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3.G.A.2 | Problem 1
Identify which of the following shapes is partitioned into thirds. Then explain how you know.
###IMAGE0###
Problem 2
Draw, partition, and shade a rectangle to show the fraction below.
$$\frac{1}{8}$$
|
K.OA.A.4 | Stage 2: Make 10
Required Preparation
Materials to Gather
10-frames
Connecting cubes or counters
Number cards 0–10
Materials to Copy
Blackline Masters
Find the Pair Stage 2 Recording Sheet
Narrative
Partner A asks their partner for a number that would make 10 when added to the number on one of their cards. If Partner ... |
3.NF.A.3d | Narrative
The purpose of this activity is for students to generalize what they have learned about comparing fractions to complete comparison statements and to generate new ones, using the symbols <, >, or =. Students first consider all numbers that could make an incomplete comparison statement true. Then, they find a f... |
8.F.B.4 | Problem 1
After a house was built, it starts to settle into the ground. Its elevation starts at sea level, and the house sinks
$$\frac{1}{2}$$
cm each year.
a. Write a function to represent the elevation of the house,
$$y$$
, in cm after
$$x$$
years.
b. Create a table of values for the function with at least 5 valu... |
7.NS.A.2d | Problem 1
Using a calculator, find the decimal quotients below.
$${{1\over 2}, {1\over 3}, {1\over 4}, {1\over 5}, {1\over 6}, {1\over 7}, {1\over 8}, {1\over 9}, {1\over 10}, {1\over 11}}$$
Looking at your quotients, organize your answers into two categories. Describe your reasoning behind why you chose those two cate... |
3.NF.A | Stage 3: Fractions with Denominators 2, 3, 4, 6
Required Preparation
Materials to Copy
Blackline Masters
Mystery Number Stage 3 Gameboard
Narrative
Students choose a mystery fraction (with a denominator of 2, 3, 4, or 6) from the gameboard. Students give clues based on the given vocabulary.
|
6.RP.A.1 | Activity
The purpose of this activity is to give students an opportunity to solve a relatively complicated application problem that requires an understanding of aspect ratio, the Pythagorean Theorem, and realizing that a good way to compare the sizes of two screens is to compare their areas. The previous activities in ... |
K.CC.B.4b | Narrative
The purpose of this optional activity is for students to count groups of up to 20 images presented in lines, arrays, and on 10-frames. This activity is optional because it is an opportunity for extra practice keeping track of and accurately counting groups of up to 20 images that not all students may need. Ba... |
S-ID.A.1 | Task
Seventy-five female college students and 24 male college students reported the cost (in dollars) of his or her most recent haircut. The resulting data are summarized in the following table.
###TABLE0###
Using the minimum, maximum, quartiles and median, sketch two side by side box plots to compare the hair cut cost... |
4.G.A.2 | Narrative
The purpose of this warm-up is to elicit the differences students notice between the two figures, which will be useful when students describe the changes their partners make in a later activity.
Launch
Groups of 2
Display the images.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activit... |
G-SRT.A.1b | Warm-up
In a subsequent lesson, students will justify why not all rectangles are similar to each other, and explore a false proof that all rectangles are similar. This activity previews that thinking, as students explain what went wrong with this attempt to dilate a square. Monitor for students who:
notice the figures ... |
1.G.A.1 | Stage 1: Grade 1 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Centimeter Dot Paper - Standard
Flat Shape Cards Grade 1
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 has a shared attribute with the two sha... |
F-LE.B.5 | Warm-up
The goal of this warm-up is to practice modeling a situation characterized by exponential decay with an equation.
One strategy students may use to choose the right equation is by evaluating each one for some value of
\(t\)
. For instance, they may choose 1 for the value of
\(t\)
, evaluate the expression, and s... |
A-REI.A.2 | Activity
The purpose of this activity is for students to practice solving rational equations and identifying extraneous solutions, if they exist. Students are expected to use algebraic methods to solve the equations and should be discouraged from using graphing technology.
