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G-C.A.3 | Activity
In this activity, students apply the Inscribed Angle Theorem to a series of problems with labeled angles. Then, they use the pattern they observe to draw a general conclusion about cyclic quadrilaterals.
Launch
Tell students that we’ve seen that some quadrilaterals have circumscribed circles but others don’t. ... |
1.G.A.3 | Task
Materials
Paper cut outs of rectangles, circles, and squares
Blank paper
Actions
Part One:
Give each pair of students a square and ask, “How can you share the square equally so that you and your partner get the same size piece?”
Ask students to fold the paper to show how they could get two equal parts.
Call on stu... |
5.NBT.B.7 | Narrative
The purpose of this activity is for students to estimate and then find sums. Students may use the standard algorithm which they just learned to find the sums
or they may add by place value. The numbers here are deliberately chosen so that one number has tenths but no hundredths and the other number has hundre... |
F-IF.B.4 | Warm-up
In this warm-up, students revisit the graph of a linear equation and recall that an equation can tell us something about the graph that represents it and vice versa.
Student Facing
Here is a graph of the equation
\(y = 8-2x\)
.
###IMAGE0###
Where do you see the 8 from the equation in the graph?
Where do you see... |
6.EE.A.1 | Warm-up
The purpose of this activity is for students to recall how to interpret expressions that use exponents. This will be useful when students have the opportunity to use exponents to represent a situation in the associated Algebra 1 lesson.
Launch
Before beginning the activity, pose the following question.
“Kiran 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:
$$N = T... |
F-IF.B.6 | Task
The table below shows the temperature, $T,$ in Tucson, Arizona $t$ hours after midnight.
When does the temperature decrease the fastest: between midnight and 3 a.m. or between 3 a.m. and 4 a.m.?
###TABLE0###
|
A-APR.D.6 | Problem 1
Graph the following rational function:
$${f(x)={x^2-2x+1\over{x-1}}}$$
Problem 2
Write an equation of a rational function that has asymptotes at
$${x=-1}$$
and
$${y=1}$$
. Check your solution in your graphing calculator.
Problem 3
Graph
$${x-1\over{x^2-x-6}}$$
using a sign chart to approximate the shape.
|
N-CN.A.1 | Problem 1
This is a complex number because it has a real part and an imaginary part:
$${{3+2i}}$$
What is the sum of
$${{3+2i}}$$
and
$${2+4i}$$
?
Problem 2
What is the product of
$${(3+2i)}$$
and
$${(2+4i)}$$
?
|
6.SP.A.2 | Isabelle is interested in buying a new microwave. She narrows down her options to two different microwaves and looks at customer review scores of each one. The two histograms below show the distribution of review scores for each microwave, where 0 is the lowest score and 10 is the highest score.
###IMAGE0###
a. Descr... |
5.NBT.A.2 | Narrative
The goal of this optional activity is to introduce one more number, a trillion, which is 1,000 billions. These large numbers become more and more difficult to conceptualize and the goal of the synthesis is to share and provide some ideas of things in the world of which there might be a trillion or more.
Relat... |
8.EE.A.1 | Problem 1
A penny is about 0.0625 of an inch thick.
a. In 2021 there were approximately 8 billion pennies minted. If all these pennies were placed in a single stack, how many miles high would that stack be?
b. In the past 100 years, nearly 550 billion pennies have been minted. If all these pennies were placed in a ... |
4.NBT.A.3 | Problem 1
Is 4,175 closer to 4,100 or 4,200? Plot 4,100 and 4,200 on the two outermost spots on the number line below. Then plot 4,175 to prove your answer.
###IMAGE0###
Problem 2
a. The number 96,381 lies between 96,380 and 96,390 on the number line. Label all the other tick marks between 96,380 and 96,390. Is 96,38... |
2.NBT.A.1 | Task
127 is a number.
Write it as a sum of 100's, 10's, and 1's.
Write its name in words.
Draw a picture to represent the number.
Locate it on the number line.
500+60+8 is a number.
Write it as a three-digit number.
