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1.G.A.1 | Narrative
The purpose of this warm-up is to elicit student ideas about examples and non-examples of triangles and how to describe the attributes of a category of shapes. This will be useful when students determine the defining attributes of quadrilaterals, pentagons, and hexagons in a later activity. While students may... |
8.G.A.5 | Activity
The goal of this task is to experiment with rigid motions to help visualize why alternate interior angles (made by a transversal connecting two parallel lines) are congruent. This result will be used in a future lesson to establish that the sum of the angles in a triangle is 180 degrees. The second question is... |
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 ... |
4.NF.B.3 | Stage 6: Add and Subtract Fractions
Required Preparation
Materials to Copy
Blackline Masters
Compare Stage 6 Cards
Compare Stage 3-8 Directions
Narrative
Students use cards with expressions with addition and subtraction of fractions with the same denominator.
|
A-SSE.A.2 | Activity
The goal of this activity is for students to recognize rewriting a quadratic expression from standard form to vertex form essentially entails completing the square.
Students had quite a bit of experience completing the square, mostly in the context of solving equations, in which they know to add or subtract th... |
8.G.A.2 | Problem 1
Figure 1 (F1) and Figure 2 (F2) are shown below. For each statement below, determine if it is true or false. Explain your reasoning.
###IMAGE0###
a. A reflection over the
$$x$$
-axis and a translation to the left will transform F1 to F2, making the two figures congruent.
b. A rotation of
$${180^{\circ}}$$... |
6.EE.B.8 | Task
At Sea World San Diego, kids are only allowed into the Air Bounce if they are between 37 and 61 inches tall. They are only allowed on the Tide Pool Climb if they are 39 inches tall or under:
###IMAGE0###
Represent the height requirements of each ride with inequalities.
Show the allowable heights for the rides on s... |
8.F.A.1 | Warm-up
The purpose of this warm-up is to familiarize students with one of the central graphical representations they will be working with in the lesson. As students notice and wonder, they have the opportunity to reason abstractly and quantitatively if they consider the situation the graph represents (MP2).
Launch
Tel... |
4.NBT.B.6 | 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, and division to mentally solve a problem. Four expressions are given. The first three expressions are partial quotients that could help students evaluate the last expres... |
8.EE.A.1 | Activity
This activity requires students to make sense of negative powers of 10 as repeated multiplication by
\(\frac{1}{10}\)
in order to distinguish between equivalent exponential expressions. If students have time, instruct them to write the other expressions in each table as a power of 10 with a single exponent as ... |
S-CP.A.4 | Activity
The mathematical purpose of this activity is to use a two-way table as a sample space to decide if events are independent and to estimate conditional probabilities.
Making spreadsheet technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Give students 10 min... |
4.NBT.A.1 | Problem 1
a. Solve.
10
$$\times$$
23 = ___________
10
$$\times$$
450 = ___________
10
$$\times$$
10,870 = ___________
b. What do you notice about Part (a)? What do you wonder?
c. Use your conclusions from Part (b) to find the solutions below.
___________
$$\times$$
10 = 5,090
60,200
$$\div$$
10 = ___________
___... |
3.OA.A.1 | Narrative
The purpose of this activity is for students to draw arrays from a given arrangements of dots. Students draw an array from dots in equal groups to reinforce the definition of an array and then draw as many arrays as they can from 16 randomly placed dots. Having cubes or counters for students to physically rea... |
8.G.B.7 | Activity
The purpose of this task is for students to use the Pythagorean Theorem to calculate which rectangular prism has the longer diagonal length. To complete the activity, students will need to picture or sketch the right triangles necessary to calculate the diagonal length.
Identify groups using well-organized str... |
3.OA.B.5 | Narrative
The purpose of this True or False is to elicit strategies and understandings students have for multiplying one-digit whole numbers by multiples of 10. The reasoning students do here helps to deepen their understanding of the associative property as they decompose multiples of ten to make multiplying easier.
