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3.OA.C.7 | Narrative
In this activity, students are given expressions that represent strategies for finding the area of rectangles. The strategies are based on the distributive property and the associative property of multiplication. Students interpret the expressions by marking or shading area diagrams and connect each expressio... |
1.NBT.B.2 | Narrative
The purpose of this True or False is to elicit insights students have about numbers being represented in different ways. The reasoning students do here deepens their understanding of how numbers can be composed and decomposed in different ways using tens and ones.
Launch
Display one statement.
“Give me a sign... |
7.G.B.4 | Activity
The purpose of this activity is for students to find the areas of regions involving different-sized circles and compare the strategies used. The first question introduces subtraction as a strategy to find the area around the outside of a circle. The second question introduces division to find the area of fract... |
G-SRT.B.4 | Activity
Students may be familiar with this proof from middle school. Revisiting this proof helps students connect a familiar diagram and proof to the similarity proof. It also gives students an opportunity to compare and contrast different types of proof and think about why mathematicians might bother to re-prove some... |
S-CP.A.2 | Problem 1
Which tree diagram corresponds with which table? How do you know?
###IMAGE0###
Problem 2
In a certain population, 30% of people get a particular disease. A test was developed to determine if any given person has the disease, but it isn’t perfect.
The test has a 90% chance of accurately predicting that someone... |
6.RP.A.3c | In a bag of 80 Skittles, 35% of the candies are orange. How many orange Skittles are in the bag?
Show your answer using two different strategies.
|
5.G.A.1 | Coordinates for points are shown in the table.
###TABLE0###
Graph all the points from the table in the coordinate grid. Label them with their corresponding letters.
###IMAGE0###
|
G-CO.B.8 | Task
In the two triangles below, angle $A$ is congruent to angle $D$, side $AC$ is congruent to side $DF$ and side $AB$ is congruent to side $DE$:
###IMAGE0###
Sally reasons as follows: "If angle $A$ is congruent to angle $D$ then I can move point $A$ to point $D$ so that side $AB$ lies on top of side $DE$ and side $AC... |
3.OA.D.8 | Problem 1
Ms. Macklin puts thirty-two pencils into 4 pencil jars. She puts an equal number into each jar.
a. How many pencils are in each pencil jar?
b. How many pencils are in 3 pencil jars?
Problem 2
Mr. Bader has 5 pans of brownies, each of which he cuts into 6 pieces. He then puts an equal number of brownie sli... |
3.MD.C.7c | Narrative
This warm-up prompts students to compare four area diagrams that have been decomposed into two areas, each representing a product. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in... |
2.NBT.A.1 | Narrative
The purpose of this activity is for students to use their understanding of place value to find the number that makes each equation true. Students must consider how units may be composed or decomposed to find the unknown number (MP7). The number choices intentionally emphasize the types of compositions and dec... |
6.NS.C.5 | Activity
Students reason abstractly and quantitatively about temperatures over time graphed on coordinate axes (MP2). The goal of this activity is for students to use inequalities to describe the location of points on a coordinate grid in one direction. This activity also introduces the idea of vertical difference on t... |
G-GMD.B.4 | Warm-up
Students calculate a scale factor given the areas of the circular base of a cone and the base of its dilation. This connects the concept of surface area dilation to cross sections, and gives practice with non-integer roots.
Monitor for pairs of students who initially consider an answer of 20.25 but come to a co... |
K.NBT.A.1 | Narrative
The purpose of this activity is for students to count a collection of objects and show on paper how many there are so that others can understand how they counted. This collection of objects is a teen number of connecting cubes to encourage students to unitize a ten (MP7). In the synthesis, students consider r... |
7.RP.A.3 | Problem 1
In a 30-minute television show, 12 minutes of the airtime are spent on commercials.
a. Draw a visual representation of the problem.
b. Determine what percent of the television show’s airtime is spent on commercials. Choose any strategy.
c. Find a peer who used a different strategy to solve than you did.... |
6.RP.A.3b | Activity
This activity gives students first-hand experience in relating ratios of time and distance to speed. Students time one another as they move 10 meters at a constant speed—first slowly and then quickly—and then reason about the distance traveled in 1 second.
Double number lines play a key role in helping student... |
8.EE.C.7 | Activity
In this activity, students get a chance to practice solving equations with a single variable. The equations resemble the types of equations students see in the associated Algebra 1 lesson after they substitute for a variable. Students will work in pairs and each partner is responsible for answering the questio... |
F-IF.A.2 | Task
Imagine Scott stood at zero on a life-sized number line. His friend flipped a coin 50 times. When the coin came up heads, he moved one unit to the right. When the coin came up tails, he moved one unit to the left. After each flip of the coin, Scott's friend recorded his position on the number line.
