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3.OA.B.5 | Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see.
When students use equal groups and a known quantity to find an unknown quantity, they are looking for and making use of structure (MP7).
Launch
Groups of 2
“How many do you see? How ... |
G-SRT.B.4 | Warm-up
The purpose of this warm-up is for students to get familiar and comfortable with the diagram of an altitude drawn to the hypotenuse of a right triangle with side lengths labeled with variables, which will be useful when students write equations using these variables and manipulate them in a later activity. By e... |
1.OA.A.1 | Narrative
The purpose of this activity is for students to compare different story problems to determine how they are the same and different. The stories being compared represent problem types students have worked with in previous lessons, specifically:
Add to, Change Unknown and Put Together, Addend Unknown
Take From, ... |
S-CP.A.3 | You flip a coin twice.
$${P(A)}$$
is the probability of heads on the first flip, and
$${P(B)}$$
is the probability of heads on the second flip. Describe why, in this situation,
$$P(A|B)={P(A)}$$
.
|
G-SRT.C.6 | Activity
The purpose of this activity is to connect the work students have done in previous lessons and the warm-up to trigonometric ratios. Students learn the names of the trigonometric ratios and how to look them up in the calculator. To continue solidifying their conceptual understanding, students compare the calcul... |
8.NS.A.2 | Activity
The purpose of this activity is for students to think about square roots in relation to the two whole number values they are closest to. Students are encouraged to use numerical approaches, especially the fact that
\(\sqrt{a}\)
is a solution to the equation
\(x^2=a\)
, rather than less efficient geometric meth... |
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 ... |
6.NS.B.3 | Problem 1
Solve each problem.
a. Juanita spent $24.50 on each of her 6 grandchildren at the fair. How much money did Juanita spend?
b. Nita bought some games for her grandchildren for $42.50 each. If she spent a total of $340, how many games did Nita buy?
c. Helen spent an equal amount of money on each of her 7 g... |
5.NF.B.7a | Narrative
In this activity, students interpret division of a unit fraction by a whole number using tape diagrams. In future lessons, students use tape diagrams to understand division of a whole number by a unit fraction. The first two activities are structured so students attend to the structure of the tape diagram and... |
8.G.B.6 | Is the triangle shown below a right triangle? Justify your answer. If it is, label the right angle in the diagram.
###IMAGE0###
|
G-SRT.C | Activity
The goal of this activity is to review the value of the cosine, sine, and tangent of an angle in a right triangle. Students consider different right triangles, their associated trigonometric ratios, and, in the last question, tie this work back to coordinates of points on a circle centered at
\((0,0)\)
from th... |
K.CC.A.1 | Narrative
The purpose of this Choral Count is to invite students to practice counting by 10 and notice patterns in the count. These understandings help students develop fluency with the count sequence. When students notice the pattern in the ones place as they count by 10, they are looking for and making use of structu... |
8.EE.B.6 | Warm-up
Students write expressions and equations representing total cost. The purpose of this activity is to support students in writing the equation for the “Ordering Fish” activity.
Launch
Arrange students in groups of 2. Display questions for all to see. Give 2 minutes quiet think time, followed by 2 minutes partner... |
F-LE.A.3 | Task
Using a scientific calculator, Alex makes the following table listing values of $(1.001)^x$ and
$2x$ for a few inputs:
###TABLE0###
Alex concludes from the table that the values of
$2x$ grow faster than the values of $1.001^{x}$ so that
$$
2x > (1.001)^x
$$
for all positive values of $x$.
Is Alex correct? Explai... |
6.RP.A.3c | Activity
In this activity, students find percentages of a value in a non-monetary context. They begin by assigning a value to 100% and reasoning about other percentages.