L... |
2.OA.B.2 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for making 10 when adding. These understandings help students develop fluency with operations within 20.
When students look for ways to rearrange and decompose numbers to make 10, they notice and make use of structure of ... |
7.EE.B.4b | Grace has $105 to buy a cake and pizza for her cousin’s birthday party. She knows she needs to set aside $25 for the cake, and the rest of the money she can spend on pizzas. Each pizza costs $9.25. How many pizzas can Grace afford to buy?
a. Write and solve an inequality to answer the question.
b. Each pizza serves... |
F-IF.C.8a | Find the roots by factoring each of the following quadratic equations.
Additionally, for each equation, identify:
If the function has symmetry around the
y
-axis
If the root is a double root and the same as the vertex
The
y
-intercept
The vertex
a.
$${3x^2-27=0}$$
b.
$${2x^2+7x-15=0}$$
c.
$${4x^2-10x+25=0}$$
|
G-SRT.B.5 | Given:
$${BC=7}$$
,
$${\overleftrightarrow{AD}}$$
bisects
$${\angle BAC}$$
Find: measure of
$${BD}$$
and the measure of
$${DC}$$
###IMAGE0###
|
A-CED.A.1 | Task
A government buys $x$ fighter planes at $z$ dollars each,
and $y$ tons of wheat at $w$ dollars each. It spends a total of $B$
dollars, where $B = xz + yw$. In (a)–(c), write an
equation whose solution is the given quantity.
The number of tons of wheat the government can afford to buy if it
spends a total of \$100 ... |
7.G.A.1 | Activity
Students have seen that the lengths of corresponding segments in a figure and its scaled copy vary by the same scale factor. Here, they learn that in such a pair of figures,
any
corresponding distances—not limited to lengths of sides or segments—are related by the same scale factor. The side lengths of the pol... |
N-Q.A | In Class Launch
Use after Unit 4, Lesson 8
Read the situation in the task statement aloud, or ask students to read it to themselves quietly.
Tell students to think about these questions:
“What might be some different ways of giving bonuses?”
“Does anyone have a job and has gotten a raise or a bonus? How are your allowa... |
3.OA.A.1 | Narrative
The purpose of this warm-up is to elicit different strategies for counting objects arranged in groups of 2, which will be useful when students multiply by 2 in a later activity. While students may notice and wonder many things about these images, flexible ways of seeing the groups and strategies for finding t... |
8.G.A.4 | Warm-up
The purpose of this warm-up is to show what happens when shadows are cast from a lamp versus the Sun. Later in this lesson, it is important that students understand that rays of sunlight that hit Earth are essentially parallel. While students may notice and wonder many things about these images, the length of t... |
8.NS.A.1 | Warm-up
This warm-up refreshes students’ memory about rational and irrational numbers. Students think about the characteristics of each type of number and ways to tell that a number is rational. This review prepares students for the work in this lesson: identifying solutions to quadratic equations as rational or irrati... |
6.G.A.2 | Activity
In this activity, students continue the work on finding the volume of a right rectangular prism with fractional edge lengths. This time, they do so by packing it with unit cubes of different unit fractions for their edge lengths—
\(\frac13\)
,
\(\frac12\)
, and
\(\frac14\)
of an inch. They use these cubes to f... |
6.NS.A.1 | Optional activity
This activity gives students additional practice in using diagrams and equations to represent division situations involving whole numbers and fractions.
For each problem, many kinds of visual representations are possible, but creating a meaningful representation may be challenging nonetheless. Urge st... |
5.NF.B.3 | Problem 1
32 students shared 6 pizzas equally. How much pizza will each student get?
a. Find the exact answer.
b. Check your work.