Let $f$ assig... |
2.OA.C.3 | Task
Lin wants to put some red and blue tiles on a wall for decoration. She is thinking about several different patterns of tiles she could create. She wants to choose a pattern that would let her use exactly as many red tiles as blue tiles.
Is it possible to create the pattern below using the same number of red tiles ... |
5.NBT.B.5 | Problem 1
For parts (a) and (b) below,
Solve. Show or explain your work.
Assess the reasonableness of your answer.
a. 910 × 233
b. 852 × 488
Problem 2
Damian’s work on a multiplication problem is shown below.
###IMAGE0###
a. Why is Damian’s answer not reasonable? Use estimation in your explanation.
b. What mist... |
F-IF.A.2 | Task
Given a function $f$, is the statement $$f(x+h)=f(x)+f(h)$$ true for any two numbers $x$ and $h$? If so, prove it. If not, find a function for which the statement is true and a function for which the statement is false.
|
7.NS.A.1 | Optional activity
In this optional activity, students use expressions and number line diagrams to represent situations involving the changing height and depth of sea animals. They discuss how there is more than one correct way to write an equation that represents each situation. As students work, identify students who ... |
K.CC.A.1 | Narrative
The purpose of this optional activity is for students to practice the verbal count sequence to 10. This activity is optional because it is an opportunity for extra practice that not all students may need. Based on formative assessment data and observation from previous sections and during the first activity, ... |
6.RP.A.3 | A florist shop is preparing bundles of flowers to sell over the weekend. In a bundle of flowers, the shop uses 3 roses for every 4 carnations. Create a table of equivalent ratios to represent the relationship between roses and carnations in the bundles of flowers.
###TABLE0###
|
G-CO.A.1 | $${\overline{AD} \parallel \overline{BC}}$$
and
$${\angle EJB}$$
is supplementary to
$${\angle JBK}$$
. Prove that
$${\overline {AD} \parallel \overline{JE}}$$
.
###IMAGE0###
|
6.NS.C.7b | Activity
The purpose of the task is for students to compare signed numbers in a real-world context and then use inequality signs accurately with negative numbers (MP2). The context should help students understand “less than” or “greater than” language. Students evaluate and critique another's reasoning (MP3).
Launch
Al... |
5.MD.C.3 | Warm-up
This warm-up prompts students to estimate the volume of different glasses by reasoning about characteristics of their shape. As students discuss their reasoning with a partner, monitor the discussions and identify students who identified important characteristics of each of the glasses in their response.
Launch... |
7.G.A.1 | Problem 1
The same image of a cat is shown at three different zoom levels on a computer.
###IMAGE0###
What do you notice about what happens to the scale as you zoom in and out on the image?
Problem 2
Your computer shows you a map of Washington Park in Eugene, Oregon. The scale in the bottom right corner of the map tell... |
6.RP.A.3b | Activity
In this activity, students explore two unit rates associated with the ratio, think about their meanings, and use both to solve problems. The goals are to:
Help students see that for every context that can be represented with a ratio
\(a:b\)
and an associated unit rate
\(\frac{b}{a}\)
, there is another unit ra... |
G-CO.D | Task
You have been asked to place a fire hydrant so that it is an equal distance form three locations indicated on the following map.
###IMAGE0###
Show how to fold your paper to physically construct this point as an intersection of two creases.
Explain why the above construction works, and in particular why you only ne... |
4.NF.A.2 | Narrative
Previously, students classified fractions based on their relationship to
\(\frac{1}{2}\)
and 1 (whether they are less than or more than these benchmarks). They used these classifications to compare fractions. In this activity, students are presented with fractions that are in the same group (for example, both... |
4.NF.B | Warm-up
In this warm-up, students are presented with tape diagrams with a shaded portion, and they identify the percentage that is shaded.
Launch
Display the image in the task statement for all to see, and ask students to think of at least one thing they notice. Ask a few students to share something they notice. It is ... |
A-REI.D.10 | Task
Consider three points in the plane, $P=(-4, 0), Q=(-1, 12)$ and $R=(4, 32)$.
Find the equation of the line through $P$ and $Q$.
Use your equation in (a) to show that $R$ is on the same line as $P$ and $Q$.