The double number line is provided to communicate that we can use all our skills for reasoning about equivalent ratios to reason about percentages. Pr... |
6.SP.B.4 | Activity
In this activity, students are motivated to create a dot plot by identifying a statistical question and collecting data from the class to answer the question. When the data is initially presented, it is messy and difficult to analyze in an unorganized form. Students are then asked to choose an appropriate repr... |
K.G.B.4 | Narrative
The purpose of this activity is for students to compare solid shapes. In making comparisons, students have a reason to use language precisely (MP6).
Students choose 2 solid shapes and describe and record at least one way they are the same and one way they are different. Students may draw pictures or use lette... |
2.NBT.A.1 | Task
Pencils are packed 10 in a box. A classroom carton has 10 boxes.
Jem has 1 carton and 4 boxes. How many pencils does Jem have all together?
Lee needs to pack 370 pencils.
How many boxes does Lee need?
If Lee puts the boxes in cartons, how many cartons can he completely fill?
Ms. Kato needs 10 pencils for each of ... |
6.NS.B.3 | Warm-up
This Number Talk encourages students to think about the numbers in a computation problem and rely on what they know about structure, patterns, multiplication, fractions, and decimals to mentally solve a problem. Only one problem is presented to allow students to share a variety of strategies for multiplication.... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to demonstrate methods they have for addition and subtraction within 10. In this activity, students draw 2 cards and consider how they could add or subtract the numbers to create a value that matches one of the target numbers (0
–
10). Listen for the ways students ... |
F-LE.A.2 | Task
The population of a country is initially 2 million people and is increasing at 4% per year. The country's annual food supply is initially adequate for 4 million people and is increasing at a constant rate adequate for an additional 0.5 million people per year.
Based on these assumptions, in approximately what year... |
4.NF.C.7 | Problem 1
Which comparisons are correct? Select the
three
correct answers.
Problem 2
Choose one correct comparison from #1 and show or explain how you know it is correct.
|
8.G.A.5 | Problem 1
Lines
$${L_1 }$$
and
$${L_2}$$
are parallel and cut by transversal
$$p$$
.
###IMAGE0###
What are the measures of the angles shown by the algebraic expressions?
Problem 2
Determine the values of
$$x$$
and
$$y$$
in the diagram below, and use them to determine the measures of the eight angles formed by the paral... |
F-IF.B.4 | Problem 1
###IMAGE0###
Graphed above is a sine function, which measures the height of the point. What if, instead, a function measured the
horizontal
distance from the
y
-axis? Sketch what that function might look like.
Problem 2
Show the first video of
Ferris Wheel
by Dan Meyer.
What would the graph look like if you g... |
G-C.B.5 | Circle
$$A$$
and circle
$$C$$
are shown below.
###IMAGE0###
How many times greater is the area of the shaded sector shown in circle
$$A$$
than in circle
$$C$$
? How does this compare to the ratio of the radii?
What is the difference in sector areas?
|
5.NBT.A.3 | Task
Which is greater, 0.1 or 0.01? Show the comparison on the number line.
###IMAGE0###
Which is greater, 0.2 or 0.03? Show the comparison on the number line.
###IMAGE1###
Which is greater, 0.12 or 0.21? Show the comparison on the number line.
###IMAGE2###
Which is greater, 0.13 or 0.031? Show the comparison on the nu... |
A-REI.B.4b | Optional activity
This activity is optional because it includes additional practice students may not need. The goal of this activity is for students to use the strategies discussed in the previous activity to build their own quadratic equations with either real or non-real solutions. While guess-and-check is possible, ... |
7.EE.B.4b | Problem 1
A local car dealership is trying to sell all of the cars that are on the lot. Currently, there are 525 cars on the lot, and the general manager estimates that they will consistently sell 50 cars per week. Estimate how many weeks it will take for the number of cars on the lot to be fewer than 75.