Launch
Arrange students in groups of 2. Tell s... |
F-IF.C.7e | Problem 1
The points on the graphs and the unit circle below were chosen so that there is a relationship between them.
Explain the relationship between the coordinates
$$a$$
,
$$b$$
,
$$c$$
, and
$$d$$
marked on the graph of
$$y=\sin(t) $$
and
$$y=\cos(t)$$
and the quantities
$$A$$
,
$$B$$
, and
$$C$$
marked in the dia... |
7.EE.B.4a | Activity
The first question is straightforward since each diagram uses a different letter, but it’s there to make sure students start with
\(p(x+q)=r\)
. If some want to rewrite as
\(px+pq=r\)
first, that’s great. We want some to do that but others to divide both sides by
\(p\)
first. Monitor for students who take each... |
7.EE.B.4b | Activity
Previously in this unit, students wrote expressions and equations that are similar to the ones in this activity. Here, they are prompted in a scaffolded way to notice that they can express not just that an outcome can be
equal
to a value, but that an outcome can be
at least as much as
a value by using the new ... |
G-SRT.B.5 | Task
In rectangle $ABCD$, $|AB|=6$, $|AD|=30$, and $G$ is the midpoint of
$\overline{AD}$. Segment $AB$ is extended 2 units beyond $B$ to
point $E$, and $F$ is the intersection of $\overline{ED}$ and
$\overline{BC}$. What is the area of $BFDG$?
|
1.OA.C.6 | Narrative
The purpose of this Number Talk is to elicit the ways students use their understanding of the properties of operations and the structure of whole numbers to add within 20 (MP7). Each expression is designed to encourage students to look for ways to make a ten by looking for two addends they know make a ten or ... |
8.F.B.4 | Activity
The purpose of this activity is to give students more exposure to working with a situation that can be modeled with a piecewise linear function. Here, the situation has already been modeled and students must calculate the rate of change for the different pieces of the model and interpret it in the context. A m... |
F-IF.B.4 | Activity
In this activity, students are given the same four graphs they saw in the warm-up and four descriptions of functions and are asked to match them. All of the functions share the same context. Students then use these features to reason about likely domain and range of each function.
To make the matches, students... |
K.CC.B.5 | Narrative
The purpose of this activity is for students to learn stage 1 of the Grab and Count center. Students look at a handful of pattern blocks and guess how many there are. Then they figure out how many pattern blocks there actually are and record the number. Students should have access to 10-frames and counting ma... |
5.NF.B | Warm-up
In this warm-up, students recall what they know about related multiplication and division equations.
Launch
Display this image for all to see, and ask students how they would express the relationship between the quantities pictured:
###IMAGE0###
Language students might use is “2 groups of 3” or “6”. Next to the... |
8.F.A.1 | The graph below shows the population of the United States over time using data from the
U.S. Census Buraeu
.
###IMAGE0###
a. Approximately what was the population of the United States in 2010, 2012, and 2014?
b. Approximately when did the population of the United States pass 310 million people?
c. Between 2012 an... |
8.EE.B | Task
Lines $L$ and $M$ have the same slope. The equation of line $L$ is $4y=x$. Line $M$ passes through the point $(0, -5)$.
###IMAGE0###
What is the equation of line $M$?
|
5.G.A.1 | Use the following grid to answer Parts (a)-(f).
###IMAGE0###
a. Use a straightedge to draw a line that goes through points
E
and
F
.
b. Which axis is parallel to the line you drew?
c. Which axis is perpendicular to the line you drew?
d. Plot two more points on the line you drew. Name them
G
and
H
.
e. Give t... |
1.OA.B.4 | Stage 2: 10 cubes
Required Preparation
Materials to Gather
10-frames
Connecting cubes
Materials to Copy
Blackline Masters
What's Behind My Back Stage 2 Recording Sheet Kindergarten
What's Behind My Back Stage 2 Recording Sheet Grade 1
Narrative
Students work with 10 cubes. One partner snaps the tower and puts one part... |
1.MD.A.2 | Narrative
The purpose of this activity is to measure a length that is over 100 length units long and count the number of units using grouping methods. Some students may count by 1, others may organize their cubes into groups of 10. Although some students may attempt to represent their counts with a written number, the ... |
6.SP.B.5c | Activity
This activity introduces students to the term
median
. They learn that the median describes the middle value in an ordered list of data, and that it can capture what we consider typical for the data in some cases.