Write its name in words.
Draw a picture to represent the number.
Locate it on the number line.
Six hundr... |
5.NBT.A.1 | Narrative
This Number Talk encourages students to use place value structure to mentally solve problems. The strategies elicited here will be helpful later in the lesson when students convert from milliliters to liters. When they divide by powers of 10, students need to look for and make use of place value structure (MP... |
5.NF.B.5a | Narrative
In the previous activity students located numerical expressions on the number line, noticing that
\(\frac{2}{5} \times 12\)
, for example, is less than 12 because it is only 2 out of 5 equal parts making 12. The goal of this activity is for students to extend this reasoning to all numbers, including 12 but al... |
2.OA.C.4 | Narrative
The purpose of this warm-up is to elicit ideas students have about objects arranged in an array, which will be useful when students arrange equal groups into arrays in a later activity. While students may notice and wonder many things about this image, ideas around arrangement and equal groups are the importa... |
7.SP.C.8 | Task
This is a game for two people.
You have three dice; one is red, one is green, and one is blue. These dice are different than regular six-sided dice, which show each of the numbers 1 to 6 exactly once. The red die, for example, has 3 dots on each of five sides, and 6 dots on the other. The number of dots on each si... |
3.OA.D.8 | Narrative
The purpose of this activity is for students to connect two-step word problems, diagrams, and equations with a symbol for the unknown quantity. Interpreting and relating given representations prepare students to use these as tools for reasoning when they solve two-step word problems.
As students analyze writt... |
2.NBT.B.5 | Narrative
The purpose of this Number Talk is to elicit the ways students look to add or subtract based on place value. When students describe ways to add or subtract by adding or subtracting tens and tens, they make use of the base-ten structure of the numbers. When they describe ways to use the value of the sums to fi... |
K.MD.A.2 | Narrative
The purpose of this activity is for students to compare two objects to determine which object is longer or shorter. In the previous lesson, students used longer than and shorter than to describe the length of rectangles. Because the rectangles were already lined up, students only needed to look and see which ... |
6.G.A.1 | Warm-up
The purpose of this warm-up is for students to review how to find the area of a region on a grid by decomposing and rearranging pieces. In the following activities, students will use these techniques to check area estimates made when approximating the value of the side length of a square used to calculate the a... |
6.NS.B.3 | Sophia’s dad paid $43.25 for 12.5 gallons of gas.
a. What is the cost of one gallon of gas?
b. Approximately how many gallons of gas can you get for $1? Round to the nearest hundredth.
|
F-IF.C.7a | Problem 1
A quadratic function is represented in three different equation forms. For each feature listed, either give the value that is revealed by the equation’s form or briefly explain how you would determine the value.
Then use the information to graph the quadratic function.
###TABLE0###
Problem 2
Graph each quadra... |
1.MD.A.1 | Narrative
The purpose of this warm-up is to elicit the idea that we can compare objects when they are not aligned by using a third object, which will be useful when students compare the lengths of objects in a later activity. While students may notice and wonder many things about these images, comparing using a third o... |
5.NF.A.1 | Problem 1
Solve. Show or explain your work.
$${{1\over2}+{1\over7}}$$
Problem 2
Carpenters are laying down hardwood floors in a living room. On the first day, they laid down
$$\frac{2}{5}$$
of the whole floor. On the second day, they laid down
$$\frac{1}{4}$$
of the whole floor. The area model shown can be used to find... |
8.SP.A.1 | Activity
An essential part of creating and understanding scatter plots is interpreting the meaning of the points (MP2). In this activity, students match tables of data with scatter plots representing the same information (MP7). After matching appropriately, students are asked to include titles for the axes of the scatt... |
7.RP.A.3 | Activity
The purpose of this activity is to introduce students to the concept of a commission and to solve percentage problems in that context. Students continue to practice finding percentages of total prices in a new context of commission.