Problem 2
32 gallons of water is used to completely fill 6 fish tanks. If each tank holds the same amount of water, how many gallons will each tank hold?
a. Find the exact answer. Wri... |
G-GPE.B.6 | Task
Below is a picture of a triangle $ABC$ on the coordinate grid. The red lines are parallel to $\overleftrightarrow{BC}$:
###IMAGE0###
Suppose $P = (1.2,1.6)$, $Q = (2,4)$, and $R = (2.4,5.2)$.
Find the coordinates of the points $u$, $v$, and $w$.
|
8.EE.B | Warm-up
This warm-up prompts students to carefully analyze and compare features of graphs of linear equations. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminology students know and learn how they talk about characteristics of graph... |
A-REI.B.4a | Activity
In this activity, students go through each step of completing the square. In the associated Algebra 1 lesson, students prove the quadratic formula by completing the square with the general form of a quadratic equation in standard form. By closely examining the steps for an actual example, students should be su... |
7.G.A.1 | Optional activity
The purpose of this activity is for students to make preparations to create their scale drawings. They sketch a rough floor plan of the classroom.
In groups, they plan the steps for making measurements and then carry out their plan.
Some things to notice as students work:
As they draw their sketch, en... |
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... |
4.G.A.2 | Task
###IMAGE0###
Say what a trapezoid is in your own words. Compare your definition with a partner.
Is this parallelogram a trapezoid according to your definition? Explain.
###IMAGE1###
|
3.NBT.A.2 | Problem 3
Pre-unit
Find the value of each sum or difference.
\(374 + 455\)
\(259 - 186\)
|
7.RP.A.3 | Optional activity
This info gap activity uses a quality control situation working with percent error. It is very common that products in a factory are checked to make sure that they meet certain specifications. In this case the odometer of a car is tested and the amount of liquid in a bottle that is automatically fille... |
5.NF.B.7b | Narrative
The purpose of this activity is for students to match situations to expressions and then find the value of the expressions (MP2). Students see expressions that show both quotients of a whole number by a fraction and quotients of a fraction by a whole number. They need to think carefully about the situations t... |
7.G.A.1 | Optional activity
In this activity, students use the measurements they just gathered to create their scale floor plans. Each student selects one of the paper options, decides on a scale to use, and works individually to create their drawing.
Support students as they reason about scale, scaled lengths, and how to go abo... |
6.NS.C.6c | Activity
The purpose of this activity is for students to draw their own axes for different sets of coordinates. They must decide which of the four quadrants they need to use and how to scale the axes. Some students may use logic such as “the largest/smallest point is this, so my axes must go at least that far.” Identif... |
3.OA.D.8 | Problem 1
a. Your teacher will read you a series of situations. Explain what new information you get with each one.
Version 1: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out the binders to some students.
Version 2: Mrs. Powell buys a few boxes with some binders in each box. She plan... |
F-IF.C.8a | Problem 1
A business is marketing its product and has collected data on sales and prices for the past few years. The company, through careful modeling, has determined that their profit is dependent upon the selling price of the item and that it follows a quadratic model.
The function below describes the profit,
$$P$$
,... |
G-SRT.C.6 | Activity
In this activity students use trigonometry to calculate the measure of an angle when given two sides of a right triangle. Then they apply a method of their choosing to calculate other side lengths and angle measures in the triangle.
Monitor for students who use:
the Pythagorean Theorem
multiple trigonometric e... |
6.NS.B.3 | Task
Place a decimal on the right side of the equal sign to make the equation true. Explain your reasoning for each.
$3.58\times 1.25 = 044750$
$26.97 \div 6.2 = 04350$
|
1.OA.D.8 | Narrative
The purpose of this activity is for students to choose from activities that offer practice adding and subtracting within 10. Students choose from any stage of previously introduced centers.
