standards stringclasses 554
values | text stringlengths 19 14k |
|---|---|
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 ... |
6.G.A.1 | Optional activity
In this activity, students use the areas of composite shapes from the previous activity to reason about the area of each tangram shape. Students may have recognized previously that the area of one small triangle is
\(\frac12\)
square unit, the area of one medium triangle is 1 square unit, and the area... |
K.OA | Narrative
The purpose of this activity is for students to develop math questions about shapes created from pattern blocks. Arrange students around the room so that students can easily circulate to see each other’s shapes. Consider expanding the gallery walk into a larger activity. Invite other students, teachers, or fa... |
6.RP.A.3 | A pizza has 8 slices and sells for $12. At this rate, how much would 15 slices cost?
Find the price for 1 piece of pizza in your solution.
|
4.NF.B.3b | Decompose the following fraction as a sum of unit fractions as well as a multiple of unit fractions. Record the decompositions with equations.
$$\frac69$$
|
1.OA.C.6 | 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.
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash image.
30 seconds: quiet think time
Activity
Display image.
“Discuss your thinking with your partner.”
1 m... |
1.OA.D.8 | Problem 3
Pre-unit
Find the number that makes each equation true.
\(10 + \boxed{\phantom{\frac{aaai}{aaai}}} = 18\)
\(17 - \boxed{\phantom{\frac{aaai}{aaai}}} = 7\)
\(9 + 8 = \boxed{\phantom{\frac{aaai}{aaai}}}\)
\(19 = \boxed{\phantom{\frac{aaai}{aaai}}} +14\)
|
2.NBT.B.5 | Narrative
This Number Talk encourages students to think about adding multiples of 5 to other multiples of 5 and to look for ways to use the structure of the base-ten system and the properties of operations to mentally solve problems (MP7). The strategies elicited here help students develop fluency with addition within ... |
8.EE.C.8 | Activity
In this activity, students are asked to make sense of Tyler’s justification for the number of solutions to the system of equations (MP3). This activity continues the thread of reasoning about the structure of an equation (MP7) and the focus should be on what, specifically, in the equations students think Tyler... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to solve related addition and subtraction story problems with the unknown in different positions. Students work with a partner to solve a story problem and create a poster of their work. They share their work with groups who solved a different problem and compare t... |
6.RP.A | Task
The 150 students at Skokie School were asked if they prefer seeing the movie Hunger Games or Divergent. The data showed that 100 preferred Hunger Games and 50 preferred Divergent.
Look at the following statements and decide if each accurately reports the results of the survey and explain how you know.
At Skokie Sc... |
8.F.B | Activity
In the previous activity, students were given a container and asked to draw the graph of the height as a function of the volume. In this activity, students are given the graph and asked to draw a sketch of the container that could have generated that height function. Since students have worked on the two previ... |
6.EE.B.7 | Warm-up
Students encounter and reason about a concrete situation, hangers with equal and unequal weights on each side. They then see diagrams of balanced and unbalanced hangers and think about what must be true and false about the situations. In subsequent activities, students will use the hanger diagrams to develop ge... |
F-IF.B.4 | Activity
In this activity, students practice solving an equation after substituting in a value. In the associated Algebra 1 lesson, students will do a similar task using function notation.
Student Facing
For each of these equations, find the value of
\(y\)
when
\(x = \text{-}2\)
.
\(y = 3x - 4\)
\(y = 10 - 2x\)
\(y = \... |
3.OA.A | Narrative
The purpose of this activity is for students to use the provided materials to design their own game. If available, students can be provided with additional materials not included in the materials list. Students decide the rules and objective of the game. After playing the game at least once, students revise t... |
3.OA.A.3 | Problem 1
The fabric store sells one meter of cloth for $8. Maria buys some cloth that costs a total of $56. How many meters of fabric did she buy?
Problem 2
On Monday, a local candy shop sold 6 boxes of Turkish delight (also called
lokum
). Each box contained 9 pieces. On Tuesday, they sold 19 more pieces of Turkish d... |
6.NS.A.1 | Activity
In this activity, students practice performing division of fractions and using it to solve multiplicative comparison problems. The activity extends the work students have done earlier in the unit. In the Fractions of Ropes activity (in Lesson 7), students use diagrams to reason about how many times as long one... |
5.NBT.B.6 | Warm-up
Prior to grade 6, students have solved division problems using their understanding of place value and the idea of creating equal-size groups. This warm-up relies on those concepts to prepare students for more-abstract work in later lessons. The divisor and dividend are chosen so that the hundreds in the dividen... |
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... |
6.SP.B.4 | Problem 1
You are interested in knowing how fast different animals can travel. You call your local zoo to collect some data on some of the animals there. The table and dot plot below show the maximum speed, in miles per hour (mph), that an animal can travel over a quarter-mile distance.
