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3.OA.B.5 | Stage 5: Multiply to 100
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 5 Recording Sheet
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 4 cards and chooses 2–3 of them to use to create a multiplic... |
K.CC.A.3 | Narrative
The purpose of this activity is for students to learn stage 1 of the Number Race center. Students practice recognizing and writing numbers as they roll a connecting cube onto the mat and trace the number that it lands on. If students do not yet recognize each number, they can match the symbol on the number ma... |
K.OA.A.2 | Narrative
The purpose of this activity is for students to find the value of addition and subtraction expressions.
MLR8 Discussion Supports.
Invite students to say each expression aloud. Listen for and clarify any questions about the expressions.
Advances: Reading, Speaking
Action and Expression: Develop Expression and ... |
8.F.A.1 | In each example below, an arrow is used to show an input mapping to an output. Determine which relationships are functions. For each relationship that is not a function, explain why.
###IMAGE0###
|
2.G.A.3 | Task
Which pictures show one half of the shape shaded? Explain.
###IMAGE0###
###IMAGE1###
###IMAGE2###
###IMAGE3###
Is more or less than one half of the shape shaded in (ii)? Explain.
Is more or less than one half of the shape shaded in (iv)? Explain.
|
K.CC.B.4 | Narrative
The purpose of this activity is for students to match numbers and groups of objects. Students find the bag that contains the given number of objects. The bags can be filled with math tools such as connecting cubes and counters or classroom objects. The number is displayed and said orally to assist students in... |
G-MG.A.1 | Task
Beehives are made of walls, each of the same size, enclosing small hexagonal
cells where honey and pollen is stored and bees are raised. Below is a
picture of some cells:
###IMAGE0###
The only other regular polygons which can be used to tile the plane in this way
are equilateral triangles and squares. This probl... |
7.RP.A.3 | Optional activity
The purpose of this activity is for students to encounter a situation in which rounding error makes it look like the relationship between the price of an item and the sales tax is not quite proportional. Students should realize this is due to having a fractional percentage for the tax rate and the cus... |
6.RP.A.3c | Activity
In the previous activities, representatives (“advisors”) were assigned to groups that couldn’t be changed: schools. Sometimes the groups or districts for representatives can be changed, as in districts for the U.S. House of Representatives, and for state legislatures, wards in cities, and so on. Often, the peo... |
6.RP.A.3 | Activity
Up until now, students have worked with ratios of quantities given in terms of specific units such as milliliters, cups, teaspoons, etc. This task introduces students to the use of the more generic “parts” as a unit in ratios, and the use of
tape diagrams
to represent such ratios. In addition to thinking about... |
6.RP.A.3 | Task
A shop owner wants to prevent shoplifting. He decides to install a security camera on the ceiling of his shop. Below is a picture of the shop floor plan with a square grid. The camera can rotate 360°. The shop owner places the camera at point P, in the corner of the shop.
###IMAGE0###
The plan shows where ten ... |
4.NF.B.3c | Narrative
In this activity, students find the number that makes addition and subtraction equations with mixed numbers true without a context. The equations are designed to encourage students to decompose or write equivalent fractions for one or more numbers to find the unknown value, but students may choose to reason w... |
S-CP.A.2 | Task
On April 15, 1912, the Titanic struck an iceberg and rapidly sank with only 710 of her 2,204 passengers and crew surviving. Some believe that the rescue procedures favored the wealthier first class passengers. Data on survival of passengers are summarized in the table below. We will use this data to investigate th... |
7.EE.B.3 | Riley takes two walks every day, one in the morning and one in the evening, and walks for a total of
$$5\frac{1}{4}$$
hours in a 7 day week. If he walks for 15 minutes each morning, how many minutes does he walk for each evening?
Draw a tape diagram and write an equation to represent the situation. Use either model to... |
5.NF.B.7b | Narrative
The purpose of this activity is for students to reason about which equations represent a situation. They use their understanding of the relationship between multiplication and division to make their selections.
