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8.EE.A.4 | Problem 1
One sheet of
$${8 {1\over2}}$$
" by
$${11}$$
" paper weighs
$${4.5\times10^{-3}}$$
kg. A school is expecting a delivery of
$${100}$$
cases of paper which include a total of
$${5\times10^5}$$
pieces of paper. How much does all the paper in the cases weigh?
Problem 2
Light travels at a speed of approximately
$$... |
7.EE.B.4b | Activity
In this activity, students analyze four situations and select the inequality that best represents the situation. (In the activity that follows, students will work in small groups to create a visual display showing the solution for one of these situations.)
Launch
Tell students that their job in this activity i... |
4.NF.C.5 | Task
Finish the equations to make true statements. Write one number in each space.
1 tenth + 4 hundredths = ______________ hundredths
4 hundredths + 1 tenth = ______________ hundredths
5 tenths + 2 hundredths = ______________ hundredths
5 hundredths + 2 tenths = ______________ hundredths
14 hundredths = __________ hund... |
4.MD.C.7 | Problem 1
Take a square piece of paper and fold it along the diagonal. What is the measure of each of the angles created by the fold at each corner? What is the measure of the angle of the whole corner?
Take another square piece of paper and fold it so that there is a crease from one corner to another point on an oppos... |
3.MD.A.1 | Before a movie starts, a theater plays some movie trailers. The trailers start at 8:05 p.m. and end at 8:24 p.m. How long are the movie trailers?
|
8.SP.A.1 | Task
Medhavi suspects that there is a relationship between the number of text messages high school students send and their academic achievement. To explore this, she asks each student in a random sample of 52 students from her school how many text messages he or she sent yesterday and what his or her grade point avera... |
K.MD.B.3 | Narrative
The purpose of this activity is for students to consider and describe attributes of shapes as they sort shapes into categories. Students were introduced to sorting in the previous activity. This is the first time students sort into categories of their choosing. The standards ask students to sort shapes into g... |
G-CO.A.1 | Below is an equilateral triangle. Show the constructions that could have been used to create this equilateral triangle.
###IMAGE0###
|
4.NF.B.3a | Solve. Show or explain your work.
a.
$${{3\over10}+{2\over5}=}$$
_____
b.
$${{1\over2}+{5\over6}=}$$
_____
|
6.NS.A.1 | Seventy-two students in the sixth-grade class are going on a field trip to the aquarium. The math teacher writes this division problem to represent how the students will be grouped for the field trip:
$${72÷6= ?}$$
Abe says, “This means that there are 6 students in each group.”
Sam says, “This means there are 6 groups ... |
8.SP.A.1 | Activity
The analysis of scatter plots continues with data about the mass of automobiles and their fuel efficiency. Again, students connect points in the scatter plot with rows of data in a table, but now there is a third column that gives a name to each pair.
After picking out information about points in the scatter p... |
5.NBT.B.7 | Narrative
The purpose of this activity is for students to find the value of subtraction expressions using a strategy of their choice. The standard algorithm which students learned in a previous activity will always work to successfully to calculate a difference but some of the problems are deliberately chosen to encour... |
7.EE.B.4a | Activity
These are all solvable by thinking “what value would make the equation true.” So, it’s straightforward to figure out what the solution would be, but these equations present an opportunity to demonstrate that “doing the same thing to each side” still works when there are negative numbers. Monitor for students w... |
2.NBT.B.5 | Stage 4: Subtract Tens or Ones
Required Preparation
Materials to Gather
Base-ten blocks
Number cards 0–10
Materials to Copy
Blackline Masters
Target Numbers Stage 4 Recording Sheet
Narrative
Before playing, students remove the cards that show 0 and 10 and set them aside.
Students subtract tens or ones to get as close ... |
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... |
1.OA.D.8 | Narrative
The purpose of this activity is for students to find the missing values that make subtraction and addition equations true. The numbers are selected to encourage students to use a ten to find the missing value and are presented as two sets: subtraction and addition. Students may notice that the first equation ... |
4.MD.A.1 | Narrative
The purpose of this activity is for students to develop an intuition of 1 meter as 100 times as long as 1 centimeter. Students build a 1-meter long strip out of centimeter grid paper. They use this tool to identify objects or distances that are about 1 meter long.
MLR8 Discussion Supports.