###IMAGE0###
a. How is the dot... |
8.EE.C.8c | Ivan’s furnace has quit working during the coldest part of the year, and he is eager to get it fixed. He decides to call some mechanics and furnace specialists to see what it might cost him to have the furnace fixed. Since he is unsure of the parts he needs, he decides to compare the costs based only on service fees an... |
N-Q.A.1 | Problem 1
The students in Mr. Rivera’s art class are designing a stained-glass window to hang in the school entryway. The window will be 2 feet tall and 5 feet wide. They have drawn the design below:
###IMAGE0###
They have raised $100 to spend on the materials for the project. The colored glass costs $5 per square foot... |
2.G.A.1 | Narrative
The purpose of this activity is for students to compose shapes with 2, 3, or 4 equal-size shapes. The work of this activity lays the foundation for partitioning shapes into halves, thirds, or fourths.
Students make three different shapes using 2, 3, or 4 pattern blocks of the same shape. They record their com... |
4.NF.B.4 | Narrative
Previously, students used their knowledge of equivalence to reason about the sums and differences of fractions with denominators 2, 4, or 8. In this activity, they do the same with fractions with denominators 2, 3, and 6. As before, students are not expected to write addition expressions in which the fraction... |
S-ID.A.2 | Task
Jim has taken 4 exams in his Statistics class.
###TABLE0###
Both the MAD (mean absolute deviation) and the standard deviation are commonly used to measure variability in a data set. Explain how the way the standard deviation is calculated is different than the way the MAD is calculated.
Calculate the standard devi... |
S-ID.B.5 | Problem 1
100 students want to have burritos for lunch. 49 of those students are women. 75 students want tacos, and 26 students want quesadillas. 103 women were asked their lunch choices. 20 students who want quesadillas are men.
Problem 2
Using the table you created in Anchor Problem #1, describe:
What percentage of p... |
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... |
S-ID.A.2 | Problem 1
Here is the formula for standard deviation.
###IMAGE0###
Below are the definitions of the variables:
•
$${x }$$ represents a data item.
•
$${x_{i}}$$ represents EACH data item.
•
$${\mu }$$ represents the mean.
•
$${\sum }$$ represents the sum.
•
$${n }$$ is the number of data items.
•
$${\sigma }$$ is the st... |
F-IF.C.7c | Warm-up
The purpose of this warm-up is to elicit student language about the general shape of graphs of polynomials of even and odd degree with a focus on the end behavior of the graphs. When students articulate what they notice and wonder, they have an opportunity to attend to precision in the language they use to desc... |
4.NF.B.4c | Narrative
The purpose of this activity is for students to think of different ways of using multiplication expressions to represent a non-unit fraction. Students informally use the associative property as they work towards generalizing that
\(n \times \frac{a}{b} = \frac{n \times a}{b} = (n \times a) \frac{1}{b}\)
.
Act... |
F-TF.B.7 | Problem 1
Below are two trigonometric equations and the graphs of the left-hand side of each equation.
###TABLE0###
How are the equations and the graphs similar? Different?
Problem 2
Find all of the solutions, algebraically, within the domain
$${0\leq x \leq 2\pi}$$
.