Engagement: Provide Access by Recruiting Interest.
Synthesis: Optimize meaning and value. Invite st... |
G-SRT.D.10 | Given
$${\triangle DEF}$$
, use the Law of Cosines to find the side length marked
$$d$$
to the nearest tenth.
###IMAGE0###
|
F-IF.B.4 | Task
Mike likes to canoe. He can paddle 150 feet per minute. He is planning a river trip that will take him to a destination about 30,000 feet upstream (that is, against the current). The speed of the current will work against the speed that he can paddle.
Let $s$ be the speed of the current in feet per minute. Write a... |
3.OA.C.7 | Stage 6: Multiply with 1–5
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 6 Gameboard
Capture Squares Stage 6 Spinner
Narrative
Students roll a number cube and spin a spinner and find the product of the two numbers ... |
8.G.A.1a | Activity
The purpose of this activity is to allow students to explore special cases of rotating a line segment
\(180^\circ\)
. In general, rotating a segment
\(180^\circ\)
produces a parallel segment the same length as the original. This activity also treats two special cases:
When the center of rotation is the midpoin... |
3.MD.B.4 | Problem 1
Hui works at the Franklin Park Zoo. Below are all of the beetles in the beetle exhibit.
###IMAGE0###
a. Hui is trying to figure out how many adult beetles versus baby beetles there are. Adult beetles are
$$\frac{3}{4}$$
inch long or longer. How many of the beetles above are adults?
b. A visitor to the zoo... |
7.EE.B.4a | Problem 1
Solve each equation for
$$x$$
.
a.
$$x -24= -6$$
b.
$$-{{3}\over5}x=42$$
Problem 2
Trevor has $178 in his bank account at the start of the week. He makes one withdrawal during the week. At the end of the week, Trevor gets a notice from the bank that he has a negative balance of -$62. Write and solve an equati... |
2.MD.A.2 | Warm-up
Students begin by thinking about length in terms of non-standard units—9-cm and 6-cm Cuisenaire rods—and consider how the size of units affects the number of units needed to express a length. If Cuisenaire rods are not available, modify the task to say: Does it take more large paper clips or small paper clips l... |
5.NF.B.4a | Narrative
The purpose of this activity is for students to use the structure of diagrams to calculate products of unit fractions. They also represent their work using an equation. As students become more familiar with this structure they may not need diagrams as a scaffold to find these products. Drawing their own diagr... |
2.NBT.B.7 | Stage 8: Add within 1,000 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 8 Gameboard
Narrative
Partner A chooses two numbers and places a paper clip on each number. They add the numbers and place a ... |
F-LE.A.2 | Task
An exponential function is a function of the form $f(x) = a b^x$ where $a$ is a real number and $b$ is a positive real number.
Suppose $P = (0,5)$ and $Q = (3,-3)$. For which real numbers $a$ and $b$ does the graph of the exponential function $f(x) = a b^x$ contain $P$? Explain. Do any of these graphs contain $Q$?... |
K.CC.A.3 | Task
The teacher will need a package of regular sentence strips and a medium point black permanent marker. Write the numbers from 1-20 on a sentence strip, one per student. Indicate the starting point for tracing each number with a dot.
As an alternative, the teacher could print out number strips on card stock using th... |
6.G.A.2 | Activity
This activity extends students’ understanding about the volume of rectangular prisms from earlier grades. Previously, students learned that the volume of a rectangular prism with whole-number edge lengths can be found by computing the number of unit cubes that can be packed into the prism. Here, they draw on t... |
3.MD.A.2 | Narrative
The purpose of this activity is for students to consider strategies different from their own (MP3) and aspects of student work that make mathematical ideas clear as they visit the posters created in the previous activity.
MLR7 Compare and Connect.