Students learn about the median through a kinesthetic activity. They line up in order of the numb... |
7.G.B.4 | Warm-up
This warm-up reminds students of the meaning and rough value of
\(\pi\)
. They apply this reasoning to a wheel and will continue to study wheels throughout this lesson. Students critique the reasoning of others (MP3).
Launch
Give students 1 minute of quiet think time, 1 minute to discuss in small groups, then g... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to make products of a 2-digit number and a 3-digit number using 5 given digits with a goal of getting as close as they can to a given target number. This builds on their work from the previous activity and lesson where they tried to make the largest possible produc... |
7.NS.A.1 | Task
At the beginning of the month, Evan had \$24 in his account at the school bookstore. Use a variable to represent the unknown quantity in each transaction below and write an equation to represent it. Then represent each transaction on a number line. What is the unknown quantity in each case?
First he bought some no... |
2.NBT.B.7 | Narrative
The purpose of this activity is for students to add two-digit numbers and three-digit numbers that require composing a ten when adding by place. In this activity, students work in groups of 3 and each find the value of a different set of sums. They may use any method that makes sense to them to add and the nu... |
8.G.A.2 | Activity
In previous work, students learned to identify translations, rotations, and reflections. They started to study what happens to different shapes when these transformations are applied. They used sequences of translations, rotations, and reflections to build new shapes and to study complex configurations in orde... |
4.MD.C.7 | Task
Draw an angle that measures 60 degrees like the one shown here:
###IMAGE0###
Draw another angle that measures 25 degrees. It should have the same vertex and share side $\overrightarrow{BA}$.
How many angles are there in the figure you drew? What are their measures?
Make a copy of your 60 degree angle. Draw a diffe... |
6.RP.A | Activity
The purpose of this activity is for students to articulate that the taste of the mixture depends both on the amount of water and the amount of drink mix used to make the mixture.
Ideally, students come into the class knowing how to draw and use diagrams or tables of equivalent ratios to analyze contexts like t... |
5.NBT.B.7 | Problem 1
Write an equivalent expression in numerical form. Then evaluate it.
Twice as much as the difference between 7 tenths and 5 hundredths
Problem 2
Write an equivalent expression in word form. Then evaluate it.
9 ÷ (0.16 + 0.2)
|
2.OA.A.1 | Narrative
The purpose of this activity is for students to complete a tape diagram and describe the features of tape diagrams. Throughout the activity, students use what they know about bar graphs to make sense of what each number in a tape diagram represents and the role of the question mark. They also connect the stru... |
8.EE.C.8b | Warm-up
This warm-up asks students to connect the algebraic representations of systems of equations to the number of solutions. Efficient students will recognize that this can be done without solving the system, but rather using slope,
\(y\)
-intercept, or other methods for recognizing the number of solutions.
Monitor ... |
5.G.B.3 | Problem 1
A student sorted a set of shapes into the following 2 categories:
###IMAGE0###
How were the shapes sorted?
Problem 2
Sort the polygons from Anchor Task #1 (cut out from
Polygons Template
) however you’d like. You can create as many groups as you’d like.
Problem 3
a. Draw a polygon that is a triangle. Explai... |
S-CP.A.3 | Activity
The mathematical purpose of this activity is to use a two-way table as a sample space to decide if events are independent and to estimate conditional probabilities. Listen for students mentioning the concept of conditional probability.
