Lesson 1.
###TABLE0###
Add the new facts you encountered in this lesson t... |
6.NS.C.6a | Determine if each statement below is sometimes, always, or never true. Explain your reasoning for each statement.
a. The opposite of a number is 0.
b. The opposite of a negative number is positive.
c. The opposite of the opposite of a positive number is negative.
d. If two numbers are on opposite sides of 0, th... |
3.MD.A.1 | Narrative
The purpose of this activity is for students to solve problems involving addition and subtraction of time intervals in minutes. Students fill a name and activity into each problem before they solve it using any representation that makes sense to them. The synthesis draws attention to the different types of pr... |
7.RP.A.3 | Activity
This activity has students measuring things around the classroom to connect to the previous activity about measurement error. Students will work with their partner to measure 3 different things found in the classroom that the teacher has measured ahead of time (to obtain an “actual” measurement). They will use... |
5.NF.B.4a | Narrative
The purpose of this activity is for students to relate expressions to a diagram in a situation where they represent the product of a unit fraction and a non-unit fraction. Students work with a diagram that represents a different park.
Students write expressions, trade with a partner, and interpret their partn... |
2.MD.A.4 | Narrative
In this activity, students use the yardsticks they made to measure the length of parts of their arms. They then use the measurements to write equations and describe what information the equations give about the situation (MP2, MP4).
Launch
Groups of 2
“You will use your yardsticks to measure parts of your par... |
6.EE.B.7 | Activity
In this first activity on tape diagram representations of equations with variables, students use what they know about relationships between operations to identify multiple equations that match a given diagram. It is assumed that students have seen representations like these in prior grades. If this is not the ... |
7.RP.A.3 | Task
The 7th graders at Sunview Middle School were helping to renovate a playground for the kindergartners at a nearby elementary school. City regulations require that the sand underneath the swings be at least 15 inches deep. The sand under both swing sets was only 12 inches deep when they started.
The rectangular are... |
3.OA.C.7 | Narrative
The purpose of this activity is for students to learn stage 3 of the Rectangle Rumble center and stage 5 of the How Close? center to practice multiplying within 100. These are centers that were previously suggested, so if one of them has been used before, only introduce the center that is new to students. If ... |
7.RP.A.1 | Activity
The purpose of this activity is to provide another context that leads students to calculate a unit rate from a ratio of fractions. This work is based on students’ work in grade 6 on dividing fractions.
Students notice and wonder about two statements and use what they wonder to create questions that are collect... |
6.NS.A | Task
Part 1: Match each of the three equations with one of the two diagrams below. Explain how the diagram represents the equation.
$$\frac{2}{3}\times 5 = ?$$
$$\frac{2}{3}\times ? = 5$$
$$\frac{3}{2}\times 5 = ?$$
###IMAGE0###
###IMAGE1###
Part 2: Explain how the diagram below represents both of the equations below.
... |
K.CC.C.6 | Narrative
The purpose of this activity is for students to look at different representations of numbers 1–10 that their classmates made. Students compare two numbers, using the numbers or any of the representations on the charts. They make comparison statements using the words, "more", “less”, and “the same number.” Whe... |
2.NBT.B.5 | Narrative
This Number Talk encourages students to think about place value and to rely on the properties of operations to make it easier to find the value of an expression mentally (MP7). The methods elicited here will be helpful later in the lesson when students make sense of and solve Put Together/Take Apart, Result U... |
8.G.C.9 | Activity
The purpose of this activity is for students to use the structure of the volume formula for cylinders to find missing dimensions of a cylinder given other dimensions. Students are given the image of a generic cylinder with marked dimensions for the radius, diameter, and height to help their reasoning about the... |
8.F.B.4 | Activity
This activity is similar to the warm-up, but asks questions in a slightly different way.
Launch
If they understood the warm-up, students should be able to get started right away. Let students work to make sense of the expression
\(\dfrac{b(7)-b(4)}{7-4}\)
before explaining what it means. Encourage them to use ... |
G-GPE.B.5 | Task
Suppose $\ell$ and $m$ are parallel lines in the plane. What can you deduce about the slopes of $\ell$ and $m$? Justify your answer.