Synthesis: After the Gallery Walk, lead a discussion comparing... |
A-REI.B.4b | Activity
Solving an equation with the quadratic formula involves multiple calculations, some of which may be prone to error. This activity acquaints students with some of the commonly made mistakes and encourages them to write and evaluate expressions carefully. As students analyze the progression of reasoning in worke... |
8.EE.B | Activity
The previous activity examines the meaning of a negative slope with the context of money on a transportation card. This activity takes advantage of familiarity with the same context, introducing the idea of 0 slope. In the previous activity, the slope of -2.5 meant that for every ride, the amount on the card d... |
8.EE.A.4 | Warm-up
The purpose of this warm-up is for students to reason about a real-world situation and consider the essential information required to solve problems (MP4).
Launch
Arrange students in groups of 2. Give students 1 minute of quiet think time, followed by 1 minute to share their responses with a partner. Follow wit... |
5.NBT.B.5 | Stage 2: Multi-digit Factors
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Mult Stage 2 Recording Sheet
Narrative
Students use the digits 0–9 to make multiplication equations with multi-digit factors true. Each digit may only be used one time.
|
2.G.A.1 | Narrative
This warm-up prompts students to compare four images of shapes. 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 attributes of the shapes in comparison to one another. During the synthesis, ask students to expla... |
6.RP.A.3 | Task
John, Marie, and Will all ran for 6th grade class president. The ratio of votes for John to votes for Will was two to one. Marie got exactly the average number of votes for the three of them. John got more votes than Marie. What fraction of the total votes was this difference?
|
8.G.C | Warm-up
The purpose of this warm-up is for students to compare different objects that may not be familiar and think about how they are similar and different from objects they have encountered in previous activities and grade levels. To allow all students to access the activity, each object has one obvious reason it doe... |
2.G.A.3 | Narrative
The purpose of this activity is for students to consider different ways to partition a circle or rectangle into thirds. They continue to deepen their understanding that equal pieces of the same whole can look different. Monitor for the ways students reason that the equal pieces of the same whole may look diff... |
F-BF.A | Warm-up
This warm-up prompts students to compare four tables. It gives students a reason to use language precisely (MP6) and gives the opportunity to hear how they use terminology and talk about characteristics of the items in comparison to one another. To allow all students to access the activity, each item has one ob... |
3.MD.D.8 | Narrative
The purpose of this activity is to provide students an opportunity to apply what they’ve learned about perimeter and area to design a small park. Since diagonal lines that connect the dots are not one length unit, students should use vertical and horizontal lines to design the park. When students make and des... |
A-REI.A.1 | Activity
Previously, students saw that certain moves can be made to an equation to create an equivalent equation. In this activity, they deepen that understanding by explaining why, if a given equation is true for a certain value of the variable, performing one of those moves leads to a second equation that is also tru... |
K.OA.A.3 | Narrative
The purpose of this activity is for students to create a tool that can be used to show different ways to compose and decompose 10. Students use two different colored beads to encourage them to see that 10 can be broken into 2 groups of 5, similar to the 10-frame and fingers. Once students have placed the bead... |
F-IF.B.4 | Task
In this activity we will investigate the relationship between different quantities that are shown in a series of 10 video clips. Each clip includes a real time part, half speed playback, and a possible solution. (This allows students to make an initial sketch, adjust their sketch, and validate their results.)
For ... |
N-RN.B.3 | Activity
In the previous activity, students justified why the sum and product of two rational numbers are also rational. In this activity, they develop an argument to explain why the sum and product of a rational number and an irrational number are irrational.
Students encounter an argument by contradiction. They learn... |
F-IF.B.4 | Activity
Here students make sense of a graph representing a situation characterized by exponential decay. They justify why the amount of insulin in a patient's body could change exponentially and use the graph to answer questions about the situation. The numbers, chosen explicitly to provide a realistic model of the in... |
F-IF.B.4 | Task
PART 1:
Below is an illustration of an aquarium. When the faucet is on, the water flows into the aquarium at a constant rate. When the plug is pulled out, the water drains at a constant rate (but slower than the faucet's rate). At various times some events happen that affect the water level and/or the rate at whic... |
4.NF.A.1 | Narrative
This warm-up prompts students to carefully analyze and compare representations of fractions. To make comparisons, students need to draw on their knowledge about fractional parts, the size of fractions, and equivalent fractions.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to s... |
3.MD.A.2 | Problem 1
For each pair of objects below, decide which one can hold more water.