Making spreadsheet technology available gives students an opportunity to ch... |
7.EE.B.4a | Activity
This activity continues the work of using a balanced hanger to develop strategies for solving equations. Students are presented with balanced hangers and are asked to write equations that represent them. They are then asked to explain how to use the diagrams, and then the equations, to reason about a solution.... |
8.G.A.1 | Warm-up
Sometimes it is easy to forget to communicate all of the vital information about a transformation. In this case, the center of a rotation is left unspecified. Students do not need to develop a general method for finding the center of rotation, given a polygon and its rotated image. They identify the center in o... |
2.NBT.A.1 | Narrative
The purpose of this How Many Do You See is for students to use what they know about place value representations to describe and compare the images they see. In the synthesis, students describe how the number of blocks stays the same (6 of one unit, 4 of the other), but the value that the blocks represent chan... |
K.NBT.A.1 | Narrative
The purpose of this activity is for students to complete equations to represent numbers 11–19. Students may know that 17 is 10 and 7 because of repeated practice in this unit. Students may need to use objects or drawings to represent each number and then fill in an equation. While there are many possible equa... |
7.RP.A.3 | Activity
In this activity students use what they have learned about percent error in a multi-step problem.
Monitor for students who multiply 0.0000064 by 50 to answer the second part of the problem rather than using the calculation from the first part of the problem. These students should be asked to share during the w... |
F-TF.A.3 | Task
Use the unit circle and indicated triangle below to find the exact value of the sine and cosine of the special angle $\pi/6.$
###IMAGE0###
|
6.EE.B.7 | Activity
Students are presented with four hanger diagrams and are asked to match an equation to each hanger. They analyze relationships and find correspondences between the two representations. Then students use the diagrams and equations to find the unknown value in each diagram. This value is a solution of the equati... |
6.G.A.2 | Task
Amy wants to build a cube with $3$ $cm$ sides using $1$ $cm$ cubes. How many cubes does she need?
###IMAGE0###
How many $1$ $cm$ cubes would she need to build a cube with $6$ $cm$ sides?
|
7.G.B.6 | Activity
The purpose of this activity is for students get hands-on experience with polyhedra, recognizing whether a figure is a prism and if so, determining which face is the base of the prism. Once students determine which face is the base, they use a ruler marked in inches to measure the height of the prism. The area... |
8.EE.C.7a | Problem 1
These scales are all currently balanced. You must choose one number to fill into the boxes in each problem that will keep them balanced. In each individual box you may only use one number, and it must be the same number in each box for that problem.
###IMAGE0###
Problem 2
Sort the equations below into the thr... |
8.G.A.1 | Activity
This activity concludes looking at how the different basic transformations (translations, rotations, and reflections) behave when applied to points on a coordinate grid. In general, it is difficult to use coordinates to describe rotations. But when the center of the rotation is
\((0,0)\)
and the rotation is 90... |
2.OA.B.2 | Stage 2: Subtract from 20
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 2 Recording Sheet
Narrative
Before playing, students remove the cards that show the number 10 and set them aside.
Each student picks 4 cards and chooses 2 or 3 to subtract from 20 t... |
K.G.B.6 | Narrative
The purpose of this activity is to introduce students to stage 5 of the Pattern Blocks center. Students use pattern blocks to fill in puzzles that don’t show each individual pattern block. A puzzle is printed in the student book for this activity. A blackline master with more puzzles is available for students... |
2.NBT.B.9 | Narrative
The purpose of this activity is for students to use information in a bar graph to answer their peers' mathematical questions.
In this activity, students exchange the questions they wrote in the previous activity and go through 3 rounds of answering new questions. Students may notice some questions require mor... |
6.NS.B.3 | Optional activity
In this activity, students work with decimals by building paper boxes, taking measurements of the paper and the boxes, and calculating surface areas. Although the units are specified in the problem, students need to measure very carefully in order to give an estimate to the nearest millimeter. Next, s... |
5.NBT.A.4 | Narrative
The purpose of this activity is for students to order decimals and examine the effect of rounding on numbers continuing to use the luge context. In this activity, students investigate the top speeds of the athletes. In this case, the numbers are not listed in decreasing order because the top speeds do not cor... |
5.NF.B.4 | Problem 1
Solve. Show or explain your work.
$${{1\over3}}$$
of
$${{3\over8}}$$
Problem 2
In a park,
$$5\over6$$
of the space is filled with sports fields. If soccer fields account for
$$2\over5$$
of the space for sports fields, what fraction of the park is soccer fields?
