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K.CC.B | Narrative
The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students compare groups of images in the synthesis. Save the completed chart to use in future lessons.
Required Materials
Materials to Copy
Questions About Us Chart
Launch
Groups of 2
Display the Questions About... |
F-BF.B.4d | Find points of intersection of the following functions:
$${f(x)=2\mathrm{sin}x}$$
$${g(x)={-\sqrt3\over 2}}$$
|
7.NS.A.1 | Warm-up
This activity prompts students to recognize that the sum of any two integers is always an integer and that the product of any two integers is also always an integer. Students will not be justifying in a formal way as to why these properties are true. (In a future course, when studying polynomials, students will... |
8.G.A.5 | Problem 1
Lucas is investigating the interior angles of a triangle. He knows that the sum of the angles inside a triangle is
$$180{^{\circ}}$$
, but he wants to understand why.
He draws a triangle and places it between two parallel lines, with line
$$l$$
passing through point
$$Q$$
and line
$$m$$
passing through points... |
S-CP.A.5 | Warm-up
This warm-up prompts students to compare four descriptions of two events related to flipping a coin and rolling a standard number cube. It gives students a reason to use language precisely (MP6).
It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items... |
3.MD.B.4 | a. Shawn’s teacher asks him to measure the length of the paperclips in his classroom so that they can sort them by size. The lengths he has measured so far are in the table below. Measure the remaining paper clips to the nearest quarter inch and add their lengths to the table.
###IMAGE0###
###IMAGE1###
b. Use the d... |
4.NBT.B.5 | Problem 2
Pre-unit
Find the value of each product. Explain or show your reasoning.
\(27 \times 53\)
\(518 \times 6\)
|
6.EE.B.5 | Activity
Students solved equations of the form
\(x+p = q\)
and
\(px=q\)
in grade 6, but the equations only involved positive values. This activity bridges their understanding of a solution to an equation as a value that makes the equation true with their understanding of operations involving negative numbers from this ... |
7.RP.A.2 | Optional activity
The purpose of this activity is to introduce the concept of
population density
. One added step going from houses in a neighborhood to people in a location is the fact that people do not stay at a fixed spot but rather move around. In this activity, students make sense of what it means to say there ar... |
8.EE.A.1 | Optional activity
This activity is optional because it revisits below grade-level content. In this activity, students use repeated reasoning to recognize that
\(2^0=1\)
and that negative integer powers of 2 represent repeated factors that are the reciprocal of the base,
\(\frac12\)
(MP8). Students then apply the same r... |
8.F.B | Activity
In this activity, students continue to develop their understanding of square roots. Students first find the areas of three squares, estimate the side lengths using tracing paper, and then write the exact side lengths. Then they make a table of side-area pairs. They then graph the ordered pairs from the table a... |
3.NBT.A.2 | Narrative
The purpose of this Number Talk is to elicit strategies students have for subtracting within 1,000. These understandings help students develop fluency and will be helpful later when students choose between using an algorithm or another strategy to subtract.
Launch
Display one expression.
“Give me a signal whe... |
3.NBT.A.1 | There were 485 Red Sox fans and some Yankees fans in Fenway Park at a baseball game. In all, there were 649 fans at Fenway. Then 28 more Yankees fans came to Fenway.
a. How many Yankee fans are at Fenway in total?
b. Is your answer reasonable? Explain why or why not.
|
6.SP.A.1 | Optional activity
This activity provides additional practice in determining what it means for a question to be statistical in nature.
In a previous lesson, students learned about variability in data and about statistical questions. Here they develop a deeper understanding of statistical questions by studying a wider ra... |
3.NF.A.1 | Narrative
The purpose of this activity is for students to create a design using the fraction
\(\frac{1}{2}\)
as a constraint for length. Students partition each side of a given square into halves and mark a length of
\(\frac{1}{2}\)
on each side. They connect those midpoints to form another shape, partition the sides i... |
7.NS.A.3 | Task
The three seventh grade classes at Sunview Middle School collected the most boxtops for a school fundraiser, and so they won a $600 prize to share among them. Mr. Aceves’ class collected 3,760 box tops, Mrs. Baca’s class collected 2,301, and Mr. Canyon’s class collected 1,855. How should they divide the money so t... |
8.SP.A.4 | Warm-up
The purpose of this warm-up is for students to answer questions about relative frequency of items after finding missing information in a two-way table.