Show that $P, Q$ and $R$ are on the graph of the equation $y = x^3 + x^2 - 12 x$.
Is it possible for $P, Q$ a... |
7.NS.A.2 | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for dividing fractions. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to divide one probability (often in the form of a fraction) by another pro... |
3.MD.B.3 | Narrative
The purpose of this activity is for students to ask and answer questions using their bar graphs from a previous activity. Students work with the group they collected survey data with to create questions that can be answered with their bar graphs. Then students are paired up with a new partner to use these que... |
8.SP.A.1 | Warm-up
The purpose of this warm-up is to help students recall information about scatter plots, which will be useful when students expand their understanding in a later activity.
While students may notice and wonder many things about these images, the relationship between the number of people and the maximum noise leve... |
8.G.A.1 | Activity
The purpose of this activity is for students to begin to observe and describe translations and rotations. In groups of 2, they describe one of 3 possible dances, presented in cartoon form, and the partner identifies which dance is being described. Identify students who use specific and detailed language to des... |
G-SRT.C.8 | Task
Below is a table of diameters of different denominations of United States
Coins:
###TABLE0###
If we place nickels around a central dime, as in the picture below, there is room
for five nickels with extra space but not enough room for a sixth nickel:
###IMAGE0###
How many dimes fit around a central dime? What abou... |
8.G.A.5 | Task
In triangle $\Delta ABC$, point $M$ is the point of intersection of the bisectors of angles $\angle BAC$, $\angle ABC$, and $\angle ACB$. The measure of $\angle ABC$ is $42^\circ$, and the measure of $\angle BAC$ is $64^\circ$. What is the measure of $\angle BMC$?
###IMAGE0###
This task adapted from a problem pu... |
2.NBT.A.2 | Narrative
The purpose of this Choral Count is for students to practice counting back by 10 and notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to decompose hundreds.
Launch
“Count back by 10, starting at 590.”
R... |
A-REI.A.1 | Are the following two expressions equivalent? Explain your reasoning using the properties of operations. Provide examples to support your reasoning.
Expression 1:
$${(x-y)-z }$$
Expression 2:
$${x-(y-z)}$$
|
N-CN.A.2 | Warm-up
The purpose of this activity is to focus students' attention on the two parts of a complex number: the real part and the imaginary part. This will be useful in the Information Gap, when students will need to be specific about the information they want and to strategize about how to use it (MP1).
Launch
Display ... |
8.EE.C.8a | Activity
Students represent a scenario with an equation and use the equation to find solutions. They create a graph (either with a table of values or by using two intercepts), interpret points on the graph, and interpret points not on the graph (MP2).
Launch
Allow about 10 minutes quiet think time for questions 1 throu... |
8.F.B.4 | Warm-up
This prompt gives students opportunities to see and make use of structure (MP7). The specific structures they might notice is the table and how it relates to a linear relationship between
\(x\)
and
\(y\)
(specifically, that
\(y = 3x + 6\)
).
Monitor for students who:
describe patterns only vertically or only in... |
K.MD.B.3 | Narrative
The purpose of this activity is for students to identify shapes as flat and solid as they sort shapes into groups. A sorting task gives students opportunities to analyze the structure of the shapes and identify common properties and characteristics (MP7).
If the sorting mat provided in the student workbook is... |
F-IF.C.7a | Activity
By now, students recognize that when a quadratic equation is in the form of
\(\text{expression} = 0\)
and the expression is in factored form, the equation can be solved using the zero product property. In this activity, they encounter equations in which one side of the equal sign is not 0. To make one side equ... |
F-IF.B.4 | Graph the quadratic function below by creating a table of values. Annotate the graph with features of the function.
$${j(x)=2x^2-6x+4}$$
###IMAGE0###
|
5.NF.B.4a | Stage 5: Fractions of Angles
Required Preparation
Materials to Gather
Protractors
Materials to Copy
Blackline Masters
Target Measurement Stage 5 Recording Sheet
Target Measurement Stage 5 Spinner
Narrative
Students spin a spinner to get a denominator for their target fraction. They choose a fraction less than one with... |
1.NBT.C.4 | Stage 5: Add within 100 without Composing
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Addition and Subtraction Stage 5 Gameboard
Narrative
Partner A chooses two numbers and places a paper clip on each number. They add the numbers and place a... |
A-REI.D | Activity
In this lesson, students graph functions to find the zeros then write associated equations that would be solved with the values they find. In the associated Algebra 1 lesson, students do a similar process to determine whether a quadratic expression can be easily factored. Students reason abstractly and quantit... |
5.NF.A.1 | Task
Find two different ways to add these two numbers:
$$1\frac{1}{3} + 2\frac{3}{5}$$
|
6.NS.C.6b | Problem 1
Point
$$Q$$
is located at
$$(-3,2)$$
. It is reflected over at least one axis and is now located at
$$(-3,-2)$$
. Describe the reflection that took place.