Suppose $\ell$ and $m$ are distinct lines in the plane and slope($\ell$) = slope($m$). Are $\ell$ and $m$ parallel? Justify your answer.
|
3.OA.A.3 | Narrative
The purpose of this activity is for students to write equations that match situations and diagrams. Students use what they learned in the last activity to use multiplication equations to represent situations and diagrams. In the lesson synthesis, use the words factor and product to help students connect the v... |
S-ID.A.1 | Activity
This activity prompts students to compare variability in several data sets by analyzing the distributions shown on box plots and dot plots. Some students may reason about variability by observing the shapes and features of the data displays. Others may try to quantify the variability by finding the IQR from ea... |
4.NF.A.2 | Warm-up
The purpose of this Number Talk is to elicit strategies and understandings students have about the distance from 0 on the number line. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to think about distance from 0 for various rationa... |
5.NF.A.2 | Narrative
The purpose of this activity is for students to solve multi-step problems involving the addition and subtraction of fractions with unlike denominators. Students work with both fractions and mixed numbers and can use strategies they have learned such as adding on to make a whole number. When students connect t... |
8.SP.A.2 | Activity
This activity returns to scatter plots without linear models given. Students determine whether the data seems to have a linear association or not. If it does, students are asked to decide whether the variables have a positive or negative association (MP4).
Launch
Tell students that while some data sets have a
... |
8.SP.A.2 | Activity
This activity gives students additional practice finding linear models that match the association of the data. In the first scatter plot, students are given a linear model that has a good slope, but is shifted up from the center of the data. In the second set of data, students are given a linear model that goe... |
6.G.A.1 | Optional activity
In this activity, students determine the area of an unfamiliar polygon and think about various ways for doing so. The task prepares students to find the areas of other unfamiliar shapes in real-world contexts. It also reinforces the practice of sense-making, planning, and persevering when solving a pr... |
5.OA.A.1 | Problem 1
Felix and Julysa are computing
$$3+4\times4$$
. Felix says the answer is 28. Julysa says the answer is 19.
a. How did Felix get his answer?
b. How did Julysa get her answer?
c. Who is correct?
Problem 2
Evaluate.
a.
$${(10-3) \times 2 + 8}$$
b.
$${(1+2) \times (3+4)}$$
c.
$${3 \times [20\div(2+3)]}$$
|
6.EE.B.5 | Which equations below have a solution
$${x=4}$$
?
|
8.EE.A.2 | Warm-up
The purpose of this warm-up is to introduce students to
cube roots
during the discussion. This activity provides an opportunity to use cube root language and notation during the discussion. Students will explore the possibility of negative cube roots in the next lesson.
At first, students should be able to orde... |
3.MD.C.5 | Stage 1: Rectangles
Required Preparation
Materials to Gather
Folders
Grid paper
Inch tiles
Materials to Copy
Blackline Masters
Can You Build It Stage 1 Directions
Narrative
One partner builds a rectangle so that their partner can’t see it. They describe the rectangle to their partner who tries to build the same rectan... |
6.RP.A.3d | Activity
The purpose of this activity is to help students understand that quantities measured using the same two units of measure form a set of equivalent ratios. All of the strategies and representations they have for reasoning about equivalent ratios can be used for reasoning about converting from one unit of measure... |
A-CED.A.2 | Problem 1
As seen in this
video
, a ball is placed at the top of a ramp and let go. Sketch a graph of the distance the ball travels as a function of time.
Problem 2
The table below gives the area of a square with sides of whole number lengths. Plot the points in the table on a graph and draw the curve that goes through... |
7.SP.C.8 | Aimee has two sisters in her family. She thinks the probability of a family having three children who are all born female is
$${{{{1\over4}}}}$$
because there can be 0 females, 1 female, 2 females, or 3 females.
Aimee designs a simulation to test her prediction. She flips a coin three times in a row and records the res... |
S-CP.A.3 | Create a situation where
$$P(A|B) = P(A)$$
.
|
A-CED.A.3 | Problem 1
Find the solution to the following inequality. Express your solution algebraically and graphically.
$${6x-5<7x+4}$$
Problem 2
Fergus was absent for today’s lesson and asked Mike to explain why the solution to
$${-5x>30}$$
is
$${x<-6}$$
. Mike said, “Oh! That’s easy. When you multiply by a negative, just flip ... |
8.EE.A.2 | Warm-up
This warm-up prompts students to evaluate the kinds of numerical expressions they will see in the lesson. The expressions involve rational square roots, fractions, and the
\(\pm\)
notation.