Number Puzzles
Check it Off
Find the Pair
Required Materials
Materials to Gather
Materials from previous centers
Require... |
5.NF.B.3 | Optional activity
In this activity, students apply the geometric process that they saw in the last activity and are asked to make connections between the result and the greatest common factor of the side lengths of the original rectangle. They work on a sequence of similar problems, allowing them to see and begin to ar... |
F-LE.A.4 | Optional activity
This activity is optional. In earlier activities, students try to find unknown exponents in contextual problems. This activity allows students to reason about exponential equations such as
\(2^5 = {?}\)
and
\(2^{?}=1024\)
in a straightforward, decontextualized task. Consider using this activity if it ... |
8.EE.C.7 | Activity
The goal of this activity is for students to build fluency solving equations with variables on each side. Students describe each step in their solution process to a partner and justify how each of their changes maintains the equality of the two expressions (MP3).
Look for groups solving problems in different, ... |
A-CED.A.2 | In Class Launch
Use after Unit 2, Lesson 23
Solicit information that students already know about heating buildings, which they will use in this task. Here are some possible questions for discussion:
“How are buildings heated?” (fireplaces, boilers, gas furnaces)
“What kinds of energy can be used to heat buildings?” (el... |
1.OA.C.6 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for the structure of adding within 20. These understandings help students develop fluency and will be helpful later in this lesson when students use relationships between addends to make equivalent expressions to find sum... |
4.MD.A.1 | Problem 1
Look at your yardstick and 12-inch ruler again.
Ms. Cole says that 1 foot is equivalent to
$$\frac{1}{3}$$
yard. Do you agree or disagree? Explain.
Using similar reasoning, determine what fraction of a foot an inch is.
Use your reasoning from Part (a) to solve the following conversions.
$$\frac{2}{3}$$
yard =... |
8.NS.A.2 | Activity
The purpose of this activity is for students to use rational approximations of irrational numbers to place both rational and irrational numbers on a number line, and to reinforce the definition of a cube root as a solution to the equation of the form
\(x^3=a\)
. This is also the first time that students have t... |
A-REI.A.1 | Problem 1
Which of the following quadratic functions will result in non-real solutions?
$${{1\over2}(x-1)^2-5=0}$$
$${{1\over2}(x-1)^2+5=0}$$
$$-{{1\over2}(x-1)^2+5=0}$$
$$-{{1\over2}(x-1)^2-5=0}$$
Explain your resoning.
Problem 2
Solve the following quadratic function. Identify the number and kind of solutions.
$${g(x... |
G-C.A.2 | Task
Suppose $\overline{AB}$ is a diameter of a circle and $C$ is a point on the circle different from $A$ and $B$ as in the picture below:
###IMAGE0###
Show that triangles $COB$ and $COA$ are both isosceles triangles.
Use part (a) and the fact that the sum of the angles in triangle $ABC$ is $180$ degrees to show that ... |
4.NBT.B.4 | Narrative
In this activity, students analyze addition and subtraction calculations, identify errors, and explain what makes certain ways of calculating problematic. The work here gives students opportunities to construct logical arguments and critique the reasoning of others (MP3).
MLR8 Discussion Supports.
During grou... |
6.RP.A.3c | Activity
Students design districts in three towns to “gerrymander” the results of elections. In two of the towns, the election results can be skewed to either color. In the third, it isn’t possible to skew the results.
Launch
Arrange students in groups of 2–4.
Explain the history of gerrymandering: Sometimes people in ... |
6.RP.A | Warm-up
This activity prompts students to reason about equivalent ratios on a double number line and think of reasonable scenarios for these ratios as a review of their work in grade 6. As students discuss their answers with their partner, select students to share their answers during the whole-class discussion.
Launch... |
4.OA.C.5 | Narrative
This warm-up prompts students to carefully analyze and compare representations of patterns. Listen for the language students use to describe and compare the elements of each pattern and give them opportunities to clarify what they mean when they use numbers to describe the patterns (MP6).