Problem 2
Riley reflects point
$$L$$
, located at
$$(5,4)$$
, over the
$$y$$
-axis. They determine its new location is at
$$(4,-5)$$
. Did Riley correctly ... |
G-CO.A.2 | Given the trapezoidal region,
###IMAGE0###
a. Write the system of inequalities describing the region.
b. Translate the region to the right 3 units and down 2 units. Write the system of inequalities describing the translated region.
|
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... |
1.G.A.3 | Narrative
The purpose of this card sort is for students to connect words and phrases to visual representations of partitioned shapes. Students begin by sorting the cards in a way that makes sense to them, and then are invited to sort the shapes based on the language that can be used to describe them. In the activity sy... |
A-CED.A.2 | Problem 1
Describe a characteristic that each of the quadrants shown below does not share with the rest.
###IMAGE0###
You should have at least one characteristic for each quadrant.
Problem 2
Part 1:
Graph the following equation but ONLY over the domain listed.
$${y = -\frac{1}{2}x + 4}$$
, where
$${x > 2}$$
Part 2:
Gr... |
7.EE.B.4b | Task
Jonathan wants to save up enough money so that he can buy a new sports equipment set that includes a football, baseball, soccer ball, and basketball. This complete boxed set costs \$50. Jonathan has \$15 he saved from his birthday. In order to make more money, he plans to wash neighbors’ windows. He plans to charg... |
7.G.A.1 | Warm-up
In middle school, students explored scale drawings including how measurements in a scaled copy of a figure relate to measurements in the original figure. In this activity students remind themselves of these relationships by studying an example and a non-example.
Student Facing
###IMAGE0###
Diego took a picture ... |
6.NS.A.1 | Activity
In this task, students explore division situations (in the context of baking cookies) where the number of groups and a total amount are given, but the size of 1 group is unknown. They write multiplication equations in which the missing factor answers the question “how much in each group?” instead of “how many ... |
7.G.B.6 | Optional activity
In this activity, students take the triangle they selected in the previous activity and use it as the base of their triangular prism. After students have drawn their net and before they cut it out and assemble it, make sure they have correctly positioned their bases, opposite from each other on the to... |
7.NS.A.1c | Activity
Students recall that subtracting a number (or expression) is the same as adding its additive inverse. This concept is applied to get students used to the idea that the subtraction sign has to stay with the term it is in front of. Making this concept explicit through a numeric example will help students see its... |
A-CED.A.1 | Activity
This activity allows students to formulate a mathematical model around the framing task they saw earlier (MP4). Students are prompted to write an equation but are not expected to solve it at this point. In writing an equation and interpreting the solution in context, students practice reasoning quantitatively ... |
2.MD.C.7 | Narrative
The purpose of this warm-up is for students to notice that they can use the structure of the analog clock to count by 5. They compare what they know about number lines that label intervals of 5 to the labeled numbers on a clock. This will be useful when students tell time in a later activity. While students m... |
8.SP.A.1 | Activity
Students practice using precise wording (MP6) to describe the positive or negative association between two variables given scatter plots of data.
Launch
Display the scatterplot for all to see. Remind students that we investigated the relationship between car weight and fuel efficiency earlier.
###IMAGE0###
Ask... |
8.F.B.5 | Task
The figure below gives the depth of the water at Montauk
Point, New York, for a day in November.
###IMAGE0###
How many high tides took place on this day?
How many low tides took place on this day?
How much time elapsed in between high tides?
|
8.EE.A.3 | Activity
The purpose of this activity is for students to extend what they learned about square roots and
\(\frac12\)
exponents to cube roots and
\(\frac13\)
exponents.
Launch
Tell students that they will use the same reasoning as in the previous activity to make sense of numbers to the
\(\frac12\)
power or
\(\frac13\)
... |
6.NS.B.4 | Find the prime factorization of the numbers below. Show your work.
200 56 91
|
F-IF.C | Warm-up
This warm-up highlights the three forms of quadratic expressions students have seen so far. It reinforces how each form gives different insights into the graph of a quadratic function.