As students work, notice any common errors or challenges so they can be addressed during the class discussion.
Launch
Tell... |
K.CC | Narrative
The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see.
When students notice that one less is always the previous number in the count sequence they observe regularity in repeated reasoning (MP8).
Launch
Groups of 2
“How many do you... |
G-CO.A.2 | Problem 1
Estimate where point
$$P$$
will be after a translation along vector
$${AB}$$
.
###IMAGE0###
Problem 2
Use your compass and straight edge to verify that the translation of
$${\overline{AB}}$$
along vector
$${CD}$$
results in
$${\overline{A'B'}}$$
.
###IMAGE1###
Problem 3
Translate the following line segment al... |
4.OA.B.4 | Problem 1
Ms. Cole also wants to set up the desks in her room in rows and columns. There are 23 desks in her classroom. What are the different ways she could make rows and columns with 23 desks? Draw arrays to represent the possible arrangements.
Problem 2
A
composite number
is a whole number that can be written as a p... |
G-MG.A.1 | Task
Amy and Greg are raking up leaves from a large maple tree in their yard and Amy remarks "I'll bet this tree has a million leaves." Greg is skeptical. Amy suggests the following method to check whether or not this is possible:
Find a small maple tree and estimate how many leaves it has.
Use that number to figure ou... |
8.F.B.5 | Problem 1
Use the graph of the function below to answer the questions that follow.
###IMAGE0###
a. Name an interval of
$$x$$
where the function is linear.
b. Name an interval of
$$x $$
where the function is increasing.
c. Name an interval of
$$x$$
where the function is decreasing linearly.
d. In what interval o... |
3.MD.D.8 | Problem 1
Chris is replacing the fence around his rectangular backyard. Chris’s drawing of the backyard is shown below. Chris measured two of the side lengths and labeled them in his drawing.
###IMAGE0###
How much fencing does he need to buy?
Problem 2
The following shape is a regular polygon.
###IMAGE1###
What is the ... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to
consider 2 different ways of recording partial products in an algorithm that they worked with in a previous course. The numbers are the same as in the previous activity to allow students to make connections between the diagram and the written strategies.
Student... |
8.EE.C.7a | The left side of an equation is shown below.
$${-x-7+6\left ( {1\over2}x+2{1\over2} \right )=}$$
_________________
Each expression below can be placed on the right side of the equation to complete the equation.
$${2(x+4)}$$
$${2({x+8})}$$
$${2x+15}$$
$${-2{x+8}}$$
$${x+8}$$
$${8+2x}$$
Which expressions, when placed on ... |
1.MD.B.3 | Narrative
The purpose of this activity is for students to write time to the hour and half-hour in order to fill in a Sunday schedule. Students fill in all blanks in a schedule, the time, the activity and the clock, to create their ideal Sunday schedule. The task gives an opportunity for students to relate time and tell... |
5.G.A.2 | Warm-up
The purpose of this warm-up is for students to interpret the meaning of a single point in a scatter plot by looking at the point's coordinates and the graph's axis labels (MP2).
Launch
Display the graph for all to see. Give students 1 minute of quiet think time followed by a whole-class discussion.
Student Faci... |
A-SSE.A.1 | Task
Consider the algebraic expressions below:
$$ (n + 2)^2 - 4 \qquad \text{and} \qquad n^2 + 4n. $$
Use the figures below to illustrate why the expressions are equivalent:
###IMAGE0###
Find some ways to algebraically verify the same result.