Monitor for students who find the percentages for the final two questions using different strategies to share during the whole-class discussion.
Launch
Give stu... |
A-APR.A.1 | Problem 1
If
$${f(x)= x^3-3x^2+2 }$$
and
$${g(x)=-4(x+2)^2-5}$$
What is
$${ f(x)+g(x)}$$
?
What is
$${ f(x)-g(x)}$$
?
What is
$${g(x)-f(x)}$$
?
Problem 2
Is the following statement always, sometimes, or never true?
“The difference between two polynomials will be the same degree as the highest-degree polynomial in the d... |
2.G.A.3 | Narrative
The purpose of this activity is for students to explore different ways to partition rectangles into halves and fourths. They notice that when they partition two equal-size rectangles into fourths or halves in different ways the resulting pieces may have different attributes. In the synthesis, students explain... |
6.EE.B.6 | Task
A penny is about $\frac{1}{16}$ of an inch thick.
In 2011 there were approximately 5 billion pennies minted. If all of these pennies were placed in a single stack, how many miles high would that stack be?
In the past 100 years, nearly 500 billion pennies have been minted. If all of these pennies were placed in a s... |
K.G.B.4 | Narrative
The purpose of this What Do You Know About Cylinders is to invite students to share what they know about cylinders.
Required Preparation
Gather a cylinder to display.
Launch
Display a cylinder.
“What do you know about this shape?”
1 minute: quiet think time
Activity
Record responses.
Student Response
Teachers... |
2.OA.C | Task
You won first place at your school Science Fair! You have two choices for the prize:
Option 1: You can take \$20 home with you today.
Option 2: Take \$2 a day for the next 15 days.
Which option earns more money? How much more?
Which option will you choose? Explain why.
|
7.SP.C.8c | Activity
In this activity, each group is assigned a situation for which they will design and perform a simulation to estimate the probability. Students will give a short presentation on the methods and results of their simulation for the class after they have designed and run the simulation. Students will need to atten... |
3.MD.B.4 | Stage 3: Quarter Inches
Required Preparation
Materials to Gather
Rulers (inches)
Materials to Copy
Blackline Masters
Estimate and Measure Stage 3 Recording Sheet
Narrative
Students choose and estimate the length of the object and then measure to see the actual length to the nearest
\(\frac{1}{4}\)
inch.
Additional Inf... |
7.G.A.3 | Activity
In this activity, students practice visualizing cross sections in a more abstract way by looking at images of a solid object that has been cut by a plane and matching those images to the shapes created by the cuts. The cuts made in this activity vary from the previous activity in that the cuts are not all para... |
S-IC.A.2 | Problem 1
The mean of this distribution is approximately 8, and the standard deviation is approximately 2. The number across the top describes how many balls landed in each numbered bin. There were 5,498 balls that were put in the Plinko game.
###IMAGE0###
What percent of the balls fall between one standard deviation l... |
G-CO.B.6 | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for connecting corresponding parts to congruence. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to name corresponding parts accurately and use t... |
F-LE.A.4 | Task
Below is a picture of the functions $f(x) = \log_b{x}$ and $g(x) = b^x$. In the application below, the base b varies between 1 and 2 (by hundredths) and pressing the "play" button will run through all possible values of b.
For which values of $b$ do the two graphs appear not to meet?
For which values of $b$ do the... |
7.EE.A.1 | Activity
In this activity, students encounter typical errors with signed numbers, operations, and properties. They are tasked with identifying which strategies are correct and for those that are not, describing the error that was made.