a. Container A or Container D
b. Container B or Container C
Problem 2
The
milliliter
and
liter
are standard units used to measure liquid volume. A dropper full of water has a volume of about 1 milliliter (mL). A medium-sized bottle of s... |
G-SRT.B.4 | Activity
All the work students have done to make sense of the altitude to the hypotenuse in right triangles pays off in this activity, as students prove the familiar Pythagorean Theorem. In middle school, students explored and proved the Pythagorean Theorem visually, but now they can also prove it using similarity. Bec... |
G-SRT.B.5 | Optional activity
In this activity, students compute the diagonals of some squares and measure the diagonals of others. From the data they collect, they reason that for a square with side length
\(s\)
, the length of the diagonal is about
\(1.4s\)
. They also calculate the diagonal of a unit square exactly, using the P... |
3.NBT.A.2 | Stage 6: Add Hundreds, Tens, or Ones
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 6 Recording Sheet
Narrative
Students add hundreds, tens, and ones to get as close to 1,000 as possible. Students start by rolling three number cubes to get a starting numb... |
8.G.C.9 | Warm-up
The purpose of this warm-up is for students to review how to manipulate the formulas for volume of a cylinder and cone and consider what they look like when the height and radius are the same. Students will encounter these shapes again later in the lesson.
Launch
Arrange students in groups of 2. Tell students t... |
5.NBT.A.2 | Problem 1
a. Solve.
$$4 \times 10 =$$
___________
$$4 \times 100 =$$
___________
$$4 \times 1,000 =$$
___________
b. What do you notice about Part (a)? What do you wonder?
c. Use your conclusions from Part (b) to find the solutions below.
$$6 \times 100,000 =$$
___________
$$70 \times 1,000,000 =$$
___________
$$... |
K.CC.A.2 | Task
Each student will need a different Number After Game Board (a 5x5 grid with numbers from 2 through 15 randomly arranged, one in each square), 15 each of two different color counting chips and a set of 2-3 each of number cards with the numbers 1 through 15 on them.
###IMAGE0###
Begin whole group by discussing what ... |
7.RP.A.2 | Activity
In this activity, students grapple with finding missing values for ratios of whole numbers presented in a table where identifying a usable scale factor is not as easy as in the previous activity. This task is designed to encourage students to use a unit rate. Its context is intended to be familiar so that stud... |
3.MD.D.8 | Problem 1
A rectangular notecard has a perimeter of 20 inches. The length of the notecard is 4 inches. What is the width of the notecard?
Problem 2
A square has a perimeter of 12 centimeters. What are the side lengths of the square?
|
6.EE.B.6 | Task
A town's total allocation for firefighter's wages and benefits in a new budget is \$600,000. If wages are calculated at \$40,000 per firefighter and benefits at \$20,000 per firefighter, write an equation whose solution is the number of firefighters the town can employ if they spend their whole budget. Solve the equ... |
7.G.B.5 | Activity
The purpose of this activity is for students to practice solving equations that represent relationships between angles, in preparation for the next activity where students will write such equations themselves.
The last three figures include right angles, but they are not marked (except that the task statement ... |
G-C.B.5 | Problem 1
How many radii do you need to go around the complete circle?
###IMAGE0###
Problem 2
Below are three circles with center
$$A$$
.
The smallest circle has a radius of
$$\overline{AC}$$
with a length of 1 unit.
The next circle has a radius of
$$\overline{AD}$$
with a length of 3 units.
The largest circle has a ra... |
6.EE.A.3 | Problem 1
Write three different expressions that are equivalent to
$${4y+5}$$
.