|
5.NBT.B.7 | Narrative
The purpose of this activity is for students to find products of a whole number and a decimal where the decimal has more than one place value, either a whole number and some tenths or some tenths and some hundredths. Monitor for these strategies which students saw in the previous activity
multiplying whole nu... |
3.G.A.1 | Stage 3: Grade 3 Shapes
Required Preparation
Materials to Gather
Paper
Materials to Copy
Blackline Masters
Shape Cards Grade 3
Triangle Cards Grade 3
Quadrilateral Cards Grade 3
Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students draw a shape that ... |
8.EE.A.3 | Optional activity
This activity gives students additional practice using scientific notation to work with small and large numbers and answering questions about quantities in context. Students express numbers in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, as w... |
2.NBT.B.7 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adjusting the numbers in an expression to make it easier to find the value. These understandings help students develop fluency.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain ... |
N-Q.A.3 | Warm-up
From middle school, students should be familiar with the idea that only some information is needed to uniquely determine a triangle, and this warm-up emphasizes that not every piece of information you can measure about a triangle is needed to draw it. This activity allows students to practice using the tools th... |
7.EE.A.1 | Activity
This activity is an opportunity to notice and make use of structure (MP7) in order to apply the distributive property in more sophisticated ways.
Launch
Display the expression
\(18-45+27\)
and ask students to calculate as quickly as they can. Invite students to explain their strategies. If no student brings it... |
F-BF.A.1a | Activity
In this activity, students use a geometric context to investigate whether increasing an amount by 10% and then increasing the result by 10% again is the same as applying 20% increase once. The work addresses a common misconception about successive percent increase. While the two increases (10% twice and 20% on... |
7.SP.C.6 | Problem 1
Your teacher will give you a brown bag of cubes to use in the trials described below.
Trial 1:
Draw a cube from the bag and record the color. Replace the cube and shake the bag. Repeat the first step 3 more times for a total of 4 results.
What do you think the sample space of the bag is based on your experime... |
F-IF.B.6 | Task
The school assembly is being held over the lunch hour in the school gym. All the teachers and students are there by noon and the assembly begins. About 45 minutes after the assembly begins, the temperature within the gym remains a steady 77 degrees Fahrenheit for a few minutes. As the students leave after the asse... |
6.EE.A.1 | Warm-up
The purpose of this warm-up is for students to review multiplication of fractions in preparation for the main problem of this lesson: estimating solutions to the equation
\(x^2=2\)
. For example,
\(\frac32 \boldcdot \frac32 = \frac94\)
, which is a value close to 2 so
\(\frac32\)
is a value close to
\(\sqrt{2}\... |
7.G.A.2 | Problem 1
Examine this set of triangles.
###IMAGE0###
a. What is the same about the triangles in the set? What is different?
b. How many different triangles are there? Explain or show your reasoning.
Problem 2
Phil, Raul, and Teresa each drew a right triangle with another angle measuring 30° and a side length of 4 ... |
6.EE.B.6 | Activity
In this activity, students see how an equation can represent a situation with an unknown amount. Students are presented with three stories. Each story involves the same three quantities: 5, 20, and an unknown amount
\(x\)
. Students think about the actions (running a number of miles, splitting up cups of cat f... |
3.MD.C.7b | Narrative
The purpose of this activity is for students to represent multiplication expressions as rectangular areas. Students use a grid to draw the rectangular area that represents a multiplication expression. In the synthesis, students explain how they interpret the multiplication expression, specifically how they se... |
7.NS.A | Activity
In the previous activity, students interpreted the meaning of -
\(x\)
when
\(x\)
represented a positive value and when
\(x\)
represented a negative value. The purpose of this activity is to understand that variables can have negative values, but if we compare two expressions containing the same variable, it is... |
F-IF.B.4 | Optional activity
This optional activity gives students another opportunity to represent the quantities in a situation with a table and a graph, identify key features of the graph, and interpret those features in terms of the situation.
Launch
The following are some videos that show the same clip of a ball being droppe... |
6.NS.C.6 | Activity
Students practice using relational language “greater than” and “less than” to describe order and position on number line.
Launch
Arrange students in groups of 2. Give students 7 minutes of quiet work time for both problems before 3–5 minutes for partner discussion, followed by whole-class discussion.
Represent... |
4.G.A.1 | Narrative
In this activity, students look for parallel and intersecting lines in their environment and record them in a drawing. Students notice that parallel and intersecting segments can be found in logos and symbols and use these figures to design their own logo. When students recognize mathematical features of obje... |
F-IF.B.4 | Task
The figure shows the graph of $T$ , the temperature (in degrees Fahrenheit) over one particular 20-hour period in Santa Elena as a function of time $t$.