Monitor for students who use equations like
\(c = r \boldcdot p\)
where
\(c\)
... |
8.F.B | Warm-up
This warm-up connects to the previous lesson and is meant to elicit ideas that will be helpful for students in the next activity in this lesson. Students should notice that the points in the graph are not connected and wonder how well the lines model the sections of data they span, which is explored further in ... |
3.NF.A.2 | Task
The number line below shows two numbers, 0 and 1.
###IMAGE0###
Where is $\frac74$ on this number line?
|
F-BF.A.1 | In Class Launch
Use after Unit 5, Lesson 17
Debt, both individual and national, gets a lot of publicity these days. People borrow money in many ways for many reasons. There are loans for things like cars, homes, and college. And when we use credit cards we are also effectively borrowing money. What about the U.S. gover... |
K.CC.B.5 | Narrative
The purpose of this activity is for students to count to answer “how many” questions about images displayed on fingers. Students draw a line to the number that shows how many fingers there are.
MLR8 Discussion Supports.
Pair gestures with verbal directions to clarify the instructions of the activity, demonstr... |
6.NS.A.1 | Activity
In this activity, students continue to reason about the size of 1 group in situations involving equal-sized groups. In the first part, the given total amount is a whole number. In the second, the given amount is a fraction. The visual representations for both parts are very similar, allowing students to notice... |
2.NBT.B.5 | Stage 6: Add within 100 with Composing
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Addition and Subtraction Stage 6 Gameboard
Narrative
Partner A chooses two numbers and places a paper clip on each number. They add the numbers and place a co... |
N-Q.A.2 | Activity
Students continue to use trigonometry to calculate side lengths of right triangles. In this case they apply that skill to a real world context and engage in some error analysis during the synthesis.
Launch
Consider showing where Dubai and Philadelphia are on a map and defining masonry.
Writing, Conversing: MLR... |
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?
|
G-CO.D.12 | Problem 1
Draw a sketch of
$${\triangle ABC}$$
scaled by a factor of
$$2$$
from the center identified below:
###TABLE0###
Problem 2
Construct the dilation of
$${\triangle ABC}$$
, with point
$$B$$
as the center of dilation and a scale factor of
$${2.}$$
###IMAGE0###
Problem 3
How do you know that rectangle
$${A'BC'D'}$... |
3.MD.D.8 | Stage 4: Area and Perimeter
Required Preparation
Materials to Gather
Folders
Materials to Copy
Blackline Masters
Can You Draw It Stage 4 Recording Sheet
Narrative
Partner A draws a rectangle and tells Partner B either the area or the perimeter of their shape. Partner B tries to draw the rectangle. They earn two point... |
5.MD.B.2 | Stage 4: Eighth Inches, Add, Subtract, and Multiply
Required Preparation
Materials to Gather
Objects of various lengths
Rulers (inches)
Materials to Copy
Blackline Masters
Creating Line Plots Stage 4 Recording Sheet
Narrative
Students measure up to eight objects to the nearest
\(\frac{1}{8}\)
inch. They work with a pa... |
6.EE.B.6 | Problem 1
The following two diagrams represent the equation
$${ 2x=8}$$
.
###IMAGE0###
a. Explain how you can use each diagram to find the value of
$$x$$
.
b. How can you solve the equation
$${3.4m=13.6}$$
without using a diagram?
Problem 2
a. Complete the tape diagram below to represent the equation
$${{x\over5}... |
4.G.A.1 | Narrative
This warm-up prompts students to generate formal and informal geometric language (lines, points, straight, curved) that will be used in an upcoming task by familiarizing themselves with a context and the mathematics that might be involved.
When students articulate what they notice and wonder, they have an opp... |
F-LE.B.5 | Task
The below table provides some U.S. Population data from 1982 to 1988:
###TABLE0###
Notice: The change in population from 1982 to 1983 is 2,128,000, which is recorded in thousands in the first row of the 3rd column. The other changes are computed similarly. All population numbers in the table are recorded in thousa... |
4.NF.B.3c | Narrative
Previously, students found differences of two fractions, including mixed numbers, using any way that made sense to them. This activity formalizes and makes explicit how such differences can be found by writing equivalent fractions and decomposing a whole number or a mixed number. When students share their res... |
3.OA.A.1 | Problem 1
How many?