Launch
Ensure students understand the task: first they decide whether they agree wit... |
K.CC.A.1 | Narrative
The purpose of this warm-up is to count on from a given number. As students count, point to the numbers posted so that students can follow along.
Launch
“Let’s count to 60.”
Count to 60.
Activity
“Now, start at the number 9 and count to 20.”
Count on from 9 to 20.
Repeat 3–4 times starting with other numbers ... |
2.NBT.B.7 | Narrative
This Number Talk encourages students to think about adding multiples of 10 or 100. The expressions in this activity help students recognize that adding multiples of 10 to a number only changes the number in the tens place and adding multiples of 100 to a number only changes the number in the hundreds place wh... |
7.SP.A.1 | Activity
In this activity, students analyze data from samples of viewers for different TV shows. The data in this activity is used to begin the analysis as well as to get students thinking about the different shows the sample could represent. The purpose of the activity is to get students thinking about how measures of... |
A-REI.A.2 | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for solving equations in one variable and thinking about the graph of an associated function. The connection between the graph of
\(y = x^2\)
and solutions to quadratic equations should be familiar from earlier courses. These... |
S-IC.B.3 | Task
In a study of college freshmen, researchers found that students who watched TV for an hour or more on weeknights were significantly more likely to have high blood pressure, compared to those students who watched less than an hour of TV on weeknights. Does this mean that watching more TV raises one’s blood pressure... |
K.CC.B | Narrative
The purpose of this activity is for students to share the number books that they created in the previous activity.
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Students need the number book that they created in the previous activity.
Launch
Groups of 4
“Each p... |
2.OA.C.4 | Problem 2
Pre-unit
Is the number of dots in each image even or odd? Explain how you know.
###IMAGE0###
###IMAGE1###
###IMAGE2###
|
3.OA.A.1 | Narrative
The purpose of this activity is for students to collaborate and create a How Many Do You See activity that focuses on equal groups. Students create their own dot image and come up with different ways that other students might see the dots.
Launch
Groups of 3 - 4
“Work with your group to create a How Many Do Y... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to relate dot images to addition expressions. In a previous activity, students discussed using addition expressions to show putting together the value of each dot cube. In this activity, students match expressions to dot images and find the total, either by using t... |
2.MD.C.8 | Task
Susan wanted to make a birthday card for her best friend but needed some art supplies.
She emptied her piggy bank and found 1 quarter, 5 dimes, 3 nickels, and 8 pennies.
###IMAGE0###
How much money did Susan find in her piggy bank? Show or explain how you know.
Susan went to the store with her mother and saw a pa... |
K.CC.B | Narrative
This warm-up prompts students to carefully analyze and compare different representations of numbers.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2–3 minutes: partne... |
A-REI.B.4b | Activity
This activity introduces the use of
\(\pm\)
notation as a simple way to express the two square roots of a number. Students solve several simple equations by finding square roots and express their solutions using the notation.
Students also see that sometimes the solutions are not rational numbers and can be ex... |
1.OA.D.8 | Task
Find the missing number in each of the following equations: $$ 9 - 3 = \square \qquad \qquad 8 + \square = 15 \qquad \qquad 16 - \square = 5 $$ $$\square = 7 - 2 \qquad \qquad 13 = \square + 7 \qquad \qquad 6 = 14 - \square$$
|
G-SRT.C.6 | Activity
This activity is the first time students are expected to use trigonometric ratios rather than a specific similar triangle to find unknown side lengths in right triangles.
Monitor for students who:
use the information from the right triangle table as constants of proportionality and work with
\(y=kx\)
relations... |
F-LE.A.2 | Warm-up
This warm-up activates students’ prior knowledge about how the parameters of a linear expression are visible on its graph, preparing students to make similar observations about quadratic expressions and their graphs.