Problem 2
Match each expression on the left with an expression on the right.
a.
$${8+8+2(8)}$$
i.
$${4(8)}$$
b.
$${8+8+8\times8}$$
ii.
$${8^3+8}$$
c.
$${8\times8\times8+8}$$
iii.
$${2^2+8^2}$$
d.
$${2\times2+8\times8}$$
iv.
$${2(8)+8^2}$$
|
4.MD.A.1 | Problem 1
a. How many seconds are in a minute?
b. How many minutes are in an hour?
c. How many hours are in a day?
d. How are each of these relationships represented on an analog clock? A picture of one is shown below.
###IMAGE0###
Problem 2
Fill in the following conversion tables.
###IMAGE1###
Problem 3
Anne, Matt, Ca... |
4.MD.A.1 | Stage 2: Compare to Smaller Units
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 2 Spinner
Would You Rather Stage 2 Recording Sheet
Narrative
The first partner spins to get a measurement and a unit. They write a question that compares the amount they spun to a quantity reported in a sm... |
3.NF.A.3 | Narrative
In this optional activity, students sort a set of fractions into groups based on whether they are less than, equal to, or greater than
\(\frac{1}{2}\)
. Sorting enables students to estimate or to reason informally about the size of fractions relative to this benchmark before they go on to do so more precisely... |
F-IF.B.4 | Activity
Previously, students learned that each point on the graph of a function
\(f\)
is of the form
\((t, f(t))\)
for input
\(t\)
and corresponding output
\(f(t)\)
. They analyzed and plotted input-output pairs in which both values were known.
In this activity, students reason about unknown output values by relating ... |
6.RP.A.1 | Activity
The purpose of this activity is to really understand what an aspect ratio means when one side is not a multiple of the other, and to think about how you can figure out the side lengths if you know the rectangle’s aspect ratio and some other information. This problem is a simpler version of the type of work nee... |
5.NBT.B.7 | Warm-up
The purpose of this number talk is to have students see structure related to the distributive property in preparation for the problems using area diagrams they will solve in the lesson.
Launch
Display one problem at a time. Give students 30 seconds of quiet think time for each problem and ask them to give a sig... |
5.OA.A.2 | Narrative
The purpose of this activity is for students to find decimal products in a way that makes sense to them. Many approaches are possible including:
thinking about the meaning of place value and multiplying by place value
using the hundredths grids
using fractions or a number line
For the last problem, students m... |
6.G.A.3 | A pentagon has vertices at the coordinate points shown below.
A:
$$(-1,4)$$
B:
$$(5,4)$$
C:
$$(5,-2)$$
D:
$$(2,-4)$$
E:
$$(-1,-2)$$
Draw the pentagon in the coordinate plane below and then find its area.
###IMAGE0###
|
4.NF.B.3b | Problem 1
Decompose the following fractions as a sum of unit fractions and a multiple of a unit fraction.
a.
$${{10\over2}}$$
b.
$${2{3\over4}}$$
Problem 2
Compose the following fractions.
a.
$${{1\over3}+{1\over3}+{1\over3}+{1\over3}+{1\over3}+{1\over3}+{1\over3}+{1\over3}+{1\over3}}$$
b.
$${18\times{1\over5}}$$
|
G-CO.C.9 | Task
Suppose $A$ and $B$ are two distinct points in the plane and $L$ is
the perpendicular bisector of segment $\overline{AB}$ as pictured below:
###IMAGE0###
If $C$ is a point on $L$, show that $C$ is equidistant from $A$ and $B$,
that is show that $\overline{AC}$ and $\overline{BC}$ are congruent.
Conversely, show th... |
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
\(c\)
... |
N-CN.A.1 | Activity
In this activity, students use the graph of
\(y = x^2\)
to explain why
\(x^2 = \text- 1\)
does not have any real solutions, revisiting what they have done in previous lessons from the perspective of the number line. In the synthesis, students should make connections between the graph of
\(y=x^2\)
and the fact ... |
1.MD.A.2 | Problem 1
Pre-unit
How many connecting cubes long is the rectangle?