###IMAGE0###
Problem 2
Solve.
a. _____
$$= 3\times 8$$
b.
$$30 \div 3 =$$
_____
c.
$$21 =$$
_____
$$\times\:3$$
|
1.NBT.A.1 | Narrative
The purpose of this activity is for students to learn a new center called Grab and Count. Students grab a handful of ones cubes and put them together with their partner’s. They estimate how many cubes there are and then count the cubes. Students record their estimate and the actual number of cubes on the reco... |
S-CP.A.1 | Task
In order to play a popular “spinning wheel” game at Fred's Fun Factory Arcade, a player is required to pay a small, fixed amount of 25 cents each time he/she wants to make the wheel spin. When the wheel stops, the player is awarded tickets based on where the wheel stops -- and these tickets are then redeemable for... |
2.MD.C.8 | Task
Materials
Alexander, Who Used to be Rich Last Sunday by Judith Viorst
###IMAGE0###
Plastic coins
Labels for items Alexander spent his money on (attached)
Paper coins (attached)
Scissors, glue, and construction paper
Actions
The teacher reads Alexander, Who Used to be Rich Last Sunday to the class, stopping each t... |
S-ID.A.1 | Activity
In this activity, each group of 4 students is assigned three questions. One of the three they are assigned is a non-statistical question, one would generate numerical data, and one would generate categorical data. Groups also generate a fourth question of their own that can be answered with data. First, the gr... |
4.NF.B.4 | Problem 3
Pre-unit
Select all expressions that are equivalent to \(\frac{12}{5}\).
A: \(6 \times \frac{2}{5}\)
B: \(5 \times \frac{1}{12}\)
C: \(12 \times \frac{1}{5}\)
D: \(8 \times \frac{4}{5}\)
E: \(4 \times \frac{3}{5}\)
|
5.NF.B.5a | Narrative
The purpose of this activity is for students to understand, using complex numbers and no context, the relationship between the size of a product and the size of one of the factors. They begin by using a number line to locate such products and then choose the numerator or denominator of a fraction in order to ... |
F-IF.A.1 | Problem 1
Solve for
$$x$$
.
$$\frac{x-2}{x-9}=2$$
Problem 2
Write an equation that would have the restriction
$${x\neq-3}$$
.
|
A-REI.B.4b | Activity
The purpose of this activity is for students to solve quadratic equations of the sort that result from completing the square, including equations that have solutions that involve imaginary numbers. The left hand side of each equation uses the same expression
\((x-5)^2\)
so that students can focus on what takin... |
4.NF.C.5 | Add. Show or explain your work. Write your answer as a decimal.
a.
$${{2\over10} + {7\over100}}$$
b.
$${{63\over100} + {5\over10}}$$
|
A-CED.A.1 | Activity
In this activity, students practice finding areas of areas between rectangles again, this time they examine a square wall with a window. Students have the opportunity to reason abstractly and quantitatively (MP2) when they make sense of the situation to find the desired area.
Student Facing
Clare wants to pain... |
A-APR.B | Activity
Continuing the thinking started in the warm-up, in this activity, students focus on what values of
\(x\)
will make a factored expression equal zero. The focus of this task is for students to use the structure of the equations to reason about the solutions (MP7), so graphing technology should not be employed at... |
3.MD.B.3 | Narrative
The purpose of this activity is for students to use data presented in scaled bar graphs to solve one-step “how many more” and “how many fewer” problems. The graph in the previous activity was familiar to students since they had created it in the previous lesson, but the graph used in this activity is new to s... |
8.G.A.5 | Task
Triangles $ABC$ and $PQR$ below share two pairs of congruent angles as marked:
###IMAGE0###
Explain, using dilations, translations, reflections, and/or rotations, why $\triangle PQR$ is similar to $\triangle ABC$.
Are angles $C$ and $R$ congruent?