a. Write an... |
1.OA.A.2 | Narrative
The purpose of this activity is for students to solve a story problem with three addends in which two of the addends make 10. The addends that make a ten are not next to each other to encourage students to use the commutative and associative properties to make 10. Students are given access to double 10-frames... |
1.OA.D.8 | Narrative
The purpose of this warm-up is to introduce equations with a symbol for the unknown value. While students may notice and wonder many things about this equation, how the equation relates to the image is the important discussion point. When students notice that the unknown value represents a specific quantity w... |
K.G.B.4 | Narrative
The purpose of this activity is to introduce students to stage 3 of the Picture Books center. Students recognize and describe illustrations and shapes in picture books. Students are not expected to use a recording sheet for this stage in kindergarten. When choosing a picture book for this activity, choose a b... |
7.RP.A.3 | Warm-up
The purpose of this warm-up is to get students ready to think about decimal expansions of fractions. This will be useful in the next activity when students use long division to find decimal expansions of different fractions and find out why some repeat and others don't. In this activity, they are given calculat... |
7.EE.A.1 | Activity
In this activity students take turns with a partner and work to make sense of writing expressions in equivalent ways. This activity is a step up from the previous lesson because there are more negatives for students to deal with, and each expression contains more than one variable.
Launch
Arrange students in g... |
5.MD.C.4 | Problem 1
###IMAGE0###
a. What do you notice? What do you wonder?
b. The small cube is a cubic foot. The large cube is a cubic yard. What kinds of volumes would make sense to measure with cubic feet? What about cubic yards?
Problem 2
For each object, choose the cubic unit you would use to measure the volume: cubic ... |
3.OA.B.6 | Narrative
The purpose of this activity is for students to formalize the relationship between multiplication and division equations. They see that the unknown quantity in a division situation can be represented as a missing factor in a multiplication equation or as a quotient in a division equation. The synthesis should... |
S-ID.C.9 | Optional activity
The mathematical purpose of this activity is for students to collect, summarize, interpret, and draw conclusions from bivariate data using scatter plots, best fit lines, residuals and correlation coefficients.
Students could examine number of penalties (like number of flags thrown against a football t... |
5.NF.B.4 | Narrative
The purpose of this warm-up is for students to reason about the side lengths of a garden with a given area in preparation for an upcoming activity. If students do not name any fractional side lengths, ask the synthesis question to prompt that discussion.
Launch
Groups of 2
Display the image.
“What do you noti... |
6.SP.B.4 | Activity
In this activity, students are motivated to create a dot plot by identifying a statistical question and collecting data from the class to answer the question. When the data is initially presented, it is messy and difficult to analyze in an unorganized form. Students are then asked to choose an appropriate repr... |
F-BF.B.4 | Task
The table below shows the number of households in the U.S. in the years 1998-2004 [data source: www.census.gov].
###TABLE0###
Find a linear function, $h$, which models the number of households in the U.S. (in thousands) as a function of the year, $t$.
Write an expression for $h^{-1}$.
Find $h^{-1}(111,000)$ and i... |
7.G.A.1 | Warm-up
This warm-up prepares students to create a scale floor plan of the classroom. Students brainstorm and make a list of the aspects of the classroom to include in a floor plan and the measurements to take.
Students are likely to note built-in fixtures, like walls, windows, and doors, as important components to mea... |
4.NBT.A.1 | Narrative
This Number Talk encourages students to rely on what they know about place value, multiples of 3 and 4, and properties of operations to find the value of products mentally. The reasoning elicited here will be helpful as students use multiplication to find the area and perimeter of rectangles and look for patt... |
2.NBT.B.5 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for subtracting a one-digit number from a two-digit number by using a ten. When students decompose a number to lead to a ten, they look for and make use of the structure of whole numbers and the properties of operations (... |
1.G.A.1 | Narrative
The purpose of this activity is for students to analyze examples and non-examples of triangles. As students compare examples and non-examples, they identify and articulate the defining attributes of triangles (MP6).
MLR8 Discussion Supports.