###IMAGE0###
|
7.EE.A.2 | Problem 1
Sarita is collecting signatures to put a question on her town’s voting ballot. She has three weeks to collect the signatures. At the end of each week, Sarita finds the total number of signatures she has collected.
a. At the end of week 1, Sarita has collected 528 signatures. This is 44% of the number of sig... |
K.CC.C.6 | Narrative
The purpose of this activity is for students to compare the total or difference of expressions. Students may add or subtract to find the value or they may decide which expression is greater based on reasoning about operations or the number sequence (MP7). For example, students know that
\(4 + 1\)
is greater t... |
4.NBT.B.5 | Narrative
In this activity, students are given three situations and asked to determine which ones could be true and which are not. To do so they need to carefully make sense of the quantities in each story and how they are related (MP2). Students may explain why a situation is true by writing one or more expressions or... |
6.NS.A.1 | Activity
In this activity, students use division to solve problems involving lengths. No methods are specified for any of the questions, so students need to choose an appropriate strategy.
The info gap structure requires students to make sense of problems by determining what information is necessary, and then to ask fo... |
G-SRT.B.5 | Task
In the picture below, points $A$ and $B$ are the centers of two circles and they are collinear with point $C$. Also $D$ and $E$ lie on the two respective circles and they are also collinear with point $C$. Finally the two circles touch at a single point on $\overline{AB}$.
###IMAGE0###
What is $|BC|$? Explain.
|
G-GPE.A.1 | Activity
In this activity, students solve a system of a consisting of a linear equation and a quadratic equation in 2 variables (the equation of a circle) by estimating the solutions on a graph, then verifying the solutions algebraically.
Monitor for students who substitute the points directly into the circle equation ... |
F-BF.B.4c | Task
Standard maps of the earth are broken into a grid of latitude lines (east-west)
and longitude lines (north-south). Consider the function, $N(\ell)$, the percentage of earth's surface north of a given latitude, $\ell$ (north of the equator). Several values of
$N(\ell)$ (to the nearest tenth) can be determined using... |
7.SP.A.1 | Activity
In this activity, students think a little more deeply about the data we would like to know and how that compares to the data we can collect easily and quickly (MP1). They are presented with a statistical question that does not have an obvious answer. Students are then asked to consider ways they might begin ga... |
7.G.B.6 | Optional activity
Students combine their solid with a partner’s and examine the new solid’s properties.
If there is time, this activity can be extended to review relationships between angles as well.
Take two of the prisms and put them together so that their
\(45^\circ\)
angles are adjacent. Ask students what type of a... |
S-ID.C.7 | Task
Jane wants to sell her Subaru Forester and does research online to find other cars for sale in her area. She checks on craigslist.com and finds 22 Subaru Foresters recently listed, along with their mileage (in miles), age (in years), and listed price (in dollars). (Collected on June 6th, 2012 for the San Francisco... |
7.SP.C.8b | Optional activity
The activity provides further practice in finding probabilities of events.
In this activity, students see an experiment that has two steps where the result of the first step influences the possibilities for the second step. Often this process is referred to as doing something “without replacement.” At... |
3.NF.A.3a | Find a fraction that is equivalent to
$$\frac{2}{4}$$
. Show or explain how you know they are equivalent using a number line.
|
8.EE.A.2 | Warm-up
The purpose of this warm-up is to introduce students to
cube roots
during the discussion. This activity provides an opportunity to use cube root language and notation during the discussion. Students will explore the possibility of negative cube roots in the next lesson.
At first, students should be able to orde... |
A-CED.A.3 | Below is student work for Anchor Problem #2. Describe improvements that this student could make to his work to fully answer the question.
###IMAGE0###
|
6.G.A.4 | Activity
In this activity, students build on what they learned earlier and develop the formulas for the surface area and the volume of a cube in terms of a variable edge length
\(s\)
.
Encourage students to refer to their work in the preceding activity as much as possible and to generalize from it. As before, monitor f... |
3.NF.A.2 | Problem 1
a. Locate and label your assigned fractions on the number line. Be prepared to explain your reasoning.