Can you show the similarity in part a without using a reflection? W... |
K.CC | Narrative
The purpose of this How Many Do You See is for students to recognize quantities represented with fingers without having to count. In this warm-up, students see numbers represented by the teacher. Students may show the number with their fingers before answering, “How many do you see?” if it is helpful. At this... |
G-GPE.A.1 | Activity
In this activity, students are introduced to completing the square for an equation of a circle. They look at a pre-written version of the first few steps, analyzing what was done and why. Then, they finish the process using skills from previous activities and determine the center and radius of the circle.
Stud... |
7.G.B.4 | Warm-up
The purpose of this warm-up is for students to review how to compute the area of a circle. This idea should have been carefully developed in grade 7. This warm-up gives students an opportunity to revisit this idea in preparation for finding the volume of a cylinder later in the lesson.
Students begin the activi... |
7.G.A | Activity
The purpose of this activity is to continue developing the idea that we can measure different attributes of a circle and to practice using the terms diameter, radius, and circumference. Students reason about these attributes when three different-sized circles are described as “measuring 24 inches” and realize ... |
5.MD.C.5 | Stage 3: Rectangular Prisms
Required Preparation
Materials to Gather
Connecting cubes
Folders
Materials to Copy
Blackline Masters
Can You Build It Stage 3 Directions
Number Cards (0-10)
Narrative
Students flip two number cards to get a number of cubes and then each partner tries to create as many prisms as possible fo... |
5.NF.B.3 | Narrative
This sorting task gives students opportunities to analyze and connect representations, situations, and expressions (MP2, MP7). As students work, encourage them to refine their descriptions of how the diagrams represent the situations and expressions using more precise language and mathematical terms (MP6).
ML... |
A-REI.A | Task
In the equations (a)–(d), the solution $x$ to the equation depends on the constant $a$. Assuming $a$ is positive, what is the effect of increasing $a$ on the solution? Does it increase, decrease, or remain unchanged? Give a reason for your answer that can be understood without solving the equation.
$x-a = 0$
$ax=1... |
6.EE.B.5 | Task
In each equation below, $x$ can be replaced with a number that makes the equation true. Find such a number.
$64=x^2$
$64=x^3$
$2^x=32$
$x=\left(\frac25\right)^3$
$\frac{16}{9}=x^2$
$2\cdot2^5=2^x$
$2x=2^4$
$4^3=8^x$
$x^2=25$
$\left(x+1\right)^2=25$
|
4.NBT.B.6 | Problem 3
Pre-unit
Find the value of \(7,\!518 \div 6\). Explain or show your reasoning.
|
8.EE.B.5 | Warm-up
The purpose of this warm-up is to get a conversation started about what features a graph needs. In the following activities, students will put these ideas to use by adding scale to some axes with two proportional relationships graphed on it.
Launch
Tell students they will look at a picture, and their job is to ... |
A-REI.A.1 | Task
The Zero Product Property states that if the product of two numbers is zero, then at least one of the numbers is zero. In symbols, if $ab=0$, then $a=0$ or $b=0$. Sometimes, we can take advantage of this property to help us find solutions to equations. Explain how the property can be used to find both solutions to... |
A-APR.B.2 | Task
Suppose $f$ is a quadratic function given by the equation $f(x) = ax^2 + bx
+ c$ where $a,b,c$ are real numbers and we will assume that $a$ is non-zero.
If $0$ is a root of $f$ explain why $c = 0$ or, in other words, $ax^2 + bx +c$ is evenly divisible by $x$.
If $1$ is a root of $f$ explain why $ax^2 + bx + c$ is ... |
3.OA.A.3 | Narrative
The purpose of this activity is for students to use the Co-craft Questions math language routine to make sense of a multiplication situation before solving. Students are first asked to generate questions they could ask about part of a problem. Then, students are given the full problem and asked to solve it. T... |
4.G.A.1 | Problem 1
Sort the shapes (cut out from
Template: Shapes
) into groups. You may sort them any way you want and into as many groups as you want.
Problem 2
Identify perpendicular lines around the classroom and use the right-angle tool to verify.