Launch
Groups of 2
D... |
7.SP.C.6 | Activity
Following the concept developed in the warm-up, students will continue to use the idea that outcomes from previous experiments can help inform the likelihood of an outcome when the experiment is repeated. In this activity, students play a game while collecting data. Bags of colored blocks are set up with diffe... |
F-IF.B.4 | Problem 1
Consider the three situations shown below.
$${|x|=5}$$
$${|x|<5}$$
$${|x|>5}$$
For each situation, let
$${{f(x)}=|x|}$$
and
$${{g(x)}=5}$$
. Graph each relationship between
$${f(x)}$$
and
$${g(x)}$$
in the coordinate plane and then use each graph to determine the solution to each situation.
Problem 2
Solve ea... |
7.G.B.4 | Optional activity
Earlier in this lesson, students found the area of regions around circles and the area of fractions of circles in separate problems. In this activity, students combine these two strategies to find the area of a complex real-world object. Students engage in MP2 as they decide how to decompose the runni... |
3.OA.A.1 | Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. Students may see equal groups in the rows or the columns of the array. Recording the equations for each way of seeing the groups is an opportunity to reinforce the commutative proper... |
1.OA.A.1 | Narrative
The purpose of this warm-up is to elicit the idea that quantities can be compared, which will be useful when students compare connecting cube towers in order to make them have the same number of cubes, in a later activity. While students may notice and wonder many things about this image, comparing the quanti... |
7.EE.B.3 | Activity
In the previous activity, students interpreted given tape diagrams and explained how they represented a story. Here, they have a chance to draw tape diagrams to represent a story. The first story is a bit more scaffolded because it specifies what
\(x\)
represents. In the other two stories, students need to dec... |
3.NBT.A.2 | Narrative
The purpose of this activity is for students to practice using the subtraction algorithm introduced in a previous lesson. Provide base-ten blocks for students who choose to use them to support their reasoning about the algorithm.
MLR8 Discussion Supports:
Synthesis: Before students share their reasoning, remi... |
K.CC.B | Narrative
The purpose of this activity is for students to count their collection in a way that makes sense to them. Students are invited to represent how many objects are in their collection. Some students may choose to create a drawing, make a group with the same number of objects, or just demonstrate how they counte... |
K.CC | Narrative
The purpose of this How Many Do You See is for students to recognize and name small groups of dots and describe how they see them. This is the first time the images are quickly flashed instead of being displayed for students to look at for as long as necessary. This encourages students to determine the number... |
3.OA.B.5 | Task
Decide if the equations are true or false. Explain your answer.
4 x 5 = 20
34 = 7 x 5
3 x 6 = 9 x 2
5 x 8 = 10 x 4
6 x 9 = 5 x 10
2 x (3 x 4) = 8 x 3
8 x 6 = 7 x 6 + 6
4 x (10 + 2) = 40 + 2
|
7.SP.B.4 | Activity
This activity continues the work begun in the previous activity for this lesson. Students compute the means for sample ages to determine what shows might be associated with each sample (MP2). They also consider the variability to assess the accuracy of population estimates. A sample from a population with less... |
7.G.A | Warm-up
The purpose of this warm-up is to familiarize students with an isometric grid. While students may notice and wonder many things, characteristics such as the measures of the angles in the grid and the diagonal parallel lines will be important properties for students to notice in their future work performing tran... |
F-IF.C.7b | Activity
In this activity, students create a scatter plot of the data they compiled earlier and examine the scatter plot. Unless the data they collected consist mostly of overestimates or mostly of underestimates, students are likely to notice the data points forming a V shape. They then consider whether the relationsh... |
2.G.A.1 | Stage 3: Grade 2 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Shape Cards Grade 2
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. Students work with triangles, quadrilaterals, and hexagons.... |
S-ID.B.5 | Juniors and seniors were asked if they plan to attend college immediately after graduation, seek full-time employment, or choose some other option. A random sample of 100 students was selected from those who completed the survey.