###IMAGE0###
$$\frac{1}{2}, \frac{2}{2}, \frac{3}{2}, \frac{4}{2}, \frac{5}{2}, \frac{6}{2}, \frac{7}{2}, \frac{8}{2}, \frac{9}{2}, \frac{10}{2}$$
$$\frac{1}{4}, \frac{2}{4}, \frac{3}{4}, \frac{4}{4}, \fra... |
G-GPE.A.2 | Warm-up
Students find distances from points on a parabola to the parabola’s focus using the fact that this distance is equal to the distance between the point and the parabola’s directrix. This will be helpful in an upcoming activity in which students write an equation for a parabola.
Student Facing
The image shows a p... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to make sense of and solve Add To and Take From, Change Unknown story problems in a way that makes sense to them. Students represent the method they used and different methods are discussed during the synthesis. When students connect the quantities and action in ea... |
4.NBT.B.5 | Narrative
This Number Talk encourages students to use what they know about multiples of 100, the relationship between hundreds and thousands, and properties of operations to mentally solve problems. The reasoning students do here will be helpful later in the lesson when students explore the relationship between kilomet... |
A-SSE.A | Activity
This activity is meant to continue the work begun in the previous activity, investigating the end behavior of polynomials and how it can be determined from the structure of an expression. Starting with a 5th-degree polynomial that has 6 terms, students consider the equation for the polynomial in both factored ... |
6.EE.B.5 | Warm-up
The purpose of this number talk is to elicit understandings and review strategies students have for finding the unknown value in an equation that involves the fraction
\(\frac13\)
. These understandings will be helpful later in this lesson when students are solving for the unknown length of the radius or height... |
A-SSE.A.1 | Warm-up
The purpose of this warm-up is to elicit the idea that rewriting expressions in different ways allows us to notice different features, which will be useful when students manipulate the structure of polynomial expressions in later activities. While students may notice and wonder many things about the four repres... |
6.EE.B.5 | Warm-up
In this warm-up, students consider what it means for an equation to be true or false. They also practice substituting values for a letter and evaluating expressions with addition and multiplication. The term
variable
is introduced.
Launch
Allow students 2 minutes of quiet work time on the first part of the firs... |
7.RP.A.3 | Optional activity
This activity examines how measurement errors behave when quantities are multiplied. In other words, if I have a measurement
\(m\)
with a maximum error of 5% and a measurement
\(n\)
with a maximum error of 5%, what percent error can
\(m \boldcdot n\)
have?
Monitor for students who use different method... |
G-MG.A.3 | Task
You have been hired by the owner of a local ice cream parlor to assist in his company’s new venture. The company will soon sell its ice cream cones in the freezer section of local grocery stores. The manufacturing process requires that the ice cream cone be wrapped in a cone-shaped paper wrapper with a flat circula... |
G-C.A.2 | Problem 1
Use the diagram below to determine the relationship between the intercepted arcs of intersecting chords.
###IMAGE0###
Problem 2
What is the relationship between the product of
$$EF \cdot FB $$
and
$$CF \cdot FD$$
?
###IMAGE1###
|
4.NBT.B.5 | Narrative
This activity introduces students to the standard algorithm for multiplication. Students make sense of it by comparing and contrasting it to an algorithm that uses partial products for multiplying three- and four-digit numbers by one-digit numbers where no regrouping is necessary. When they interpret the give... |
8.G.B.8 | Activity
The purpose of this task is for students to think about a general method for finding the distance between two points on the coordinate plane. Students do not need to formalize this into a more traditional representation of the distance formula. In groups of 4, each student will find the distance between two co... |
8.G.A.4 | Problem 1
Three parallelograms are shown below. Which parallelogram, either
$$B$$
or
$$C$$
, is similar to parallelogram
$$A$$
? Justify your response.
###IMAGE0###
Problem 2
Triangles
$$QRS$$
and
$$JKL$$
are similar. Use the diagrams below to answer the following questions.
###IMAGE1###
a. What is the length of line... |
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