Problem 3
Using your right-angle tool and a straightedge, draw perpendicular... |
3.OA.A.3 | Narrative
The purpose of this activity is for students to consider what is the same and what is different about the ways that they solved a “how many groups?” problem in the previous activity.
As students visit the posters, identify 2–3 students who show particularly well that this problem is about finding how many gro... |
8.G.A | Optional activity
All triangles and all quadrilaterals give tessellations of the plane. For the quadrilaterals, this was complicated and depended on the fact that the sum of the angles in a quadrilateral is 360 degrees. Regular pentagons that do not tessellate the plane have been seen in earlier activities. The goal of... |
4.NF.B.4 | Narrative
This Number Talk encourages students to use their understanding of mixed numbers and properties of operations to mentally solve problems. The strategies elicited here will be helpful as students develop their fluency in performing operations on fractions.
Launch
Display one expression.
“Give me a signal when ... |
3.MD.B.3 | Stage 3: Scaled Graphs
Required Preparation
Materials to Gather
Collections of objects
Materials to Copy
Blackline Masters
Sort and Display Stage 3 Recording Sheet
Narrative
Students sort 40–100 objects into 3–5 categories and make a scaled picture or bar graph that shows how they sorted. Provide students with a group... |
7.G.A.1 | Task
Mariko has an $80 : 1$ scale-drawing of the floor plan of her house. On the floor plan, the dimensions of her rectangular living room are $1 \frac78$ inches by $2 \frac12$ inches.
What is the area of her real living room in square feet?
|
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.G.A.1 | Warm-up
The purpose of this warm-up is for students to review how to find the area of a region on a grid by decomposing and rearranging pieces. In the following activities, students will use these techniques to check area estimates made when approximating the value of the side length of a square used to calculate the a... |
7.NS.A.1 | Activity
In this activity, students solve problems about debts that can be represented with addition and subtraction equations. Some problems ask students to calculate the balance after the transaction and some questions ask students to calculate the amount of the transaction, given the starting and ending balances. St... |
1.OA.A.1 | Problem 2
Pre-unit
There are 17 fish in Han's aquarium.
There are 9 fish in Clare's aquarium.
How many more fish are in Han’s aquarium than Clare's aquarium?
Show your thinking with drawings, numbers, or words.
|
F-IF.C.7e | Activity
The goal of this activity is to experiment with one final parameter of a trigonometric function, the number
\(k\)
in
\(y = \cos(k\theta)\)
. This number
\(k\)
determines the period of the trigonometric function. When
\(k = 1\)
, this is the normal cosine function whose period is
\(2\pi\)
. When
\(k = 2\)
the p... |
K.OA.A.3 | Narrative
The purpose of this activity is for students to generate Put Together/Take Apart, Both Addends Unknown story problems involving fruit.
In the activity synthesis, students select at least one problem to share with a different group in preparation for the next activity.
MLR8 Discussion Supports.
Create a displa... |
5.NF.B.3 | Narrative
The purpose of this activity is for students to find the area of rectangles with a side length that is a non-unit fraction. Students may use a variety of strategies to find the areas of the shaded region. Monitor for students who are noticing and using the structure of the rectangle and expressions to determi... |
S-ID.A.1 | Activity
The mathematical purpose of this activity is for students to compare measures of center and measures of variability in context. Monitor for students who
Determine the slower age group by using an informal description of the shift in data
Determine the slower age group by using a numerical estimate for the mean... |
7.G.A.1 | Optional activity
This activity gives students extra practice with scale drawings and finding unknown values in proportional relationships. It also provides students with another chance to grapple with the size of the solar system and unit conversion. If students struggled to use an efficient method to find unknown val... |
F-TF.A.2 | Warm-up
While the idea of rotating beyond one full circle has been hinted at in previous activities, this warm-up is the first time students are asked to think about how to plot a point on the unit circle for a rotation beyond
\(2\pi\)
radians. Students will continue to make sense of angles beyond
\(2\pi\)
in the follo... |
8.G.A | Optional activity
The previous activity showed how to make a tessellation with copies of a triangle. A natural question is whether or not it is possible to tessellate the plane with copies of a single quadrilateral. Students have already investigated this question for some special quadrilaterals (squares, rhombuses, re... |
A-APR.B.3 | Problem 1
Find the zeros of the function
$${f(x)=x^3-9x}$$
.
