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2.NBT.B.5 | Stage 4: Within 100 with Composing
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Digit Cards
Number Puzzles Addition Stage 4 Gameboard
Narrative
Students use digit cards to make addition and subtraction equations true. They work with sums and differences within 100 with composing and decompos... |
2.MD.A.1 | Stage 2: Centimeters and Inches
Required Preparation
Materials to Gather
Rulers (centimeters)
Rulers (inches)
Materials to Copy
Blackline Masters
Estimate and Measure Stage 2 Recording Sheet
Narrative
Students choose an object and a unit (inches, feet, centimeters) to measure it with. They estimate the length of the o... |
3.OA.B.5 | Narrative
The purpose of this activity is for students to see how other students solved one of the problems that involves a factor of a teen number. While students look at each other’s work, they will leave sticky notes describing why they think the answer does or does not make sense (MP3). The synthesis will look spec... |
4.NBT.B.6 | Narrative
In this activity, students continue to use the relationship between multiplication and division to reason about situations that involve division. Students divide three-digit numbers by single-digit divisors and find results with and without a remainder.
Launch
Groups of 2
Activity
5 minutes: independent work ... |
S-IC.B.5 | Warm-up
In this warm-up, students use their understanding of normal distributions to determine whether the difference is likely due to the random groupings or the treatment.
Student Facing
A scientist divides 30 strawberry plants into two groups at random. One group of 15 plants will represent the control group and is ... |
3.G.A.1 | Stage 3: Grade 3 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Centimeter Grid Paper - Standard
Shape Cards Grade 3
Quadrilateral Cards Grade 3
Can You Draw It Stage 3 Directions
Narrative
Partner A chooses a shape card and describes it to their partner. If Partner B draws the shape correctly, they k... |
4.OA.B.4 | Stage 2: Factors and Multiples
Required Preparation
Materials to Gather
Centimeter cubes
Materials to Copy
Blackline Masters
Find the Number Stage 2 Directions and Gameboard
Narrative
Students find factors and multiples for a given number. To start, one player chooses an even number less than 50. The other player cove... |
6.RP.A.1 | Activity
In this activity, students mix different numbers of batches of a color recipe to obtain a certain shade of green. They observe how multiple batches of the same recipe produce the same shade of green as a single batch, which suggests that the ratios of blue to yellow for the two situations are equivalent. They ... |
7.RP.A.2 | Activity
Note: if it is possible in your local environment, we recommend using the digital version of this activity.
This activity is intended to help students identify correspondences between parts of a table, graph, and an equation of a line through the origin in the first quadrant. Students are guided to notice:
Any... |
S-ID.A.1 | Activity
The purpose of this activity is to let students investigate what happens to the standard deviation using different data sets. The goal is for students to make conjectures about what standard deviation measures and how relative size of the standard deviation can be estimated from the shape of the distribution. ... |
2.NBT.B.7 | Narrative
The purpose of this activity is for students to subtract one-digit and two-digit numbers from a three-digit number using the methods that make sense to them. Each difference would require students to decompose a ten to subtract by place. They may count back or count on by place to find the difference. They ma... |
6.EE.B.5 | Task
A theme park has a log ride that can hold 12 people. They also have a weight limit of 1500 lbs per log for safety reasons. If the average adult weighs 150 lbs, the average child weighs 100 lbs and the log itself weighs 200, the ride can operate safely if the inequality
$$ 150A + 100C + 200 \leq 1500 $$
is satisfie... |
G-MG.A.2 | Task
About how many cells are in the human body?
You can assume that a cell is a sphere with radius 10$^{-3}$cm and that the density of a cell is approximately the density of water which is 1g/cm$^3$.
|
G-CO.B.8 | Optional activity
In the previous activity, students may have noticed that once they decided which side would be adjacent to the given angle, they could sometimes make two triangles and sometimes make one triangle. This may lead to questions about whether knowing an angle, a side, and another side (moving clockwise aro... |
4.NF.C.5 | Task
Complete the table.