Below is a chart of some of the relative frequencies. Complete the calculations for each o... |
7.EE.B.3 | Problem 1
Julia, Keller, and Isreal are volunteer firefighters. On Saturday, the volunteer fire department held its annual coin drop fundraiser at a streetlight. After one hour, Keller had collected $42.50 more than Julia, and Isreal had collected $15 less than Keller. The three firefighters collected $125.95 in total.... |
8.G.B.7 | Activity
The purpose of this activity is to give students practice finding missing side lengths in a right triangle using the Pythagorean Theorem.
Teacher Notes for IM 6–8 Math Accelerated
Adjust time to 15 minutes. After 2–3 minutes of work time, select 1–2 groups to share their work for the first question before cont... |
4.NF.B.3c | Narrative
This optional activity gives students an additional opportunity to practice using “jumps” on number lines to subtract fractions, decomposing any whole numbers as needed along the way. (It is similar in structure to an optional activity in an earlier lesson on addition.)
Students are given four number lines wi... |
7.G.A.1 | Activity
This activity introduces students to graphic scales. Students interpret them, use them to find actual measurements (heights of tall buildings), and express them non-graphically. In earlier lessons, students used markings on an index card or sheet of paper to measure a drawing and create scaled copies. Here, th... |
F-BF.B.3 | Problem 1
Below is the parent function of a quadratic function:
###IMAGE0###
Given the equation in vertex form and the corresponding graph, identify the transformations to each function.
###TABLE0###
Problem 2
A quadratic equation is
decreasing over the interval
$${-\infty < x < 3}$$
increasing over the interval
$${3 <... |
A-CED.A.1 | Problem 1
A ball is thrown straight up from the top of a
$${48}$$
-foot tall building with an initial speed of
$${32}$$
feet per second. The height of the ball as a function of time can be modeled by the function
$$h(t)=-16t^2+{32}t+{48}$$
. Below is a graph and table of the function.
###IMAGE0###
a. What are the solut... |
4.NF.B.3a | Task
Use <, =, or > to compare the following sums:
$\frac12 + \frac14$ ________ $\frac13 + \frac15$
$\frac13 + \frac12$ ________ $\frac13 + \frac14$
|
5.NBT.B.6 | Narrative
The purpose of this Estimation Exploration is to recall the concept of area. Students need to think strategically because the one point of reference for the size of the grassy area in the image is the car and the road. In order to facilitate mental calculation, expect students to choose multiples of ten for t... |
1.NBT.B.2 | Narrative
The purpose of this activity is for students to have an opportunity to apply their place value understanding to estimate quantities of objects and accurately count familiar objects.
Required Materials
Materials to Gather
Bags
Collections of objects
Required Preparation
Each group of 2 needs a bag of a collect... |
6.NS.C.8 | Task
The high and low temperatures, in degrees Fahrenheit, are plotted in the coordinate plane for 8 days in Nome, Alaska.
###IMAGE0###
What was the warmest high temperature?
What was the coldest low temperature?
What was the biggest same-day difference between the high and low temperature? On what day did it occur?
|
F-LE.A.2 | Task
The graph of a function of the form $f(x)=ab^x$ is shown below. Find the values of $a$ and $b$.
###IMAGE0###
|
K.CC.B | Narrative
The purpose of this warm-up is for students to experience a new part of the Questions About Us routine. Students consider concepts of number in a familiar context. This warm-up focuses on cardinality, or knowing that the last number tells us how many, and keeping track of which images have been counted. In th... |
2.NBT.B.5 | Stage 5: Subtract Two-digit Numbers
Required Preparation
Materials to Gather
Base-ten blocks
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 5 Recording Sheet
Narrative
Students subtract two-digit numbers to get as close to 0 as possible. Students start their first equation with 100. Then, they t... |
5.NBT.B.7 | Warm-up
The purpose of this warm-up is to help students recall that in an expression involving multiplication, the product is not affected by the order of the factors.