Before students share, remind them to use words such as sides, corne... |
6.EE.A.3 | Task
Anna enjoys dinner at a restaurant in Washington, D.C., where the sales tax on meals is 10%. She leaves a 15% tip on the price of her meal before the sales tax is added, and the tax is calculated on the pre-tip amount. She spends a total of \$27.50 for dinner. What is the cost of her dinner without tax or tip?
|
8.F.B.4 | Task
The SLV High School graduation started at 1:00PM. After some speeches, the principal started reading off the names of the students, alphabetically by last name. When he finishes, the graduation will end.
Use the bulletin shown below to estimate when the graduation will end.
###IMAGE0###
###IMAGE1###
Estimate how l... |
5.NBT.B.6 | Narrative
The purpose of this activity is for students to consider efficient ways to use the partial quotients strategy. The strategy that is most efficient for a student will depend on which products or quotients they can find mentally. Encourage students to try to use larger partial quotients as they work, but to try... |
1.G.A.2 | Task
Materials
###IMAGE0###
A copy of Grandfather Tang's Story by Ann Tompert
One set of tangrams for each student (see note in commentary)
A set of tangrams for the teacher (magnetic for the whiteboard or colored to use on a document projector)
Character worksheet
Crayons
Actions
The teacher reads Grandfather Tang's S... |
4.NBT.A.2 | Stage 3: Multi-digit Numbers
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
Greatest of Them All Stage 3 Recording Sheet
Narrative
Students make six-digit numbers.
Variation:
Students try to make the number with the least value.
|
6.RP.A.3 | Optional activity
In this activity students revisit the situation from the previous activity but they analyze the votes of a different class. In this case the members of different student clubs all voted for the same lunch option. Students repeat the process of the run-off election on the provided data and compare it t... |
6.NS.A | Task
Telula has 10 times as much iced tea as Nikki. We can represent this with a diagram:
###IMAGE0###
or a multiplication equation:
$$T=N \times 10$$
We can also see in the diagram that that Nikki has $\frac{1}{10}$ times as much iced tea as Telula. We can represent this with a multiplication equation as well:
$$N = T... |
4.NF.B.4 | Narrative
In this activity, students start with given multiplication expressions and consider situations or diagrams that they could represent. Situating the expressions in context encourages students to think of the whole number in the expression as the number of groups and the fractional amount as the size of each gr... |
2.MD.C.8 | Task
Jamir has collected some pennies in a jar. Recently, he added coins other than pennies to his jar. Jamir reached his hand into the jar and pulled out this combination:
###IMAGE0###
Jamir wants to count the total value of these coins. What coin do you suggest he start with? Why would Jamir want to start counting wi... |
1.OA.A.2 | Problem 3
Pre-unit
Here are some pattern blocks.
###IMAGE0###
How many corners are there all together on the pattern blocks? Explain or show your reasoning.
|
G-GMD | Warm-up
Students apply the concepts of scaling and area to the cross sections of a pyramid-shaped building.
Monitor for students who find the dimensions of the top floor then multiply to find the area, and for those who multiply the original area by the squared scale factor.
Launch
Arrange students in groups of 2. Prov... |
6.G.A.4 | Activity
Previously, students used a given net of a polyhedron to find its surface area. Here they use a given polyhedron to draw a net and then calculate its surface area.
Use the provided polyhedra to differentiate the work for students with varying degrees of visualization skills. Rectangular prisms (A and C), trian... |
5.NF.B.6 | Narrative
The purpose of this activity is for students to calculate areas in context. Students are not offered an area diagram but rather an image of a flag. Students may label the image of the flag with measurements or make their own area diagram. The lengths are not always presented in fraction form so students may r... |
4.G.A.3 | Narrative
This warm-up encourages students to look for and make use of structure in an image to identify the lines of symmetry it has (MP7). Students could try to find all the segments or angles that are the same size as a way to identify lines of symmetry, but keeping track of all the pieces can be rather impractical.... |
4.OA.A.1 | Problem 1
Now, Mrs. Ingall wants to know how wide this copy of
The Wolf’s Story
is. Can you figure out how wide it is in inches? (Remember, the bookshelf is 24 inches long.)