Students may approach the matching task in different ways:
By starting with the graphs and thin... |
5.MD.C.5b | Narrative
This activity provides students an opportunity to interpret a calculation in the context of the situation (MP2) when a scenario is given with an equation that shows solutions to unknown questions. Students have to interpret the equations and ask the question whose answer is given. Numbers are chosen specifica... |
8.G.C | Activity
In this activity, students begin by looking at an image of a sphere in a cylinder. The sphere and cylinder have the same radius and the height of the cylinder is equal to the diameter of the sphere. Students consider the image and reason about how the volumes of the two figures compare to get a closer estimate... |
6.G.A.1 | Activity
In this activity, students explore different methods of decomposing a parallelogram and rearranging the pieces to find its area. Presenting the parallelograms on a grid makes it easier for students to see that the area does not change as they decompose and rearrange the pieces.
This investigation lays a founda... |
6.EE.A.3 | Problem 1
Three questions below explore what it means for two expressions to be equivalent. Use tape diagrams to draw models for each expression and determine if and when the expressions are equal.
An example using numerical expressions is shown below:
Is
$${1+3=2+1+1}$$
?
Tape diagram:
###IMAGE0###
Conclusion: The tap... |
7.RP.A.3 | Optional activity
This activity focuses on another complex calculation: the number of times our heart has beaten in our lifetime. In addition to all of the precision issues in determining how old we are from the previous activity, there is an additional level of complexity as our heart does
not
beat at a constant rate.... |
2.OA.B.2 | Narrative
The purpose of this activity is for students to find the value that makes an addition or subtraction equation true, with totals of 20. Students may use whatever method makes sense to them. In the launch, students work with a new partner and fill in the unknown addend in the equations on their recording sheet ... |
F-IF.C.7a | Activity
In this activity, students continue to make sense of their earlier observations about the connection between the factored form of a quadratic expression and the
\(x\)
-intercepts of its graph. They study two very similar expressions:
\(x(x+4)\)
and
\(x(x-4)\)
. They evaluate each at different
\(x\)
values. The... |
6.NS.C.6 | Activity
The purpose of this task is to use the previously introduced context of temperature to build understanding of the negative side of the number line, both by reading values and assigning values to equally spaced divisions. Non-integer negative numbers are also used. Students reason abstractly and quantitatively ... |
G-CO.A.2 | Problem 1
Below is a rotation of
$${\overline {AB}}$$
to form
$${\overline{A'B'}}$$
.
###IMAGE0###
What construction steps would you use to transform
$${\overline{AB} }$$
to form
$${\overline {A'B'}}$$
?
Problem 2
Transform the figure below according to the rule shown.
$${R_{C,-45˚}(\angle{ABD})}$$
###IMAGE1###
Problem... |
5.NBT.B.7 | Narrative
The purpose of this optional activity is to find more complex products of a whole number and a decimal using any strategy. For the more complex numbers, the strategies that students have seen all apply but the most reliable one is to find a product of whole numbers and then identify the number of tenths or hu... |
6.RP.A.2 | Task
A store was selling 8 mangos for \$10 at the farmers market.
Keisha said,
“That means we can write the ratio 10 : 8, or \$1.25 per mango.”
Luis said,
“I thought we had to write the ratio the other way, 8 : 10, or 0.8 mangos per dollar."
Can we write different ratios for this situation? Explain why or why not.
|
8.EE.B | Activity
The purpose of this activity is to compute the slopes of different lines to get familiar with the formula “subtract
\(y\)
-coordinates, subtract
\(x\)
-coordinates, then divide.” Students first compute slopes for some lines with positive slopes, and then special attention is drawn to the fact that a line has a... |
F-LE.A.2 | Task
Let $f$ be the function that assigns to a temperature in degrees
Celsius its equivalent in degrees Fahrenheit.
The freezing point of water in degrees Celsius is 0 while in degrees Fahrenheit
it is 32. The boiling point of water is 100 degrees Celsius and 212 degrees
Fahrenheit. Given that the function $f$ is lin... |
8.NS.A.2 | Warm-up
This warm-up transitions from work in previous lessons and prepares students to locate square roots on a number line in this lesson. Students must use the structure of the circle to relate the length of the segment to a point on the number line (MP7).