|
5.NF.B.3 | Stage 3: Divide Whole Numbers
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Rolling for Fractions Stage 3 Recording Sheet
Narrative
Students roll 2 number cubes to generate a division expression, write the quotient as a fraction, and then compare the value of the expression ... |
8.SP.A.4 | Activity
This activity provides students less structure for their work in creating segmented bar graphs to determine an association (MP4). In addition, the data in this activity is split into more than two options. Students work individually to create a segmented bar graph based on either columns or rows and then share... |
K.G.B.6 | Narrative
The purpose of this activity is for students to put together pattern blocks strategically to make a specific shape. Students use square pattern blocks to fill in 2 squares. Then students work together to create another square and a shape that is not a square, without outlines provided. Students informally com... |
7.SP.C.8c | A mouse in a laboratory is placed in a maze. There are two decisions the mouse can make.
First, the mouse can decide to move either left or right.
Second, the mouse can decide to continue straight, turn left, or turn right.
If the mouse decides to turn left and then turn right, the mouse will find a door to exit the ma... |
A-REI.A.1 | Activity
So far, students have seen only one-variable equations that have a solution. For these equations, performing acceptable moves always led to equivalent equations that have the same solution. In this activity, students encounter an example where the given equation has no solutions and performing the familiar mov... |
4.MD.A.2 | Problem 1
Recall that a dime is
$$\frac{1}{10}$$
of a dollar and a penny is
$$\frac{1}{100}$$
of a dollar.
a. What is the value of 6 dimes and 3 pennies?
b. What is the value of 4 dimes and 27 pennies?
c. What is the value of 13 dimes and 50 pennies?
Problem 2
A quarter is
$${25\over100}$$
of a dollar and a nicke... |
2.NBT.A.1 | Narrative
The purpose of this True or False is to elicit strategies and understandings students have for composing or decomposing numbers in different ways. These understandings will be helpful later when students decompose tens and hundreds when they subtract. In this activity, students look for and make use of struct... |
7.RP.A.3 | Problem 1
At the Kennedy Middle School, 280 students attended the end-of-year carnival, representing 80% of the students in the school.
a. Draw a visual representation of the problem.
b. Determine how many students are at the Kennedy Middle School. Choose any strategy.
c. Find a peer who used a different strategy... |
3.MD.D | Activity
The purpose of this activity is to revisit and internalize the meanings of perimeter and area. To accomplish this, students play around with locking in one attribute (like area), coming up with lengths and widths that produce that area, and considering the resulting perimeter of each option.
Launch
Use one of ... |
A-SSE.B.4 | Activity
In this activity students are asked to use the formula for the sum of the first
\(n\)
terms in a geometric series in a context involving percent change. Of particular focus in the activity is students identifying the correct
\(n\)
value when applying the formula and interpreting the meaning of their calculatio... |
4.MD.C.7 | Task
Draw an angle that measures 60 degrees like the one shown here:
###IMAGE0###
Draw another angle that measures 25 degrees. It should have the same vertex and share side $\overrightarrow{BA}$.
How many angles are there in the figure you drew? What are their measures?
Make a copy of your 60 degree angle. Draw a diffe... |
8.EE.C.8b | Warm-up
This warm-up asks students to connect the algebraic representations of systems of equations to the number of solutions. Efficient students will recognize that this can be done without solving the system, but rather using slope,
\(y\)
-intercept, or other methods for recognizing the number of solutions.
Monitor ... |
G-CO.C.11 | Warm-up
The purpose of this warm-up is to elicit the idea that the diagonals of a parallelogram bisect each other and the diagonals of a rectangle are congruent. Students will write proofs of these conjectures in a subsequent activity. While students may notice and wonder many things about these images, the relationshi... |
1.NBT.A.1 | Narrative
The purpose of this Choral Count is to invite students to practice counting by 10 and notice patterns in the count. These understandings help students develop fluency with the count sequence and will be helpful as students begin working with numbers beyond 10.
Launch
"Count by 10, starting at 0."