###IMAGE0###
Estimate $T(14)$.
If $t=0$ corresponds to midnight, interpret what we mean by $T(14)$ in words.
Estimate the highest temperature during this period f... |
8.SP.A.4 | Problem 1
A double bar graph and a segmented bar graph are shown below, representing the same data set.
###TABLE0###
Name two things you notice and two things you wonder about.
Problem 2
A reporter in a small town polled some residents and asked them if they were in favor of increasing the minimum wage or against it. T... |
6.SP.B.4 | Activity
In the last activity, students constructed a box plot based on the five-number summary of their name length data. In this activity, they learn to draw a box plot and they explore the connections between a dot plot and a box plot of the same data set.
Teacher Notes for IM 6–8 Accelerated
This activity is option... |
7.SP.C.8a | Task
Many games use dice which are six-sided and fair (meaning each face on the die is equally likely to land face up). Many games also use the sum of two dice rolled at the same time to determine movement of game pieces. However, not all dice are six-sided. Imagine a game in which two fair four-sided (tetrahedral) dic... |
4.G.A.1 | Problem 1
Draw a trapezoid that has no right angles on the following grid.
###IMAGE0###
Problem 2
Draw a shape that has four right angles and four equal sides on the following grid.
###IMAGE1###
Problem 3
What is the mathematical name for the shape you drew in Problem 2? Be as specific as possible.
|
6.NS.B.2 | Activity
In this activity, students study some carefully chosen quotients where the dividends are decimal numbers. The key goal here is to notice that there are other quotients of whole numbers that are equivalent to these quotients of decimals. In other words, when the dividend is a terminating decimal number, we can ... |
8.SP.A.1 | Activity
All of the information from this section about scatter plots comes into play as students analyze data about animal body and brain weights. Students begin with a table of data and create a scatter plot. After seeing the scatter plot, students pick out any outliers and fit a line to the scatter plot. Finally, th... |
5.NF.B.4 | Problem 1
Solve. Show or explain your work.
a.
$${4 \times 2{1\over6}}$$
b.
$${3{2\over3} \times 6}$$
Problem 2
Stan eats
$$1\tfrac{3}{4}$$
cups of fruit each day. How many total cups of fruit does Stan eat in 7 days?
|
8.G.B.7 | Activity
Before this lesson, students could only find the length of a segment between the intersection of grid lines in a square grid by computing the area of a related square. The Pythagorean Theorem makes it possible to find the length of any segment that is a side of a right triangle.
Launch
Arrange students in grou... |
4.G.A.1 | Problem 1
Sit back-to-back with a partner.
Partner A: Tell your partner how to draw the following shape (without using the word “trapezoid”).
###IMAGE0###
Partner B: draw the shape your partner describes to you.
Compare Partner A’s shape to Partner B’s drawing of it.
Problem 2
Are these line segments parallel? Be as pr... |
2.G.A.1 | Narrative
The purpose of this activity is for students to recognize and describe the attributes of triangles, quadrilaterals, pentagons, and hexagons. Students may describe many different attributes of the shapes, but connections to the shape names, number of sides, and number of corners are the most important points. ... |
5.OA.B.3 | Narrative
The purpose of this activity is for students to generate two different patterns, given two different rules, and recognize relationships between corresponding terms (MP7). Students may notice a variety of relationships between the two patterns and may describe them generally (all of the numbers in one pattern ... |
1.NBT.A.1 | Task
Materials
A 100 chart per pair of students
A set of digit cards per pair of students (four each of cards 0-9)
Two different colors of counting chips, one for each student
Action
Player One draws two cards and then makes and reads aloud both of the numbers that can be made with those digits. Player One then choose... |
7.EE.A | Warm-up
This warm-up elicits the idea that an equation can contain only letters, with each letter representing a value. It also reminds students that an equation is a statement that two expressions are equal, and that different expressions could be used to represent a quantity. Later in this lesson and throughout the u... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to compare methods for solving subtraction problems. Students compare representations of methods that show subtraction as taking away and subtraction as an unknown addend problem. Students discuss how some representations may better show the actions in a problem an... |
A-SSE.A.1 | Task
Give an explanation, in terms of the structure of the expression below, why it halves in value when $n$ is quadrupled:
$$\frac{s}{\sqrt n}.$$
|
6.EE.A.1 | Warm-up
The purpose of this warm-up is for students to take two numbers to different powers and look for patterns. One number is a whole number and the other is a fraction that is the reciprocal of the whole number. Some students may notice they do not need to multiply
\(\frac13\)
after they complete the column for 3 b... |
G-CO.A.2 | Activity
Students drew dilations in middle school. This activity is the first time students are asked to dilate a figure in this course. Monitor for students with misconceptions, such as making the distance from
\(H\)
to
\(H’\)
120 mm, rather than making the distance from
\(C\)
to
\(H’\)
120 mm so that the distance fro... |
S-CP.A.5 | Task
A seven-year-old boy has a favorite treat, Super Fruity Fruit Snax.