Launch
Arrange students in groups of 2. Tell students that t... |
5.NF.A.2 | Warm-up
The purpose of an Estimation warm-up is to practice the skill of estimating a reasonable answer based on experience and known information, and also help students develop a deeper understanding of the meaning of standard units of measure. It gives students a low-stakes opportunity to share a mathematical claim a... |
4.NBT.B.5 | Narrative
The purpose of this activity is for students to compare the standard algorithm for multiplication and an algorithm that uses partial products. The focus of the synthesis is on the convention used for composing a new unit and how it connects to their work with the standard algorithm for addition.
Engagement: I... |
K.OA.A.5 | Narrative
The purpose of this activity is for students to sort compositions and decompositions of numbers to 5 represented as expressions. Students find the value of expressions as they sort the cards into groups by total.
MLR8 Discussion Supports.
Students should take turns sorting the cards and explaining their reaso... |
8.G.B.7 | Warm-up
Later in this lesson, students will explore isosceles right triangles and reason about them in the context of diagonals of squares. In this warm-up, students practice finding the hypotenuse of a right triangle with the Pythagorean Theorem in the context of finding the diagonal of a rectangle.
In the synthesis o... |
8.EE.A.1 | Activity
The purpose of this activity is to extend the definition of exponents to include negative exponents. The meaning of zero exponents is also revisited. When students use tables to explore expressions with negative exponents, they are noticing and making use of structure (MP7).
Launch
Arrange students in groups o... |
8.G.A.1a | Triangle
$${{{CDE}}}$$
underwent a transformation that created triangle
$${{{C'D'E'}}}$$
.
###IMAGE0###
a. Describe how triangle
$${{{CDE}}}$$
was transformed to become triangle
$${{{C'D'E'}}}$$
.
b. What features stayed the same?
c. What features changed?
d. Is triangle
$${{{CDE}}}$$
congruent to triangle
$${{... |
2.MD.B.6 | Problem 3
Pre-unit
###IMAGE0###
Label the tick marks on the number line.
Locate and label 45 and 62 on the number line.
|
8.F.B.5 | Task
Antonio and Juan are in a 4-mile bike race. The graph below shows the distance of each racer (in miles) as a function of time (in minutes).
###IMAGE0###
Who wins the race? How do you know?
Imagine you were watching the race and had to announce it over the radio, write a little story describing the race.
|
5.NBT | Warm-up
This number talk helps students think about what happens to a quotient when the divisor is doubled. In this lesson and in upcoming work on ratios and unit rates, students will be asked to find a fraction of a number and identify fractions on a number line.
Launch
Display one problem at a time. Tell students to ... |
5.NBT | Narrative
The purpose of this activity is for students to make a reasonable estimate for a given product.
In addition to estimating the product, students also decide whether the estimate is too large or too small. In the activity synthesis, students consider about how far their estimate is from the actual product.
I
n ... |
7.RP.A.2 | Activity
When students are finding values to aid in their method, consider allowing them to research typical values online at hardware websites or search for values that would be useful. If these tools are not available, some values are provided here.
Values that may be useful for students:
Typical (modern) shower head... |
4.NF.B.4a | Narrative
This activity serves two main purposes. The first is to allow students to apply their understanding that the result of
\(a \times \frac{1}{b}\)
is
\(\frac{a}{b}\)
. The second is for students to reinforce the idea that any non-unit fraction can be viewed in terms of equal groups of a unit fraction and express... |
7.SP.C.8a | Activity
In this activity, students continue to compute probabilities for multi-step experiments using the number of outcomes in the sample space. The first problem involves a situation for which students have already seen the sample space. Following this problem, the class will discuss the merits of the different repr... |
K.G.B.4 | Narrative
The purpose of this activity is for students to begin to distinguish rectangles from other shapes. By working with variants and non-examples of rectangles, students begin to develop their understanding of what makes a shape a rectangle. When they discuss which group a shape should be placed in, students infor... |
4.MD.C.5 | Narrative
In a previous lesson, students described an angle to a peer so that they might draw the angle accurately without seeing it. Students learned what an angle is and have reasoned about how to describe the size of an angle.