Problem 2
What are all of the linear factors of
$${2x^4-162}$$
? How would you write this expression in factored form?
Problem 3
How are the roots of a sum of two squares, such as
$${x^2+9}$$
, different from the roots of a difference of two squares?
|
G-CO.C.11 | Problem 1
Compare the quantity in Column A with the quantity in Column B.
###TABLE0###
The quantity in Column A is greater.
The quantity in Column B is greater.
The quantities are equal.
The relationship cannot be determined on the basis of the information given.
Problem 2
Find the measure of an interior angle and an e... |
S-CP.A.1 | Problem 1
Ten students on a robotics team fill out an information card describing their gender, grade, whether they are currently taking a science course, whether they are on a sports team, and the number of hours they sleep (on average) per night.
If an information card is chosen at random, which of the following repr... |
G-GPE.B.7 | On graph paper, draw a line segment with endpoints
$${ A(0,2)}$$
and
$${B(0,6)}$$
.
Plot point
$${C(x,y)}$$
such that
$${\triangle ABC}$$
has an area of
$$6$$
square units.
Is there more than one point for
$$C$$
that satisfies these conditions? Explain your reasoning.
If point
$$C$$
were placed at
$${ (2.75,0.8)}$$
, w... |
1.G.A | Narrative
The purpose of this activity is for students to identify three-dimensional shapes that they cannot see. Students use the attributes shared in the last activity to try to identify shapes by touch. Students are given a set of shapes so they can see and touch them in order to identify the shape in the bag. Stude... |
K.CC | Narrative
The purpose of this activity is for students to learn stage 1 of the Math Fingers center. Students hold up the number of fingers shown on a card and their partner determines how many fingers they are holding up. While students may put up fingers in any order, demonstrate by raising fingers starting with the r... |
4.OA.B.4 | Narrative
The purpose of this task is to introduce students to the artwork of Piet Mondrian. Students may notice that his paintings are composed of rectangles of various sizes. Students will create their own versions of Mondrian art in the first activity.
To show students additional artwork by Mondrian, consider visiti... |
K.OA.A.1 | Narrative
The purpose of this activity is for students to match story problems to equations (MP2).
MLR8 Discussion Supports.
Invite partners to act out the scenario using connecting cubes, two-color counters, or pattern blocks. Listen for and clarify any questions about the context and meaning of words such as “took.”
... |
3.MD.C.7b | Narrative
In this activity, students find the area of rectangles that are not tiled but whose sides are marked with equally spaced tick marks. The tick marks give students the side lengths of the rectangle, help students visualize a tiled region, and enable them to confirm that multiplying the side lengths give the num... |
3.OA.B.5 | Problem 1
Each box of tissues costs $2.
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a. What is the cost for 3 boxes? What is the cost for 5 boxes? What is the cost for 8 boxes?
b. What do you notice about your answers to Part (a)? What do you wonder?
Problem 2
Shawn is finding the number of diamonds in the following array. He marks the array lik... |
K.CC.C | Narrative
The purpose of this activity is for students to sort objects into categories and represent and compare the number of objects in each category.
Engagement: Internalize Self-Regulation.
Provide students an opportunity to self-assess and reflect on how they showed their thinking. For example, students can assess... |
1.MD.C.4 | Narrative
The purpose of this activity is for students to solve Compare, Difference Unknown problems about data that include the language, “more” and “fewer”. Students write equations that match the story problems. They may use matching techniques to compare the data using objects and drawings, and during the synthesis... |
7.EE.B.3 | Activity
This activity builds on students' previous work with proportional relationships, as well as their understanding of multiplying and dividing signed numbers, to model different historical scenarios involving ascent and descent, and students must explain their reasoning (MP3). While equations of the form
\(y = kx... |
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