$${2\mathrm{sin}(2x)+2=3}$$
###IMAGE0###
Problem 3
... |
4.MD.A.3 | Narrative
Previously, students reason about line-symmetric figures that have been folded once along a line of symmetry. In this activity, they encounter figures that have been folded more than once, each time along a line of symmetry, and reason about the perimeter of the original figure. They think about how a given s... |
8.G.C.9 | Warm-up
The purpose of this activity is for students to think about how the volume of a cone might relate to the volume of a cylinder with the same base and height. Additionally, students learn one method for sketching a cone. In this activity, just elicit students’ best guess about how many cone-contents would fit int... |
A-REI.A.2 | Optional activity
This activity is optional because it is extra practice that not all classes may need. Students practice solving equations with a variable inside a cube root. They will have more opportunities to solve equations like these in the next activity if time is limited. Students attend to precision when they ... |
5.NBT.B.7 | Stage 9: Add Fractions to 5
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 9 Recording Sheet
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 6 cards and chooses 4 of them to create an addition expre... |
2.OA.B.2 | Narrative
The purpose of this activity is for students to create different expressions that have the same value. The activity encourages students to decompose numbers and to consider how they may create sums that are equivalent but easier to find as a mental strategy (MP7). Students use the number cards 0–9 from the pr... |
F-IF.B.4 | Warm-up
In this warm-up, students interpret graphs of periodic functions in context. Students use features of the graph like midline, amplitude, and period to give a qualitative description of spinning wheels. This prepares students for upcoming activities where they come up with functions to model other situations inv... |
4.G.A.3 | Narrative
In this activity, students apply their understanding of symmetry, parallel and perpendicular lines, and types of quadrilaterals to create shapes with certain attributes on isometric dot paper. The arrangement and equal spacing of the dots give students structure for drawing parallel and perpendicular lines an... |
F-BF.A.1c | Task
According to the U.S. Energy Information Administration, a barrel of crude oil produces approximately 20 gallons of gasoline. EPA mileage estimates indicate a 2011 Ford Focus averages 28 miles per gallon of gasoline.
Write an expression for $G(x)$, the number of gallons of gasoline produced by $x$ barrels of crud... |
6.G.A.1 | Warm-up
This warm-up has two aims: to solidify what students learned about the relationship between triangles and parallelograms and to connect their new insights back to the concept of area.
Students are given a right triangle and the three parallelograms that can be composed from two copies of the triangle. Though st... |
6.RP.A.3b | Activity
In this task, students calculate and interpret both
\(\frac{a}{b}\)
and
\(\frac{b}{a}\)
from a ratio
\(a:b\)
presented in a context. They work with less-familiar units. The term
unit rate
is introduced so that students have a general name for a “how many per 1” quantity.
In the first half of the task, students... |
G-MG.A.2 | Task
About how many cells are in the human body?
You can assume that a cell is a sphere with radius 10$^{-3}$cm and that the density of a cell is approximately the density of water which is 1g/cm$^3$.
|
G-MG.A.3 | Task
A satellite orbiting the earth uses radar to communicate with two control stations on the earth's surface. The satellite is in a geostationary orbit. That means that the satellite is always on the line through the center of the earth and control station 2.
From the perspective of Station 1, the satellite is on th... |
6.EE.A.3 | Activity
In this activity, students find patterns in situations to connect to the distributive property (MP7). These patterns build understanding of the equations
\(x + 0.5x = (1 + 0.5)x = 1.5x\)
or
\(x + \frac12x = (1 + \frac12)x = 1\frac12x\)
. Students should see that the expressions are all representations of the s... |
S-CP.A.3 | In a certain population, 30% of people get a particular disease. A test was developed to determine if any given person has the disease, but it isn’t perfect. The test has a 90% chance of accurately predicting that someone has a disease, BUT it also has a 5% chance of predicting someone has the disease who doesn’t —a fa... |
5.NBT.B.7 | Solve. Show or explain your work.
a. 0.7 ÷ 5
b. 1.5 ÷ 4
c. 45 ÷ 6
|
G-CO.C.9 | Optional activity
If students struggled with the question on parallel lines and a transversal on the previous end of unit test, use this optional activity to remind students that alternate interior angles formed by parallel lines and a transversal are congruent in preparation for subsequent activities.
Launch
Conversin... |
5.NBT.B.5 | Narrative
The purpose of this Number Talk is for students to mentally calculate a product which students will work with in context in this lesson. The first two products students may know from memory but if not, the idea of doubling
\(8 \times 4\)
to find
\(8 \times 8\)
can be helpful both for finding the value of
\(8 ... |
G-GPE.B.4 | Warm-up
This warm-up prompts students to compare the graphs of four quadrilaterals. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another.
Launch
Arrange students in gr... |
1.NBT.C.4 | Stage 2: Add Tens or Ones
Required Preparation
Materials to Gather
Connecting cubes in towers of 10 and singles
Number cards 0–10
Materials to Copy
Blackline Masters
Target Numbers Stage 2 Recording Sheet
Narrative
Before playing, students remove the cards that show 0 and 10 and set them aside.
Students add tens or on... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to practice adding and subtracting within 20. Students add to find the sum of two numbers, and either add or subtract to find the unknown addend when one addend and the sum are given.
MLR8 Discussion Supports.