Launch
Arrange students in groups of 2. Give students a minute of quiet think time, and then ask them to share their thinking w... |
8.F.B.4 | Optional activity
This activity is similar to the previous activity in that students are interpreting a graph and making sense of what situation the graph is representing. The difference here is that the specificity with numbers has been removed, so students need to think a bit more abstractly about what the changes in... |
G-CO.A.2 | Problem 1
Watch
this video
(without sound). What properties of reflections are being used to reflect each point?
Problem 2
Refelect
$${\angle ABC }$$
over
$${\overleftrightarrow {DE}}$$
using constructions.
###IMAGE0###
Problem 3
Find the line of reflection between the two figures.
###IMAGE1###
|
A-APR.D.6 | Problem 1
Below is the graph and equation of the function
$$f$$
.
$$f(x)=(x-2)(x-5)\over(x-2)(x+1)$$
###IMAGE0###
And below is the graph and equation of the function
$$g$$
.
$$g(x)={(x-5)\over(x+1)}$$
###IMAGE1###
How are the functions
$$f$$
and
$$g$$
similar Different?
Problem 2
How are the functions
$${g(x)}$$
and
$$... |
6.G.A.1 | Activity
In grade 3, students recognized that area is additive. They learned to find the area of a rectilinear figure by decomposing it into non-overlapping rectangles and adding their areas. Here students extend that understanding to non-rectangular shapes. They compose tangram pieces—consisting of triangles and a squ... |
K.OA.A.1 | Narrative
The purpose of this warm-up is to elicit the idea that expressions and equations can be used to represent different compositions and decompositions of 10, which will be useful when students match compositions and decompositions of 10 to equations in a later activity. While students may notice and wonder many ... |
8.EE.B | Activity
In previous activities with linear relationships, when
\(x\)
increases the
\(y\)
value increases as well; adding objects to a cylinder
increases
the water level and adding money to a bank account
increases
the balance. The slope of the lines that represent these relationships were positive. In this activity, s... |
5.NBT.B.6 | Problem 1
Solve.
$${87\div31}$$
Problem 2
Sam played arcade games and won 79 tickets. You can buy 1 prize for every 18 tickets earned. Sam bought as many prizes as he could with his tickets. How many prizes was Sam able to buy?
|
7.RP.A.3 | Optional activity
The purpose of this activity is for students to choose how they can apply math concepts and strategies to a problem arising in a real-world context: predicting whether a restaurant will make a profit.
After students have estimated the monthly cost of their ongoing expenses on their list, poll the clas... |
7.G.A.1 | Optional activity
The purpose of this activity is to provide a context where a ratio of fractions arises naturally, and students need to find an equivalent ratio to solve the problem. The ratio
\(2 \frac12: 1 \frac34\)
is equivalent to
\(10:7\)
, so a scaled copy of the Mona Lisa that is 10 inches by 7 inches would fit... |
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 ... |
6.NS.A.1 | Activity
This task helps to transition students from thinking about “how many groups?” to “what fraction of a group?”.
Students compare different lengths of ropes and express their relative lengths in multiplicative terms. Rope B and C are 5 and
\(2\frac12\)
times as long as rope A, respectively, but rope D is shorter ... |
6.NS.B | Task
Decide which value is closest to the answer for each of the following questions. Explain your reasoning.
8 bottles each contained 1.2 liters of water. About how many liters of water were there all together?
###TABLE0###
A school bought 8.5 kilograms of apples. If apples cost $2.45 per kilogram, about how much did ... |
7.EE.A.2 | Problem 1
Read each situation below and then answer the questions that follow.
Situation A:
In the spring, an animal shelter had 216 animals. By the end of the summer, this number decreased by 8%. How many animals were at the shelter at the end of summer?
Situation B:
After advertising for adoptions on local television... |
F-BF.B.3 | Problem 1
The functions below are parent functions. Graph each one. Use either technology or a table of values where needed.
$${y=x}$$
$${y=x}^2$$
$${y=x}^3$$
$${y=|x|}$$
$${y=\sqrt{x}}$$
$${y=\sqrt[3]{x}}$$
Problem 2
Consider the two functions below.
$${{f(x)}=|x|}$$
$${{g(x)}=|x|+2}$$
Create a table of values for eac... |
G-C.A.2 | Task
Consider a circle with center $O$ and let $P\,$ be a point on the circle. Suppose $L$ is a tangent line to the circle at $P$, that is $L$ meets the circle only at $P$.