Synthesis: At the a... |
6.SP.A.3 | Warm-up
Students calculate the mean of a sample collected in a previous lesson to compare with their partners. Students experience first-hand that different samples from the same population can produce different results. In the following activities of this lesson, students will use the data they have collected here to ... |
6.SP.B.4 | Warm-up
In prior grades, students studied different ways of representing sets of data. The purpose of this warm-up is for students to recall ways that two different sets of data can be represented. Data visualization is very useful for understanding patterns that are not visible in other ways. Different representations... |
8.G.B.7 | Problem 1
a.
Act 1:
Watch the
Taco Cart
by Dan Meyer.
What do you notice? What do you wonder?
Who will reach the taco cart first? Make a guess.
b.
Act 2:
Look at the information below. Note, the speeds refer to the speed of walking on the sand and the speed of walking on the concrete sidewalk. Determine who will reach ... |
8.G.A.1a | Activity
In this activity, students use rotations to build a pattern of triangles. In the previous lesson, students examined a right triangle and a rigid transformation of the triangle. In this activity, several rigid transformations of the triangle form an interesting pattern.
Triangle
\(ABC\)
can be mapped to each of... |
F-TF.C.8 | Activity
The goal of this matching activity is for students to practice making calculations with the Pythagorean Identity and using the structure of the unit circle (MP7). Students take turns matching cards. One set of cards shows the value of sine, cosine, or tangent of an unknown angle. The other set of cards shows a... |
7.RP.A.2 | Problem 1
An amusement park sells tickets that can be used to go on rides and play games. The cost of the tickets is proportional to the number of tickets purchased. The table below shows how many tickets can be purchased for different amounts of money.
###TABLE0###
Graph the relationship in a coordinate plane. What fe... |
4.MD.A.3 | Narrative
In this activity, students consider possible side lengths for a rectangle with a perimeter of 12 inches and visualize each rectangle. Students may notice many patterns as they find different rectangles (MP7) including
the sum of the length and width is 6 inches
the length and width can be exchanged to give a ... |
7.EE.B.4b | Activity
In this activity, students set up and solve inequalities that represent real-life situations. Students will think about how to interpret their mathematical solutions. For example, if they use
\(w\)
to represent width in centimeters and find
\(w<25.5\)
, does that mean
\(w=\text-10\)
is a solution to the inequa... |
4.NBT.B.5 | Problem 1
Find the following products.
a. 20 × 40
b. 60 × 70
c. 20 × 50
Problem 2
Estimate the following products.
a. 32 × 81
b. 48 × 59
c. 25 × 73
|
7.G.B.4 | Task
Find the area and perimeter of the colored part of each of the six figures below.
###IMAGE0###
The purple, blue, orange, red, and green figures are composed of small squares with side-length 1 unit and curves that are an arc of a circle. The squares in the yellow figure are larger than the others and have a side-l... |
4.MD.A.1 | Problem 1
Fill in the blank to make each equation true.
a. 4 feet = ______ inches
b. 3 yards 1 foot = ______ feet
Problem 2
Determine whether each statement below is true or false. If the statement is false, change the right side of the comparison to make it true.
a. 6 yards < 20 feet __________________
b. 7 fe... |
6.RP.A.3b | Task
The data transfer rate of an Internet connection is the rate in bytes per second that a file can be transmitted across the connection. Data transfer is typically measured in kilobytes (KB) per second, or megabytes (MB) where 1 MB = 210 KB = 1024 KB. Suppose the data transfer rate of your internet connection is 50... |
6.NS.B.3 | Activity
Sports provide many good contexts for doing arithmetic. This is the first of two activities using a sporting context. Students use arithmetic with decimals to study the 110-meter hurdle race. The first question prompts students to draw a diagram to capture and make sense of all of the given information. The se... |
8.G.A | Warm-up
Given a point, the image of the point under a dilation, and the scale factor of the dilation, students must identify the center of the dilation. This requires thinking about the meaning of dilations and the fact that the center of dilation, the point dilated, and the image, are collinear.
Launch
Provide access ... |
8.EE.C.7 | Melanie is looking for a summer job. After a few interviews, she ends up with two job offers.
Blue Street Café pays $11.75 per hour plus $33 from tips each week.
Fashion Icon Factory Store pays $14.50 per hour with no tips.
a. If Melanie plans to work 10 hours per week, which job offer should she take to maximize her... |
8.G.B.6 | Problem 1
Read the examples of statements and their converses shown below.