In this activity, students use the features of an analog clock (minute hand, hour hand, an... |
G-C.B.5 | Below is circle
$$A$$
:
###IMAGE0###
What is the
$$m\angle BAC$$
in degrees to the nearest hundredth?
What is the
$$m\widehat{BC}$$
in radians to the nearest hundredth?
|
3.G.A.1 | Stage 4: Grade 3 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Shape Cards Grade 3
Triangle Cards Grade 3
Quadrilateral Cards Grade 3
Narrative
Students lay out the shape cards face up in rows. One partner chooses a shape. The other partner asks questions to figure out what shape they chose. Student... |
6.RP.A.2 | Activity
Previously, students worked with ratios in which one quantity (distance run) had the same value and the other (time elapsed) did not. In the context of running, they concluded that the runners did not run at the same rate. Here, students work with two ratios in which neither quantity (number of tickets bought ... |
5.NBT.A.1 | Problem 1
How much is a million?
Problem 2
Make a model to represent the size of 1,000,000.
Problem 3
a. Use a place value chart to model the size of 1,000,000, building it from bundles of 10 starting with the ones place.
b. Use your work in Part (a) to solve each of the following:
10
$$\times$$
10 = ______________... |
7.G.B.6 | Warm-up
By now, students understand that lengths in a scaled copy are related to the original lengths by the scale factor. Here they see that the area of a scaled copy is related to the original area by the
square
of the scale factor.
Students build scaled copies of a single pattern block, using blocks of the same shap... |
G-GMD.A.3 | Task
Three of the great Egyptian pyramids are pictured below. Each is a square pyramid.
###IMAGE0###
Calculate the missing information for each the 3 individual pyramids based on the given measurements:
The great Pyramid of Menkaure has a height of about 215 feet and a base side length of about 339 feet. What is its vo... |
S-ID.A.2 | A statistically-minded state trooper wondered if the speed distributions are similar for cars traveling northbound and for cars traveling southbound on an isolated stretch of interstate highway. He uses a radar gun to measure the speed of all northbound cars and all southbound cars passing a particular location during ... |
7.RP.A.2 | Activity
The purpose of this task is to introduce students to the idea of a proportional relationship. From previous work, students should be familiar with the idea of equivalent ratios, and they may very well recognize the table as a set of equivalent ratios. Here, we are starting to expand this concept and the langua... |
6.NS.C.6b | Label the second quadrant on the coordinate plane, and then answer the following questions.
###IMAGE0###
a. Write the coordinates of one point that lies in the second quadrant of the coordinate plane.
b. What must be true about the coordinates of any point that lies in the second quadrant?
c. Plot and label the... |
F-IF.C | Task
Pictured below are the graphs of four different functions, defined in terms of eight constants: $a, b, c, k, m, p, q, \text{ and } r.$ The equations of the functions are:
$y=mx+b$
$y=a\cos(x)+c$
$y=qr^x$
$y=kx^p$
###IMAGE0###
Match each equation with its graph.
Use the graphs to answer the following questions. ... |
S-CP.B.7 | Warm-up
The mathematical purpose of this lesson is for students to motivate a conceptual understanding of the
addition rule
. Monitor for students discussing counting people twice.
Launch
Arrange students in groups of 2. Give students quiet work time and then time to share their work with a partner.