###IMAGE0###
Show that $\overline{OP}\,$ is perpendicular to $L$.
|
2.NBT.B.5 | Narrative
The purpose of this True or False is to elicit strategies students have for reasoning about place value to determine if an equation is true or false. The reasoning students do here helps to deepen their understanding of using strategies based on place value. It will also be helpful later when students reason ... |
4.OA.B.4 | Narrative
The purpose of this activity is for students to find all the possible pairs of whole-number side lengths given the area of a rectangle. Each group is assigned 2 areas for which they find all the possible rectangles. They draw and cut out the possible rectangles with that area. In the next activity, they will ... |
1.NBT.C.4 | Narrative
The purpose of this activity is for students to use what they know about the base-ten structure of numbers to create different expressions. Students use place value reasoning to create expressions with the smallest and largest values and expressions that may or may not require composing a ten when adding usin... |
F-BF.B.3 | ###IMAGE0###
$${y=-3\mathrm{sin}(2x)+3}$$
On the graph, label the amplitude, period, midline, and phase shift, and explain how each feature connects to the equation.
Write a different equation that produces the same graph.
|
6.NS.A | Warm-up
This number talk encourages students to think about the numbers in a computation problem and rely on what they know about structure, patterns, fractions, and division to mentally solve a problem. Only one problem is presented to allow students to share a variety of strategies for division. Encourage the student... |
7.G.A.1 | Problem 1
Pentagon
$${FGHIJ}$$
is a scale image of pentagon
$${ABCDE}$$
.
###IMAGE0###
a. Complete the table below with the measurements of each pentagon.
###TABLE0###
b. Is there a proportional relationship between the side lengths of the original pentagon and the scaled pentagon? Explain using the measurements in... |
4.NBT.B.4 | Narrative
The purpose of this activity is to examine subtraction cases in which non-zero digits are subtracted from zero digits. In some cases, students could simply look at the digit to the left of a 0 and decompose 1 unit of that number. But in other cases, the digit to the left is another 0 (or more than one 0), whi... |
7.RP.A.3 | Warm-up
The purpose of this warm-up is to introduce students to the meaning of sales tax.
Launch
Arrange students in groups of 2. Tell students to think of at least one thing they notice or wonder. Display the problem for all to see and give 1 minute of quiet think time. Ask students to give a signal when they have at ... |
F-LE.A.4 | Show that
$${\mathrm{log}_{100}x={{\mathrm{log}x}\over{2}}}$$
.
|
1.MD.C.4 | Narrative
The purpose of this activity is for students to represent on paper the class data collected during the previous activity. Students determine how they want to represent their data which was represented by cubes in the previous activity. Representations may include squares (as cubes), tally marks, or number sym... |
3.NBT.A.1 | Narrative
The purpose of this activity is for students to apply what they learned about rounding in prior lessons to think about all the numbers that would round to a given number. Students should be encouraged to use whatever representations make sense to them. Although the number line is often used to represent round... |
2.NBT.B.7 | Narrative
The purpose of this activity is for students to choose methods flexibly for finding the value of differences. Students might subtract by place, count on, or make an easier problem. There is no right answer to which method should be used for each problem. Students should choose a method that makes sense to the... |
5.NBT.B.6 | Narrative
The purpose of this activity is for students to practice using an algorithm that uses partial quotients to divide multi-digit numbers by two-digit divisors. Before finding the quotient, students estimate the value of the quotient which both helps students decide which partial quotients to use and helps them e... |
F-IF.A.2 | Problem 1
A piecewise function is shown below.
###IMAGE0###
Describe:
where the graph changes behavior
the domain that represents each behavior of the graph
the different rates of change
what happens at
$${ x=1}$$
how the graph would change if
$${ f(x)=3}$$
for
$${-3≤x≤1}$$
Problem 2
Graph the following piecewise funct... |
S-ID.A | Activity
The goal of this activity is for students to learn how to calculate
standard deviation
(
\(\sigma\)
or
\(\sigma_x\)
) using technology. Standard deviation is a measure of variability. The work in this activity prepares students to be successful in a future Algebra 1 lesson when they have to calculate the stand... |
7.G.B.5 | Line
$$AC$$
intersects line
$$EB$$
at point
$$F$$
. Ray
$$FD$$
extends from point
$$F$$
. Determine the measures of
$$\angle EFD$$
and
$$\angle CFD$$
.
###IMAGE0###
|
5.MD.C.5c | Narrative
The purpose of this activity is for students to find the volume of figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts. There are different ways to decompose the figures. Monitor for students who break the figures apart differently and find the s... |
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