Synthesis: Invite students to take turns sharing which ... |
3.OA.B.6 | Narrative
The purpose of this activity is for students to relate multiplication and division using a variety of representations. Students are given a card with a base ten diagram, tape diagram, area diagram, multiplication equation with a missing factor, or division equation. Students need to find the other student who... |
4.OA.A.2 | Narrative
The purpose of this warm-up is to elicit the idea that discrete diagrams can be inefficient for representing larger numbers, which will be useful when students interpret and use more abstract tape diagrams later in the lesson. While students may notice and wonder many things about the diagram, ideas and quest... |
5.NBT.B.7 | Stage 7: Multiply Fractions and Whole Numbers to 5
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 7 Recording Sheet
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 6 cards and chooses 3 of them to c... |
8.EE.B | Activity
The purpose of this activity is to recall the connection between equations and graphs. This will be useful when students create an equation to represent a situation and graph it in an associated Algebra 1 lesson.
Launch
Allow students to use technology to graph the equations in the task statement.
Student Faci... |
1.NBT.B | Narrative
The purpose of this activity is for students to interpret representations of numbers up to 100. Students participate in a gallery walk and find representations that are the same and different than their own. If time permits, students can return to their own work and revise based on what they saw in their clas... |
N-RN.A.2 | Problem 1
Determine which value is greater without calculating the value of the radical expression.
a.
$${11\sqrt3}$$
_____
$${13\sqrt3}$$
b.
$${\sqrt{72}}$$
_____
$${5\sqrt2}$$
c.
$${\sqrt{75}}$$
_____
$${2\sqrt{27}}$$
Problem 2
Rewrite each expression as a radical with no perfect squares or cubes remaining inside the... |
3.MD.A.1 | Problem 1
Determine the time to the minute before the hour. Phrase your answer as “___ minutes to ___.”
a. 7:48
b. 5:32
Problem 2
Determine the time. Write it in standard form.
a. Four minutes until 5
b. 26 minutes until midnight
|
8.G.B.7 | A rectangular prism is shown below. Use the given information to determine the exact length of
$${\overline{DF}}$$
.
###IMAGE0###
$${\overline{AB}=8}$$
units
$${\overline{BF}=6}$$
units
$${\overline{FG}=12}$$
units
|
8.G.A.2 | Activity
In this activity, students learn that two figures are
similar
when there is a sequence of translations, reflections, rotations and dilations that takes one figure to the other. Students practice discovering these sequences for two pairs of figures.
When two shapes are similar but not congruent, the sequence of... |
7.G.A.1 | Activity
This activity recalls work from grade 7 on scaled copies, purposefully arranging a set of scaled copies to prepare students to understand the process of dilation. If one rectangle is a scaled copy of another, then they can be arranged so that the diagonal of the larger rectangle
contains
the diagonal of the sm... |
8.F.A.3 | Task
Decide which of the following points are on the graph of the function $y = 2x + 1$:
$(0, 1), (2, 5), (\frac12, 2), (2, −1), (−1, −1), (0.5, 1)$.
Find 3 more points on the graph of the function.
Find several points that are on the graph of the function $y = 2x^2 + 1$.
Plot the points in the coordinate plane. Is thi... |
3.MD.C.7 | Stage 2: Factors 1–5
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Rectangle Rumble Stage 2 Grid
Rectangle Rumble Stage 2 Spinner
Narrative
Students generate factors with a number cube and a spinner with the numbers 1–5. Stude... |
A-REI.A.1 | Calculate the solutions to the following system algebraically. Identify any extraneous solutions.
$${f(x)=x^2-2x+3}$$
$${g(x)=-x+5}$$
|
1.MD.C.4 | Task
Materials
Pocket chart
Sentence strip
Square pieces of paper for each student
Popsicle sticks
Setup
Write a question that has three choices as an answer on a sentence strip. For example,
“Which flavor of ice cream do you like best?”
Put the three categories on the bottom of the pocket chart. For example,
Chocolate... |
5.NBT.B.5 | Problem 1
Solve.
64 × 2,591
Problem 2
Eugene wants to make some blankets to donate to a homeless shelter and is trying to figure out how much fleece fabric to buy. Each blanket will be 86 inches long and 91 inches wide. He would like to make 12 blankets in total to donate. How much fleece will Eugene need for all of th... |
2.NBT.B.5 | Stage 5: Subtract Two-digit Numbers
Required Preparation
Materials to Gather
Base-ten blocks
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 5 Recording Sheet
Narrative
Students subtract two-digit numbers to get as close to 0 as possible. Students start their first equation with 100. Then, they t... |
7.NS.A.2c | Optional activity
This optional activity gives students an opportunity to practice multiplying signed numbers. The solutions to the problems in each row are the same, so students can check their work with a partner.