Student Facing
The ... |
8.SP.A.3 | Activity
In the previous activity, students noticed trends in the data from the scatter plot. In this activity, the association is made more precise by looking at equations and graphs of linear models for the data to determine the slope. The numerical value of the slope is then interpreted in the context of the problem... |
6.RP.A.1 | Activity
Students use a realistic food recipe to find equivalent ratios that represent different numbers of batches. Students use the original recipe to form ratios of ingredients that represent double, half, five times, and one-fifth of the recipe. Then they examine given ratios of ingredients and determine how many b... |
2.MD.D.10 | Narrative
The purpose of this activity is for students to answer questions about the data represented by their picture graphs and bar graphs. Students switch workbooks with a new partner, which is an opportunity for students to view each other’s work and see different representations of data. While students are answeri... |
2.MD.B.6 | Narrative
The purpose of this warm-up is to elicit the idea that number lines and tape diagrams can be used to represent the same relationships between numbers, which will be useful when students use tape diagrams and number lines in a later activity to interpret and solve story problems. While students may notice and ... |
7.G.B.4 | Problem 1
A circle is divided into 16 equal wedges, as shown below. Explain or show how you can rearrange the pieces to determine the area of the circle.
###IMAGE0###
Problem 2
Find the area of a circle that has a radius of 5 inches.
|
A-CED.A.4 | Activity
The mathematical purpose for this activity is to allow students to practice solving for a variable in an equation with two variables. In the associated Algebra lesson, expressing one variable in terms of another is necessary before substituting an expression for a variable in another equation.
Launch
Demonstra... |
1.MD.C.4 | Narrative
The purpose of this activity is for students to use their own language and the language generated by the class in the last activity to describe how objects were sorted and tell how many objects are in each category. Students walk around the room and look at how other students sorted their objects. Consider us... |
G-CO.D.13 | Task
Suppose we are given a circle of radius $r$. The goal of this task is to construct an equilateral triangle whose three vertices lie on the circle.
Suppose $\overline{AB}$ is a diameter of the circle. Draw a circle with center $A$ and radius $r$ and label the two points of intersection of the circles $P$ and $Q$ ... |
4.NF.C.5 | Problem 1
A dime is
$${{1\over10}}$$
of a dollar and a penny is
$${{1\over100}}$$
of a dollar.
Would you rather have 4 one-dollar bills and 1 dime, 42 dimes, or 413 pennies? Justify your answer.
Problem 2
a. Decide whether each of these has the same value as 3.57. Explain your reasoning.
357 tenths
357 hundredths
3 o... |
5.NBT.B.7 | Stage 9: Add Fractions to 5
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 9 Recording Sheet
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 6 cards and chooses 4 of them to create an addition expre... |
6.NS.A.1 | Warm-up
By now students have written many division equations based on verbal descriptions of situations. This warm-up prompts them to go in the other direction: to interpret a division expression and write a fitting question the expression could help answer. Then, they trade descriptions with a partner and reason about... |
7.RP.A.2 | Problem 1
A repair technician replaces cracked screens on phones. He can replace 5 screens in 3 hours.
a. Write an equation you can use to determine how long it takes to replace any number of screens.
b. Write an equation you can use to determine how many screens can be replaced in a certain number of hours.
c. U... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to connect story problems to the equations that represent them and to solve different types of story problems. Students identify equations with a symbol for the unknown that match a story problem and justify their decisions by describing how the equations represent... |
A-REI.B.4a | Optional activity
This activity is optional. It shows three different methods for solving an equation: by rewriting it in factored form, by transforming it into an expression in which the squared term has a coefficient 1 and then rewriting in factored form, and by completing the square. The second method involves tempo... |
3.MD.C.5 | Problem 1
Which of the rectangles on
Template: Compare Rectangles
has the greatest area? Show or explain your thinking.
Problem 2
Area is measured in
square units
. We can cover a shape with unit squares, then count the number of squares that make up a shape to find its area. For example, if a shape is covered by 12 un... |
6.RP.A | Activity
In this activity, students use the area measures from the previous task to solve problems about the amount of painting time, using their understanding of ratio, rate, and percentage along the way. The problems can be approached in a number of ways, giving students additional opportunities to model with mathema... |
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