Record as st... |
K.CC.B.5 | Stage 4: Numbers 11–19
Required Preparation
Materials to Gather
Two-color counters
Materials to Copy
Blackline Masters
Number Cards 11-19
Bingo Stage 4 Gameboard
Narrative
One student chooses a card with a number from 11–19 and all students in the group can place a counter on their gameboard over a group that has that... |
S-CP.A.1 | Task
The 10 cards below provide information on the ten students on the robotics team at a high school. The students are identified by an ID number: S1, S2, …, S10. For each student, the following information is also given:
Gender
Grade level
Whether or not the student is currently enrolled in a science class
Whether or... |
7.G.A | Optional activity
The goal of this activity is to accurately describe a tessellation of the plane. While students do not need to use the words translation, rotation, or reflection, their understanding of rigid motions of the plane will play a key role in explaining (and interpreting) where to place each shape in a tess... |
1.G.A | Narrative
The purpose of this activity is for students to learn stage 2 of the Which One center, which was first introduced in kindergarten. One partner chooses a shape on the game board. The other partner asks yes or no questions to figure out what shape they chose. Students may use counters to cover up shapes that ha... |
G-GMD.A.1 | Problem 1
The bases of triangular prism
$$T$$
and rectangular prism
$$R$$
below lie in the same plane. A plane that is parallel to the bases and also a distance of 3 units from the bottom base intersects both solids and creates cross-sections
$$T'$$
and
$$R'$$
, respectively.
###IMAGE0###
Find the area of the cross-sec... |
K.OA.A.2 | Narrative
The purpose of this activity is for students to create an addition or subtraction story problem with the same context as the story problems from the previous activity. It is likely that students will write Add To, Result Unknown and Take From, Result Unknown story problems. If possible, share a variety of pro... |
K.CC.B.4b | Narrative
The purpose of this activity is to count groups of up to 20 images that are arranged in a circle. Counting images arranged in a circle can be more difficult because there are not clear places to start and end when counting.
Students may use different methods for keeping track of the images that have been coun... |
6.NS.B.2 | Activity
This activity introduces the use of
long division
to calculate a quotient of whole numbers. Students make sense of the process of long division by studying an annotated example and relating it to the use of partial quotients and base-ten diagrams. They begin to see that long division is a variant of the partia... |
K.MD.A.2 | Task
Materials
One pair of "taller" and "shorter" cards for each student
###IMAGE0###
Action
The students stand in a circle with the cards in their hands.
The teacher says "GO." The students find a partner and stand face-to-face. The taller student holds up the "taller" card and the shorter student holds up the "shorte... |
5.NBT.A.3b | Warm-up
This warm-up prompts students to compare four expressions that will prime them for writing inequality statements involving signed numbers in later activities. It encourages students to explain their reasoning, hold mathematical conversations, and gives you the opportunity to hear how they use terminology and ta... |
K.OA.A.4 | Narrative
The purpose of this activity is for students to find the number that makes 10 when added to a given number. Students fill in equations with a missing addend. Students choose appropriate tools strategically as they choose from tools used throughout the year (MP5). For some equations, students may not need a to... |
3.NBT.A.2 | Stage 7: Subtract Hundreds, Tens, or Ones
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 7 Recording Sheet
Narrative
Students subtract hundreds, tens, and ones to get as close to 0 as possible. Students start their first equation with 1,000 and take turns... |
F-LE.A | Task
A biology student is studying bacterial growth. She was surprised to find that the population of the bacteria doubled every hour.
Complete the following table and plot the data.
###TABLE0###
Write an equation for $P$, the population of the bacteria, as a function of time, $t$, and verify that it produces correct p... |
5.NBT.B.7 | Activity
In grade 5, students recognize that multiplying a number by
\(\frac{1}{10}\)
is the same as dividing the number by 10, and multiplying by
\(\frac{1}{100}\)
is the same as dividing by 100. In this lesson, students will recognize and use the fact that multiplying by 0.1, 0.01, and 0.001 is equivalent to multiply... |
F-BF.B.3 | The figure shows the graph of a function
$$f$$
whose domain is the interval
$${-2≤x≤2}$$
.