Launch
Arrange students in groups of 2. Make sure students know how to play a row game. Give students 5–... |
F-IF.C.7a | Activity
In this activity, students are given a set of equations and graphs of quadratic functions and are asked to match them. To do so, students apply their understanding about the connections between the two representations. To make the matches, they are to rely on the structure of a quadratic expression and how it ... |
A-REI.C.7 | Task
The figure shows graphs of a linear and a quadratic function.
###IMAGE0###
What are the coordinates of the point Q?
What are the coordinates of the point P?
|
2.OA.C.3 | 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 notice that some of the dots are in equal groups and skip-count to find the total number of dots they are looking for and making use of structure (MP7).
Launch
Groups o... |
A-REI.C.6 | Task
In $1983$ the composition of pennies in the United States was changed
due, in part, to the rising cost of copper. Pennies minted after 1983
weigh $2.50$ grams while the earlier copper pennies, from 1865 through
1982, weigh $3.11$ grams. Pennies made between 1859 and 1864 had
a different composition, with the sa... |
1.NBT.A.1 | Narrative
The purpose of this Choral Count is to invite students to practice counting by 1 from 90 to 120 and notice patterns in the count. Keep the record of the count displayed for students to reference throughout the lesson. When students notice the patterns in the digits after counting beyond 99 and explain the pat... |
3.G.A.1 | Narrative
The purpose of this activity is to introduce the game Mystery Quadrilateral and strategically consider the questions that could be asked next to determine a mystery quadrilateral. Students play a round of this game against the teacher. In the next activity, students will play this game in groups of 2.
Require... |
4.OA.B.4 | Determine whether the following numbers are prime or composite. Explain your reasoning.
a. 17
b. 46
c. 91
|
2.NBT.A.4 | Narrative
The purpose of this activity is for students to learn stage 2 of the Get Your Numbers in Order center. Students use their understanding of relative magnitude to order three-digit numbers. They take turns placing numbers on the board and must make sure that the numbers across the board go from least to greates... |
F-TF.A.1 | Problem 1
Convert
$${60^\circ}$$
to radians.
Problem 2
Convert
$${-\frac{\pi}{2}}$$
rad to degrees.
Problem 3
Evaluate
$${\mathrm{cos}\frac{3\pi}{4}}$$
.
Problem 4
If you evaluated
$${\mathrm{sin}3.1}$$
on your calculator in radian mode, would the answer be positive or negative? Why?
|
7.SP.C.6 | Task
Think about a cylindrical (or cylinder-like) object, such as a bottle lid or a roll of tape. Some possible objects are shown in the picture below. Suppose you were to toss one of these objects into the air and observe its landing position once it reaches the floor.
###IMAGE0###
For your object, what are the possib... |
5.NF.B.3 | Task
Jessa has 23 one-dollar bills that she wants to divide equally between her 5 children.
How much money will each receive? How much money will Jessa have left over?
Jessa exchanged the remaining one-dollar bills for dimes. If she divides the money equally between her 5 children, how much money will each child get?
A... |
6.RP.A.3 | Optional activity
In this activity, students revisit familiar contexts they represented with discrete diagrams in previous lessons. Here, they see how double number line diagrams are helpful for answering more questions about these situations.
Monitor for students who use a discrete diagram and for students who use a d... |
F-LE.A.4 | Problem 1
Find the value of
$${\mathrm{log}_316}$$
.
Problem 2
Is the equation below true? How do you know?
$${\mathrm{log}_216={{\mathrm{log}16}\over{\mathrm{log}2}}}$$
Is the equation below true? How do you know?
$${\mathrm{log}_216={{\mathrm{ln}16}\over{\mathrm{ln}2}}}$$
What pattern do you see that you an extrapola... |
5.NBT.B.5 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for mentally multiplying numbers that require composing a new unit. Students apply this understanding in the lesson when they compose a new unit using the standard algorithm.
Launch
Display one problem.
“Give me a signal ... |
2.NBT.B.5 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for finding the value of differences when they may need to decompose a ten. When students consider how they can use known differences, like
\(10 - 6\)
or
\(14 - 6\)
, to find the value of the other expressions, they look ... |
7.NS.A.2b | Problem 1
Over time, houses can sink slightly due to shifts in the soil below. One house was built with its ground at sea level, and over a period of 7 years, it sank to an elevation of
$${-1 {5\over 16}}$$
inches. On average, what is the rate of change in elevation of the house?