These "Fruit Snax" come in pouches of 10 snack pieces per pouch, and the pouches are generally sold by the box, with each box containing 4 pouches.
The snack pieces come in 5 different fruit flavors, and usually each pouch contains at least one pi... |
1.G.A | Narrative
The purpose of this activity is for students to choose from activities that offer practice adding and subtracting or working with shapes. Students choose from any stage of previously introduced centers.
Can You Draw It?
Match Mine
Capture Squares
Target Numbers
Required Materials
Materials to Gather
Materials... |
6.SP.A.2 | Task
Data Set 1 consists of data on the time to complete an assignment (in minutes) for 25 sixth graders. Data Set 2 consists of data on the time to complete an assignment for 25 seventh graders. Dot plots of the two data sets are shown below.
###IMAGE0###
###IMAGE1###
1. Describe the data distribution of times for se... |
4.G.A.1 | Narrative
The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the image they see. Listen for the language students use to describe how they count and define the line segments in the image.
Launch
Groups of 2
“How many do you see? How do you see them?”
Displa... |
1.OA.C.5 | Narrative
The purpose of this How Many Do You See is for students to determine the number of dots in an arrangement without counting each dot. Dots are arranged in the formation they appear on a dot cube to build on the previous lessons. When students use the dot images to relate addition to counting on, they look for ... |
6.EE.B | Activity
The purpose of this activity is for students to practice solving equations. Some students may use the “do the same to each side” strategy they developed in their work with balanced hangers. Others may use strategies like substituting values until they find a value that makes the equation true, or asking themse... |
6.RP.A.3b | Problem 1
Would you rather buy one 5-pound jug of honey for $15.35, or three 1.5-pound bottles of honey for $14.39? Justify your answer.
###IMAGE0###
Problem 2
Yaritza and Eddy race to school on their bikes. Eddy bikes 2 miles in 12 minutes, and Yaritza bikes 3 miles in 15 minutes. Who is going faster?
|
5.NF.B.5b | Narrative
The goal of this activity is for students to match expressions and diagrams and then compare the value of each expression with one of the factors. To match the expressions with the diagrams students will likely use the meaning of multiplication. For example,
\(\frac{2}{7} \times 3\)
means 2 of 7 equal parts o... |
G-GMD | Activity
Students create an informal argument to explain why
all
solids have the property that if they’re dilated by a factor of
\(k\)
, the volume is multiplied by
\(k^3\)
. Then, students practice calculating the surface area and volume of a dilated solid.
Students aren’t expected to use formal language or symbolic r... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to again choose from activities that focus on adding or subtracting.
Students choose from any stage of previously introduced centers.
What's Behind My Back?
How Close?
Number Puzzles
Required Materials
Materials to Gather
Number cards 0–10
Required Preparation
Gath... |
2.NBT.B.5 | Stage 4: Within 100 with Composing
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Digit Cards
Number Puzzles Addition Stage 4 Gameboard
Narrative
Students use digit cards to make addition and subtraction equations true. They work with sums and differences within 100 with composing and decompos... |
8.F.B | Optional activity
This activity is optional. In this activity, students continue working with function representations to investigate how changing the radius affects the volume of a cone with a fixed height. Students represent the relationship between the volume of the cone and the length of its radius with an equatio... |
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