###TABLE0###
a. Which of the converse statements are true?
b. The Pythagorean Theorem states: If a triangle is a right triangle, then the sum of the squares of the legs is equal to the square of the hypotenuse, or
$${a^2+b^2=c^2}$$
. What is... |
7.SP.C.8c | Activity
In this activity, students continue to model real-life situations with simulations MP4), but now the situations have more than one part. Finding the exact probability for these situations is advanced, but simulations are not difficult to run and an estimate of the probability can be found using the long-run re... |
K.NBT.A.1 | Narrative
The purpose of this activity is for students to recognize numbers 11–19 on images of fingers and represent the same numbers on 10-frames. Students may count each finger and each counter as they create groups with the same number of counters as fingers. They may make a connection between all the fingers on two... |
A-REI.C | Warm-up
This warm-up prompts students to compare four systems of equations. It gives students a reason to use language precisely (MP6) and gives the opportunity to hear how they use terminology and talk about characteristics of the items in comparison to one another. To allow all students to access the activity, there ... |
5.NBT.A.1 | Narrative
The purpose of this activity is for students to find the missing number that makes multiplication equations true where that value is a power of 10. The numbers in this activity were chosen to build toward numbers that are larger than what students have worked with before.
The synthesis highlights that these p... |
3.NF.A.1 | Narrative
The purpose of an Estimation Exploration is to practice estimating a reasonable answer based on experience and known information. Students can identify fractions represented by the shaded portions in tape diagrams in which unit or non-unit fractions are marked. To estimate the shaded parts in an unmarked tape... |
7.SP.A.1 | Optional activity
In this activity, students review methods of obtaining samples that are fair and random (MP6).
Launch
Arrange students in groups of 2. Each group gets both sets of data from the blackline master, one data set for each partner. Students will not need the spinners from the blackline master for this acti... |
2.MD.A.4 | Narrative
The purpose of this activity is for students to practice measuring and expressing the length of objects in centimeters. Students measure the length of different reptiles and choose whether to use centimeter cubes, 10-centimeter tools, or a combination of the two tools (MP5).
MLR8 Discussion Supports.
Synthesi... |
8.F.B.4 | Task
Consider the relationship between the number of pounds of chicken and the number of pounds of steak that can be purchased for a barbecue on a fixed budget.
Write an equation for this relationship given that chicken costs \$1.29 per pound, steak costs \$3.49 per pound, and the total allotment for both is \$100.
Ske... |
5.NBT.B.5 | Narrative
In the previous activity students developed an intuition for the size of a kilometer. The purpose of this activity is to calculate the area of different states in square kilometers and compare them to the area occupied by the Great Pacific Garbage Patch, a large collection of trash floating in the Pacific Oce... |
K.CC | Narrative
The purpose of this How Many Do You See is for students to recognize and name groups of images and describe how they see the images. Each image has 4 dots, but they are arranged differently. The number 4 is displayed during the synthesis to give students opportunities to recognize numbers and connect numbers ... |
S-IC.B.4 | Activity
The mathematical purpose of this activity is for students to collect and analyze data to further their conceptual understanding of the relationship between sample size and margin of error. Students repeatedly collect samples of various sizes to estimate a proportion and margin of error for data about the class... |
G-C.B.5 | Task
Three circles, each having radius 2, are mutually tangent as pictured below:
###IMAGE0###
What is the total
area of the circles together with the shaded region?
###IMAGE1###
###IMAGE2###
|
F-TF.B.7 | Write a general solution for:
a.
$${2\mathrm{cos}(2x)-\sqrt3=0}$$
b.
$${-\mathrm{tan}(3x)=1}$$
|
5.OA.A.2 | Stage 8: Divide Fractions and Whole Numbers
Required Preparation
Materials to Copy
Blackline Masters
Compare Stage 8 Cards
Compare Stage 3-8 Directions
Narrative
Students use cards with expressions with multiplication and division of fractions.
|
F-IF.C | Activity
In this activity, students use values given in a table to draw and write other representations, then invent a function for their partner to guess the rule. In the associated Algebra 1 lesson, students connect different representations of functions. This activity supports students by strengthening their underst... |
7.G.A.1 | Optional activity
This activity continues to examine scaled copies of a rectangle via dividing a rectangle into smaller rectangles. In this activity, the focus is more on the scale factor and the language of scaled copies, emphasizing the link with work students did in grade 7. Unlike in the previous task, there are no... |
7.RP.A.3 | Task
5,000 people visited a book fair in the first week. The number of visitors increased by 10% in the second week. How many people visited the book fair in the second week?