###IMAGE0###
Problem 2
John has 12 coins in his pocket. John has twice as many coins as Samantha. How many coins does Samantha have? Represent the... |
6.RP.A.1 | A recipe calls for 2 cups of tomato sauce and 3 tablespoons of oil. We can say that the ratio of cups of tomato sauce to tablespoons of oil in the recipe is 2:3, or we can say the ratio of tablespoons of oil to cups of tomato sauce is 3:2.
###IMAGE0###
For each of the following situations, draw a picture and name two r... |
7.RP.A | Task
Four different stores are having a sale. The signs below show the discounts available at each of the four stores.
###TABLE0###
Which of these four different offers gives the biggest price reduction? Explain your reasoning clearly.
Which of these four different offers gives the smallest price reduction? Explain you... |
3.MD.A.2 | Narrative
The purpose of this activity is for students to make sense of representations of situations involving weights and liquid volumes. Students are reminded that tape diagrams can be used to represent relationships between quantities in different types of problems.
As students analyze descriptions of situations an... |
2.MD.B.6 | Stage 1: Add and Subtract within 100
Required Preparation
Materials to Gather
Dry erase markers
Paper clips
Sheet protectors
Materials to Copy
Blackline Masters
Jump the Line Stage 1 Gameboard
Jump the Line Stage 1 Spinners
Narrative
Both players start at 30 on a number line marked by 1. Spinners show adding or subtra... |
8.EE.A.1 | Optional activity
This activity is optional because it revisits below grade-level content. In this activity, students build fluency by matching equivalent expressions that involve exponents. This task gives students opportunities to analyze representations, statements, and structures closely and make connections (MP2, ... |
1.OA.C.6 | Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. The images in the warm up are built for students to further explore the commutative property, to which they were introduced in a prior lesson. When students see that addends can be a... |
K.CC.B.5 | Narrative
The purpose of this activity is for students to learn stage 1 of the Math Libs center. Students draw groups of images to match given numbers.
MLR8 Discussion Supports.
Synthesis: Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class... |
A-REI.A | Warm-up
This warm-up prompts students to recall what they know about the solution to an equation in one variable. Students interpret a given equation in the context of a situation, explain why certain values are not solutions to the equation, and then find the value that is the solution.
Student Facing
A granola bite c... |
3.OA.A.2 | Narrative
The purpose of this What Do You Know About _____ is to invite students to share what they know and how they can represent division.
Launch
Display the word division.
“What do you know about division?”
1 minute: quiet think time
Activity
Record responses.
“How could we represent division?” (a drawing, with con... |
6.G.A.3 | Optional activity
In this activity, students use graphing technology to create an image of their own design. While determining the ordered pairs needed to make their image, they have opportunities to think about distances on the coordinate plane, signs in ordered pairs, reflections across an axis, and distance from zer... |
K.CC.B | Stage 2: Build to Match
Required Preparation
Materials to Gather
Connecting cubes
Materials to Copy
Blackline Masters
Connecting Cubes Stage 2 Cards
Narrative
Students look at images of objects made of connecting cubes and build an object to match.
|
7.G.B.4 | Optional activity
This activity asks students to create a visual display of the circle problem that they solved previously. They can practice explaining their reasoning more clearly on this display than they did in the previous activity. This gives them an opportunity to organize and record their information in a way t... |
8.F.B.5 | Activity
The purpose of this activity is for students to sketch a graph showing the qualitative features of the function described in the problem. Building on the warm-up, in the first problem students decide what independent and dependent variables were used to create a given graph. In the second problem, students cho... |
8.EE.A.1 | Which of the following are equivalent to
$${{2^4}}$$
? Select
all
that apply. Then choose 2 of your selections and explain or show how they are equivalent to
$${{2^4}}$$
|
4.NF.C.7 | Task
Fill in the following blanks to:
0.17, 0.27, ______, ______, ______, ______, ______, _____
______, ______, 0.56, 0.66, ______, ______, ______, ______
______, ______, ______, 103.12, ______, 103.32, ______, ______
______, ______, ______, 103.12, ______, ______, ______, 103.16
______, ______, ______, 103.12, 113.12,... |
6.EE.C.9 | Activity
The purpose of this activity is for students to use multiple representations to share with each other what they have learned about their assigned relationship.