Launch
Set a timer for 15 seconds. Ask students to write as many expressions as they can think of that are equal to 0.6 without using addition or subtra... |
2.OA.C.4 | Problem 3
Pre-unit
How many dots are in each array? Explain or show your reasoning.
###IMAGE0###
###IMAGE1###
###IMAGE2###
|
5.OA.B.3 | Narrative
The purpose of this activity is for students to generate two patterns from rules and then graph them on the coordinate grid. Students first identify a point on the coordinate grid with one of the pairs of numbers from the patterns and then plot the rest of the points. Students may notice that the points on th... |
5.NBT.A.1 | Problem 1
a. Solve.
$$0.03 \times 10$$
= ___________
$$0.106 \times 10$$
= ___________
$$54.8 \times 10$$
= ___________
b. What do you notice about Part (a)? What do you wonder?
Problem 2
a. Solve.
$$0.09 \times 10 =$$
___________
$$0.09 \times 100=$$
___________
$$0.09 \times 1,000= $$
___________
b. What do y... |
3.MD.D.8 | Problem 1
a. Create as many rectangles as you can with a perimeter of 16 units. Find the area of each rectangle that you found. Then record the length, width, perimeter, and area of each rectangle in the table below:
###TABLE0###
b. What do you notice about the rectangles you created? What do you wonder?
Problem 2
... |
G-CO.B.6 | Activity
The goal of this activity is for students to use the definition of similarity, and to practice applying some of the skills they learned when studying congruent figures to similar figures. Students practice writing a sequence of rigid motions and dilations to take one figure onto another, write accurate similar... |
2.NBT.B.9 | Narrative
The purpose of this activity is for students to practice adding within 1,000 with an emphasis on adding by place. Throughout the activity, students have opportunities to explain their methods and representations to peers. In the synthesis, students have opportunities to question and critique the work of their... |
7.G.A.1 | Optional activity
In this activity, students use what they know about corresponding lengths and angles to show that one picture of a bird is
not
a scaled copy of the other. Unlike in previous tasks, minimal scaffolding is given here, so students need to decide what evidence is necessary to explain or show an absence of... |
G-MG.A.1 | In Class Launch
Use after Unit 4, Lesson 9
Display an image of the flag of Nepal, such as this one, for all to see.
###IMAGE0###
Tell students that this is the flag of Nepal, which is a country in South Asia that borders India and China. Ask students “What do you notice? What do you wonder?”
Students may notice:
It loo... |
3.OA.C.7 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for dividing within 100. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to divide fluently within 100.
Launch
Display one expression.
“Give m... |
A-SSE.B.3 | Warm-up
This Math Talk encourages students to think about the fact that subtracting a number is equivalent to adding the opposite of that number (that is,
\(100-5=100+\text-5\)
) and to rely on the structure of the expressions on each side of the equal sign to mentally solve problems. The understandings elicited here w... |
4.NBT.A | Task
Find a number greater than 0 and less than 1,000 that:
Is closer to 500 than 0,
and
Is closer to 200 than 500.
###IMAGE0###
There are many correct answers to this problem. Describe all of the numbers that are correct.
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6.G.A.1 | Task
Jamie is planning to cover a wall with red wallpaper. The dimensions of the wall are shown below:
###IMAGE0###
How many square feet of wallpaper are required to cover the wall?
Wallpaper comes in long rectangular strips which are 24 inches wide. If Jamie lays the strips of wallpaper vertically, can she cover the w... |
4.NF.A.1 | Task
What fraction of the rectangle below is shaded?
###IMAGE0###
Laura says that $\frac14$ of the rectangle is shaded. Do you think she is correct? Explain why or why not by using the picture.
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8.G.A | Activity
The purpose of this activity is to begin to think of a dilation with a scale factor as a rule or operation on points in the plane. Students work on a circular grid with center of dilation at the center of the grid. They examine what happens to different points on a given circle when the dilation is applied and... |
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