|
1.NBT.C.4 | Narrative
The purpose of this activity is for students to consider the associative and commutative properties when adding 2 two-digit numbers. In the first two problems, a base-ten drawing and an expression representing adding tens and tens or ones and ones is given as the first step. Students determine the next steps ... |
A-CED.A.2 | Activity
In this activity, students write equations to represent quantities and relationships in two situations. In each situation, students express the same relationship multiple times: initially using numbers and variables and later using only variables. The progression helps students see that quantities can be known... |
5.NF.A.1 | Narrative
The purpose of this activity is for students to apply what they have learned about using common denominators to add and subtract fractions with unlike denominators. In a previous lesson, students added two fractions where neither denominator was a multiple of the other,
\(\frac{1}{2} + \frac{1}{3}\)
, using a... |
8.G.B.6 | Problem 1
In the picture on the left, a right triangle has been drawn on a square grid. In the picture on the right, quadrilaterals have been built on each side of the triangle.
###IMAGE0###
Explain why the quadrilateral sharing one side with the hypotenuse of the triangle is a square.
Find the areas of the three squar... |
5.NBT.B.7 | Narrative
The purpose of this activity is for students to multiply decimals by decimals, building on the strategies they saw in the previous activity. Monitor for these strategies:
using a diagram
using whole number products and place value understanding
using expressions to show their thinking
Required Materials
Mater... |
G-C.B.5 | Activity
In this activity, students learn the definition of the radian measure of an angle. They observe relationships between the radius of a circle and the length of an arc on that circle, and they determine that 180 degrees is equivalent to
\(\pi\)
radians.
Monitor for a variety of strategies for the last problem, i... |
1.NBT.A.1 | Problem 3
Pre-unit
Select all pictures that show 100.
A:
###IMAGE0###
B:
###IMAGE1###
C:
###IMAGE2###
D:
###IMAGE3###
E:
###IMAGE4###
|
8.G.B.7 | Task
Let $A$ be the area of a triangle with sides of length 25, 25, and
30. Let $B$ be the area of a triangle with sides of length 25, 25,
and 40. Find $A/B$.
|
8.SP.A.4 | Task
Is there an association between whether a student plays a sport and whether he or she plays a musical instrument? To investigate these questions, each student in your class should answer the following two questions:
Do you play a sport? (yes or no)
Do you play a musical instrument? (yes or no)
Record the answers i... |
F-IF.B.4 | Warm-up
This warm-up prompts students to analyze and compare the features of the graphs of four functions. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students know and how they talk about characteristics of linear, expon... |
5.G.B.4 | Narrative
The purpose of this activity is to further explore the two definitions of trapezoids and the hierarchy of quadrilaterals. Students evaluate different statements relating trapezoids and parallelograms deciding whether they are true or false with each definition. The activity synthesis establishes the conventio... |
4.MD.C.5 | Warm-up
This warm-up prompts students to compare four images. It encourages students to explain their reasoning and hold mathematical conversations. It gives you the opportunity to hear how they use terminology and talk about characteristics of the images in comparison to one another. To allow all students to access th... |
3.OA.A.3 | Narrative
In this activity, students consolidate their understanding of the types of division situations and their representations to solve division problems.
During the synthesis, arrange and display students‘ posters by type, as sorted in the previous activity.
This activity uses
MLR7 Compare and Connect. Advances: r... |
3.OA.A.1 | Problem 1
Solve.
a.
$$8\times10=$$
_____
b. _____
$$= 9\times 5$$
c.
$$7\times 2 =$$
_____
Problem 2
Karen counts, "5, 10, 15, 20, 25, 30." Write a multiplication equation that corresponds with this count-by.
|
K.CC.B.5 | Stage 1: Pattern Blocks
Required Preparation
Materials to Gather
Pattern blocks
Materials to Copy
Blackline Masters
Grab and Count Stage 1 Recording Sheet
Narrative
Each student grabs a handful of pattern blocks and puts them together with their partner’s. They guess how many pattern blocks there are and then count th... |
1.G.A | Narrative
The purpose of this activity is for students to sort cubes, cylinders, cones, and spheres, as well as other three-dimensional shapes including rectangular prisms and triangular prisms. Students describe the shapes with their own language. They may sort and classify shapes by attributes such as number of sides... |
G-GPE.B | Task
Is there an equilateral triangle $ABC$ so that $\overline{AB}$ lies on the $x$-axis and $A$, $B$, and $C$ all have integer $x$ and $y$ coordinates? Explain.
|
F-IF.B.4 | Optional activity
Previously, students compared functions by analyzing their graphs on the same coordinate plane. Each graph was a continuous graph.