Launch
Distribute tools for making a visual display. Give students 5–10 minutes of quiet work time, followed by a whole-class discussion or gallery wal... |
K.OA.A.2 | Narrative
The purpose of this activity is for students to share how they represented their story problems and make connections between different representations (MP2).
MLR8 Discussion Supports.
During the Gallery Walk, invite students to tell each student what they notice about their poster, including what is the same ... |
6.SP.B.5d | Activity
In this activity, students continue to practice interpreting the mean and the MAD and to use them to answer statistical questions. A new context is introduced, but students should continue to consider both the center and variability of the distribution as ways of thinking about what is typical for a set of dat... |
6.G.A.1 | Activity
This activity gives students opportunities to find areas of regions using a variety of strategies. When working with a grid, students may start by counting squares, as they had done in earlier grades. However, the figures have been chosen to elicit the strategies listed in the Lesson Narrative.
Figure A can be... |
6.EE.A.3 | Activity
This is for practice going back and forth with the distributive property using numbers, but also to make the point that invoking the distributive property can help you do computations in your head. Some expressions that would be difficult to brute force become simpler after using the distributive property to w... |
3.NF.A.1 | Stage 1: Building Non-Unit Fractions
Required Preparation
Materials to Gather
Folders
Materials to Copy
Blackline Masters
Secret Fractions Stage 1 Gameboard
Secret Fractions Stage 1 Cards
Narrative
Students take turns trying to build secret fractions. On each turn students can choose to
Pick up one unit fraction card.... |
K.OA.A.2 | Narrative
This warm-up prompts students to carefully analyze and compare different arrangements of objects. Students notice that the whole group of objects is composed of smaller parts in different ways.
Launch
Groups of 2
Display image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute:... |
7.G.B.6 | Activity
In this activity students calculate the area of an irregular shape presented in a scale drawing. In this case, students can calculate the area exactly by composing and decomposing triangles and parallelograms.
This activity draws upon MP7 in a geometric context much like the warm-up did in an arithmetic contex... |
G-SRT.C | Warm-up
Students are asked to calculate side lengths of a right triangle. They can apply their new understanding from the previous lesson and use trigonometry.
Student Facing
Calculate the lengths of sides
\(AC\)
and
\(BC\)
.
###IMAGE0###
Student Response
Teachers with a valid work email address can
click here to regis... |
F-IF.C | Warm-up
This warm-up presents a context for making sense of piecewise functions. Students are given a situation in which one quantity (price) is a function of another (ounces of yogurt), but different rules apply to different values of input. Then, they identify a graph that represents the function.
Students learn that... |
N-RN.A.2 | Simplify each radical so there are no perfect squares or cubes remaining inside the radical.
a.
$${\sqrt{54x^8y^5}}$$
b.
$${\sqrt[3]{54x^8y^5}}$$
|
5.NF.B.7 | Narrative
The purpose of this activity is for students to reason about the size of quotients, involving a unit fraction and a whole number, by carefully analyzing the relative sizes of the dividend and divisor rather than finding the value of the expressions. As students work, listen for the language they use to explai... |
5.MD.A.1 | Problem 1
Fill in the blanks to make the following statements true.