Problem 2
Find the quotients:
a.
$${{5\... |
6.RP.A.3 | Optional activity
This activity presents a method for deciding the winner of an election with more than two choices: runoff voting. If no choice has a majority of votes, then one or more choices with the fewest votes are eliminated and another vote is held between the remaining choices. Repeat until one choice gets a m... |
7.RP.A.3 | Optional activity
This activity uses a quality control situation to work with percent error. It is very common that products in a factory are checked to make sure that they meet certain specifications. In this case, boards are cut to a specific length. If they are too long or too short they are rejected. Students shoul... |
F-BF.B.3 | Warm-up
The purpose of this warm-up is to elicit the idea that a graph can be translated horizontally and vertically on the coordinate plane in a variety of ways. One graph has a different shape than the center graph,
\(A\)
. This is purposeful to make the point that horizontal and vertical translations only change the... |
K.CC.B.5 | Narrative
The purpose of this Choral Count is to invite students to count to 19 and notice patterns in the count. Recognizing these patterns may help students remember how to write teen numbers. Students often reverse the digits due to how we say the teen numbers.
Launch
“Count by ones, starting at 0.”
Record as studen... |
G-CO.A.5 | Task
Sketch graphs of $f(x) = \cos{x}$ and $g(x) = \sin{x}$.
Find a translation of the plane which maps the graph of $f$ to itself. Find a reflection of the plane which maps the graph of $f$ to itself. What trigonometric identities are associated with your translation and reflection?
Find a translation of the plane whi... |
K.MD.B.3 | Narrative
This warm-up prompts students to notice and wonder about four different math tools, two tools they have previously worked with, and two new tools they will explore in this lesson. The structure of the image is the same as what students will see in the Which One Doesn’t Belong routine that they will be introdu... |
7.RP.A.2a | Activity
In a previous lesson, students measured various circular objects and graphed the measurements to see that there appears to be a proportional relationship between the diameter and circumference of a circle. In this activity, students use a similar process to see that the relationship between the diameter and ar... |
8.EE.C.8 | Activity
In this task, students find and graph a linear equation given only the graph of another equation, information about the slope, and the coordinates where the lines intersect. The purpose of this task is to check student understanding about the point of intersection in relationship to the context while applying ... |
7.RP.A.2c | Activity
This activity revisits a context seen previously. Students solved problems like this as early as grade 3 without formulating them in terms of ratios or rates (“If 1 cup of rice serves 3 people, how many people can you serve with 12 cups of rice?”). In this activity, they ultimately find an equation for the pro... |
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.
Geoblocks
How Are They the Same
Compare
How Close
Required Materials
Materials to Gather
Materials from pre... |
7.G.B.6 | Warm-up
The purpose of this warm-up is for students to reason about how to manipulate a shape to enclose more space using a limited amount of material. In subsequent activities, students will apply this same kind of thinking to three-dimensional shapes.
Launch
Arrange students in groups of 2. After quiet work time, ask... |
2.NBT.A.2 | Narrative
The purpose of this Choral Count is for students to practice counting by 5 and notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson and future lessons when students show their thinking on the number line. When students notice patterns and ex... |
3.OA.B.5 | Problem 1
Fill in the blanks to write two different equations that represent the array below.
###IMAGE0###
Problem 2
Sunni wants to solve the problem below.
4 × 6 = ?
Explain how she can use the fact that 6 × 4 = 24 to help her solve.
|
8.EE.C | Warm-up
The purpose of this warm-up is to elicit ways students can describe different characteristics that arise when more than one line is graphed in a coordinate plane.
Launch
Arrange students in groups of 2–4. Display the image of all four graphs for all to see. Give students 1 minute of quiet think time and then ti... |
4.OA.A | Narrative
The purpose of an Estimation Exploration is for students to practice the skill of estimating a reasonable answer based on experience and known information. Students are given some information about a parking garage and pictures of the interior and exterior.
Invite students to share the assumptions they used w... |
5.NF.B.7 | Narrative
This Info Gap activity gives students an opportunity to determine and request the information needed to solve multi-step problems involving multiplication and division of unit fractions. In both cases, the student with the problem card needs to find out the side lengths of the area being covered and the size ... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.