In this optional activity, students compare functions represented in separate graphs. Each graph is a discrete graph, showing the viewership of three TV shows as functions... |
6.SP.B.5c | Activity
In this activity, students measure the diameter and circumference of different circular objects and plot the data on a coordinate plane, recalling the structure of the first activity in this unit where they measured different parts of squares. Students use a graph in order to conjecture an important relationsh... |
3.MD.C.7b | Problem 1
Pre-unit
Here is a diagram of the floor in a room.
###IMAGE0###
What is the area of the floor? Explain or show your reasoning.
|
6.G.A.2 | Problem 1
Alexis needs to paint the four exterior walls of a large rectangular barn. The length of the barn is 80 feet, the width is 50 feet, and the height is 30 feet. The paint costs $28 per gallon, and each gallon covers 420 square feet. How much will it cost Alexis to paint the barn? Explain your work.
Problem 2
A ... |
7.RP.A | Task
Alyssa sees a lightning bolt in the sky and counts four seconds until she hears the thunder.
There are 5280 feet in a mile and about 3.28 feet in a meter.
Given that sound travels about 343 meters per second, is the lightning strike within one mile of Alyssa?
What is the speed of sound in miles per hour?
<./li>
|
A-CED.A.3 | Activity
In the previous activity, students analyzed and interpreted points on a graph relative to an equation and a situation. In this activity, they write a linear equation to model a situation, use graphing technology to graph the equation, and then use the graph to solve problems. Each given situation involves an i... |
1.G.A | Narrative
The purpose of this activity is for students to learn stage 3 of the Geoblocks center. Students describe solid shapes so their partner can identify the shape out of a set of 4–6 solid shapes. Students may describe the shapes in many ways.
Required Materials
Materials to Gather
Geoblocks
Solid shapes
Launch
Gr... |
G-SRT.A.2 | Problem 1
Below is triangle
$$A$$
.
###IMAGE0###
Transform triangle
$$A$$
according to the rule below, and label the transformed triangle as triangle
$$B$$
.
$${(x,y)\rightarrow(-2(x+2),2(y+2))}$$
Problem 2
Using the animation shown
here
, identify the transformations that are done to map the white triangle onto the pi... |
4.G.A.1 | Narrative
In this activity, students analyze the sides and angles of quadrilaterals with attention to the presence of parallel and perpendicular lines. Students are given a set of shapes (a subset of the cards used in previous lessons) and prompted to look for quadrilaterals that have certain attributes. They also have... |
7.EE.B.4a | Warm-up
The purpose of this Algebra Talk is to promote seeing structure in equations of the form
\(p(x+q)=r\)
. The goal is for students to see
\((x-3)\)
as a chunk of the equation. For each equation, the equation is true if
\((x-3)\)
is 10. These understandings help students develop fluency. While four problems are gi... |
8.G.A.1 | Warm-up
The purpose of this warm-up is to remind students that the translation of a line is parallel to the original line, and to plant the seed that a line can be taken to a parallel line by translating it. They inspect several lines to decide which could be translations of a given line. Then they describe the transla... |
S-CP.B.7 | Activity
The mathematical purpose of this activity is for students to apply the addition rule.
Making spreadsheet technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Arrange students in groups of two. Give students 2 minutes of quiet time to work the first question... |
8.EE.B | Activity
In previous lessons in this unit, students have analyzed multiple situations that lead to equations of the form
\(y = mx + b\)
, including positive, negative, and 0 slope. In the previous lesson, they saw that vertical lines cannot be described by equations of this form and saw a geometric situation that could... |
3.G.A.1 | Stage 4: Grade 3 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Shape Cards Grade 3
Triangle Cards Grade 3
Quadrilateral Cards Grade 3
Narrative
Students lay out the shape cards face up in rows. One partner chooses a shape. The other partner asks questions to figure out what shape they chose. Student... |
5.NF.B.3 | Narrative
The purpose of this What Do You Know About _____? is
for students to share what they know about a sum of fractions. The fractions are selected because they represent whole numbers and the whole number values are visible. Students will work with expressions like these throughout this lesson.