0.3 L = ___________ mL
3.5 kg = ___________ g
4.06 km = ___________ mm
Problem 2
Fill in the blanks to make the following statements true.
$$\frac{5}{8} $$
ton = ___________ lb
$$2\frac{3}{4}$$
ft = ___________ in
$$3\frac{1}{4}$$
gal = ___________ pt
... |
6.SP.B.5c | Activity
This activity serves two key purposes: to reinforce the idea of the mean as a balance point and a measure of center of a distribution, and to introduce the idea that distances of data points from the mean can help us describe variability in data, which prepares students to think about mean absolute deviation i... |
A-REI.B.4b | Activity
In this activity, students solve quadratic equations using any method they choose. In the associated Algebra 1 lesson, students are introduced to the quadratic formula to solve quadratic equations. Here, students are reminded the other methods can be more or less efficient for solving equations.
Launch
Ask stu... |
K.G.B.4 | Stage 4: Feel and Guess
Required Preparation
Materials to Gather
Bags
Geoblocks
Solid shapes
Narrative
Students feel the shape without looking at it and guess the shape.
|
2.NBT.B.7 | 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.
Record the ways students see the blocks using equations. For example, if a student said they saw the first image as 2 hundreds, then 5 tens, and then the 4 ones, record this a... |
A-REI.A.1 | Activity
In this activity, students examine work for common mistakes when solving equations. In the associated Algebra 1 lesson, students solve quadratic equations and must be mindful of possible mistakes in their work. Students construct viable arguments and critique the reasoning of others (MP3) when they identify th... |
1.MD.A.2 | Task
Materials
2 clear plastic cups for each pair of students
4 bean seeds for each pair
soil
unifix cubes
a plant or math journal to record data in
Actions
Students in pairs grow bean plants from seed. Students should label the first cup with a A and the second cup with a B and write their names on the cups. Then they... |
4.NF.B.3a | Narrative
In this activity, students use number lines to represent addition of two fractions and to find the value of the sum. The addends include fractions greater than 1, which can be expressed as a sum of a whole number and a fraction. Students practice constructing a logical argument and critiquing the reasoning of... |
A-SSE.A.2 | Activity
In this activity, students multiply expressions of the form
\((x+m)\)
and
\((x-m)\)
. Through repeated reasoning, they discover that the expanded product of such factors can be expressed as a difference of two square numbers:
\(x^2 - m^2\)
(MP8). Students use diagrams and the distributive property to make sens... |
K.G.B.4 | Stage 1: Grade K Shapes
Required Preparation
Materials to Gather
Counters
Materials to Copy
Blackline Masters
Which One Stage 1 Gameboard
Narrative
One partner chooses a shape on the gameboard. The other partner asks questions to figure out what shape they chose. Students may use counters to cover up shapes that have ... |
4.OA.A.3 | Narrative
The purpose of this activity is for students to represent and solve problems in context involving multiplicative comparison. The first 2 questions only require one operation, and the last one requires 2 operations. Students must interpret what values are unknown and make a plan for how to represent these valu... |
G-GPE.B.7 | Task
In the picture below a square is outlined whose vertices lie on the coordinate grid points:
###IMAGE0###
The area of this particular square is 16 square units. For each whole number $n$ between 1 and 10, find a square with vertices on the coordinate grid whose area is $n$ square units or show that there is no suc... |
1.G.A.1 | Narrative
The purpose of this activity is for students to learn stage 1 of the How Are They the Same center. Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students draw a shape that has a shared attribute with the two shapes. Students get a point if they draw a... |
6.EE.B.5 | Task
Think about what these equations mean, and find their solutions. Write a sentence explaining how you know your solution is correct.
$x + 6 = 10$
$1000 - y = 400$
$100 = m + 99$
$0.99 = 1 - t$
$3a = 300$
$\frac12 p = 8$
$10 = 0.1w$
$1 = 50b$
|
1.G.A.1 | Task
First pose the question:
Here are four triangles. What do all of these triangles have in common? What makes them different from the figures that are not triangles? What is true for some but not all of these triangles?
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If students come up with a statement that is true about all of the triangles that th... |
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