###IMAGE0###
In (i)–(iii), sketch the graph of the given function and compare with the graph of
$$f$$
. Explain what you see.
i.
$$g(x)=f(x)+2$$
ii.
$$h(x)=-f(x)$$
iii.
$$p(x)=f(x+2)$$
The points labeled
$$Q$$
,
$$O$$
, and
$$P$$... |
3.NF.A.3 | Narrative
The purpose of this activity for students to think about and discuss statements that address their understanding of important ideas about fractions. Students will consider ideas about how fractions are defined, comparing fractions, and how fractions relate to whole numbers. It is not necessary for each group ... |
7.G.A.1 | Optional activity
Previously, whenever students were asked to use a scale drawing to calculate the area of an actual region, they were able to find the dimensions of the actual region as an intermediate step. Each time, students were prompted to notice that the actual area was related to the scaled area by the
\((\text... |
8.EE.C.7a | Activity
In this activity students solve a variety of equation types; both in form and number of solutions. After solving the 10 equations, groups sort them into categories of their choosing. The goal of this activity is to encourage students to look at the structure of equations before solving and to build fluency sol... |
6.EE.B.5 | Warm-up
In this algebra talk, students recall how to solve equations by considering what number can be substituted for the variable to make the equation true. (Note:
\(x^2=49\)
of course has another solution if we allow solutions to be negative, but students haven't studied negative numbers yet, and don't study operati... |
1.OA.A.2 | Task
Materials
The Very Hungry Caterpillar by Eric Carle
###IMAGE0###
The students work individually or in pairs. Each student or pair needs:
Three ten-frames for each student or pair of students (see PDF for black line master)
30 counters or unifix cubes per pair of students
One small dry-erase board and dry-erase mak... |
7.EE.A.1 | Which expressions are equivalent to the expression
$$n+\frac{5}{6}(m-n)-\frac{1}{3}m$$
? Select all that apply.
|
8.F.B.4 | Activity
The purpose of this activity is for students to approximate different parts of a graph with an appropriate line segment. This graph is from a previous activity, but students interact with it differently by sketching a linear function that models a certain part of the data. They take this model and consider its... |
A-REI.A | Activity
In the previous activity, students recalled what it means for a number to be a solution to an equation in one variable. In this activity, they review the meaning of a solution to an equation in two variables.
Launch
Give students continued access to calculators.
Student Facing
One gram of protein contains 4 ca... |
8.G.C.9 | Task
My sister’s birthday is in a few weeks and I would like to buy her a new vase to keep fresh flowers in her house. She often forgets to water her flowers and needs a vase that holds a lot of water. In a catalog there are three vases available and I want to purchase the one that holds the most water. The first vase ... |
5.MD.C.5b | Narrative
The purpose of this activity is for students to compare and contrast two different ways to calculate the volume of a rectangular prism: multiplying the area of the base and its corresponding height, and multiplying all three side lengths. Students see that both of these strategies result in the same volume. I... |
6.RP.A.3 | Optional activity
This is the first of five activities about elections where there are more than two choices. This introductory activity gets students thinking about the fairness of a voting rule. If the choice with the most votes wins, it’s possible that the winning choice was preferred by only a small percentage of t... |
4.NF.C.6 | Narrative
In this activity, students use a square grid of 100 to revisit the meaning of tenths and hundredths and to make sense of the decimal notation for these fractions. They begin to make connections between the familiar representations of a fraction—using a diagram, fraction notation, and words—and the newly intro... |
A-REI.A.1 | Problem 1
Functions
$${f(x) }$$
and
$${g(x)}$$
form a system of equations. Let
$${f(x)=|x+2|-3}$$
and
$${g(x)}=0.5x+1$$
.
When is
$$f(x)>{g(x)}$$
? Find the solution(s) to the system algebraically and graphically (may use technology).
Problem 2
Function
$${ f(x)}$$
is shown below.
$${f(x)=|x-1|}$$
Find a function
$${g(... |
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