Launch
Display the... |
5.MD.C.5 | Optional activity
In this activity, students compare the surface areas and volumes of three rectangular prisms given nets that are not on a grid. To do this, they need to be able to visualize the three-dimensional forms that the two-dimensional nets would take when folded.
In grade 5, students had learned to distinguis... |
G-C.B.5 | Activity
In this activity, students generalize their earlier experiences with calculating sector areas and arc lengths.
Monitor for students who describe their method using words and for those who create a formula.
Student Facing
Mai says, “I know how to find the area of a sector or the length of an arc for central ang... |
G-SRT.B.5 | In the triangle shown below:
###IMAGE0###
$${AD=2.5}$$
$${BC=9}$$
What do the lengths of
$${\overline{DB}}$$
and
$${\overline{BE}}$$
need to be so that triangles
$${DBE}$$
and
$${ABC}$$
are similar? Explain your reasoning.
How can you use SAS to prove the triangles similar? How can you use AA to prove the triangles sim... |
K.OA.A.3 | Narrative
The purpose of this activity is for students to connect representations to story problems. Students look at two drawings and determine whether they both show solutions to a Put Together/Take Apart, Both Addends Unknown story problem. In the activity synthesis, students work with their partner to find another ... |
8.F.A.2 | Activity
This is the second of three activities where students make connections between different functions represented in different ways. In this activity, students are given an equation and a graph of the volumes of two different objects. Students then compare inputs and outputs of both functions and what those value... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to choose an activity to work on that focuses on addition and subtraction. Students choose from any stage of previously introduced centers.
Five in a Row
How Close?
Number Puzzles
MLR8 Discussion Supports.
Synthesis: For each reflection that is shared, invite stude... |
7.RP.A.2 | Activity
The purpose of this activity is to understand that discrete values in a table can be used as evidence that a relationship is proportional and can be used to know for sure that a relationship is not proportional, but can’t be used to know for sure whether a relationship is definitely proportional. This activity... |
8.EE.C.7 | Activity
Before students work on solving complex equations on their own, in this activity they examine the work (both good and bad) of others. The purpose of this activity is to build student fluency solving equations by examining the solutions of others for both appropriate and inappropriate strategies (MP3).
Encourag... |
6.EE.A | Warm-up
The purpose of this warm-up is for students to explore how scaling the addends or factors in an expression affects their sum or product. Students determine which statements are true and then create one statement of their own that is true. This will prepare students to see structure in the equations they will en... |
4.MD.C.6 | Narrative
In this activity, students follow directions for drawing lines, rays, and angles. To create angles precisely and as specified, students need to use a protractor and a ruler or straightedge (MP6).
Each step in the drawing process involves one or more decisions for students to make. In some cases, the resulting... |
5.NF.A.1 | Task
You and your partner will need fraction cards made from this set:
###IMAGE0###
Label the line-plot below with $\frac18$'s. Cut out and divide the cards evenly between the two players, laying them face-down. Each partner will choose one of their face-down cards and turn it over. The team will then add their fractio... |
2.OA.B.2 | Stage 1: Add to 20
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 1 Recording Sheet
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 5 cards and chooses 3 of them to write an addition expression with... |
S-CP.A.1 | Problem 1
At a particular diner, everyone drinks coffee. However, some people drink their coffee with sugar, some with cream, and some with neither.
Describe the coffee preferences, described below, of the 30 people in the diner in the Venn diagram shown. Be sure to label the circles appropriately.
10 people just like ... |
3.OA.C.7 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for dividing within 100. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to divide fluently within 100.
When students use properties of operat... |
6.NS.B.2 | Optional activity
In this activity, students continue to practice using long division to find quotients. Here, the presence of 0’s in the dividend and the quotient presents an added layer of complexity, prompting students to really make sense of the the meaning of each digit in numbers they are dealing with (MP7).
Laun... |
5.NBT.A.4 | Narrative
The purpose of this activity is for students to investigate a situation in which knowing a value to the thousandth place is important. Many high speed athletic events such as sprinting, cycling, downhill skiing, and the luge (studied here), are measured to the thousandth of a second in order to distinguish at... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to represent and solve two-step story problems. The story problems are presented in parts, and students are encouraged to represent each part in a way that makes sense to them. In the synthesis, students compare different ways they represent and solve the problem.
... |
6.EE.B.6 | Warm-up
Students recall tape diagram representations of addition and multiplication relationships.
For relationships involving multiplication, we follow the convention that the first factor is the number of groups and the second is the number in each group. But students do not have to follow that convention; they may u... |
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