###TABLE0###
|
8.EE.C.7 | Activity
The goal of this activity, and the two that follow, is for students to solve an equation in a real-world context while previewing some future work solving systems of equations. Here, students first make sense of the situation using a table of values describing the water heights of two tanks and then use the ta... |
G-C.B.5 | Warm-up
In this activity, students find the fraction of a circle represented by a central angle, and they use this fraction to find the area of the sector. The primary goal of the activity is to elicit students’ strategies for finding the fraction. Monitor for strategies such as converting the radian measure to degrees... |
1.OA.C.6 | Narrative
The purpose of this What Do You Know About _____? is to invite students to share what they know and how they can represent the number 20.
Launch
Display the number 20.
“What do you know about 20?”
1 minute: quiet think time
Activity
Record responses.
Student Facing
What do you know about 20?
Student Response
... |
3.MD.C.7d | Problem 1
Veronica is making a poster for science class.
###IMAGE0###
What is the total area, in square feet, of the poster?
Problem 2
Setsuko is redoing a room and wants to put wallpaper on a wall that has a window. The wall with the window, shaded, are shown in the diagram below.
###IMAGE1###
How many square feet of ... |
8.NS.A.2 | Activity
This activity is the second of three activities in which students investigate the value of
\(\sqrt2\)
. As a result of the previous activity, students should believe that
\(\sqrt2\)
is about 1.5, maybe a little bit less.
Students should also understand that
\(\sqrt2\)
is a number that we can multiply by itself... |
2.G.A.1 | Narrative
The purpose of this activity is for students to make sense of the structure of a Take From, Result Unknown story problem. Students have access to connecting cubes or two-color counters and 10-frames, which they may choose to use strategically to represent and solve the problem (MP5). Some students may apply t... |
K.CC.B.5 | Stage 1: Add
Required Preparation
Materials to Gather
Connecting cubes
Counters
Materials to Copy
Blackline Masters
5-Frame
Number Mat 1–5
5-frames Stages 1 and 2 Recording Sheet
Narrative
Students begin with a full 5-frame and roll to see how many counters to add.
|
3.NF.A.2b | Narrative
The purpose of this activity is for students to practice identifying fractional intervals along a number line. This is Stage 2 of the center activity, Number Line Scoot. This activity encourages students to count by the number of intervals (the numerator). Students have to land exactly on the last tick mark, ... |
K.OA.A.5 | Narrative
The purpose of this activity is for students to find the missing value in addition and subtraction equations. This activity is optional because determining the missing value of an equation is not required by the standards. Students may “just know” some of the answers or they may use counting forward or backwa... |
5.NF.B.5b | Narrative
The purpose of this activity is for students to apply what they have learned in this section to compare a number to the product of that number with a fraction. There are two cases where the fraction has a value of 1. Students may identify that the value of the fraction is 1 and use what they know about multip... |
2.MD.A.1 | Task
Materials
ruler, meter sticks, yard sticks, measuring tape
paper
crayons
Actions
Part 1
Explain that students will be working in pairs to determine the length of each partner’s foot. Ask what tools would be appropriate for determining length. Chart student thinking about appropriate tools, and today’s goal of us... |
8.G.B.7 | Task
A spider walks on the outside of a box from point A to B to C to D and finally to point E as shown in the picture below.
###IMAGE0###
Draw a net of the box and map out the path of the spider on the net.
Compare your net with those of some other people.
Cut out the net and put the box together to see if you are rig... |
6.SP.B | Activity
After organizing the data set into a frequency table in the warm-up, students now represent the information graphically. The drawing of the plot should be fairly straightforward. The emphasis here is on using a graphical representation to study and comment on the data distribution, and to reinforce how it allo... |
6.EE.A.2c | Activity
In this activity, students apply the expression they previously generated to find the areas of various triangles. Each diagram is labeled with two or three measurements. Before calculating, students think about which lengths can be used to find the area of each triangle.
As students work, notice students who c... |
3.MD.C.7b | Problem 1
Blake wants to cover a page of his scrapbook with colored paper. The page measures 6 inches by 8 inches. How much colored paper does Blake need to cover the entire scrapbook page?
Problem 2
A room is 63 square feet. Its length is 9 feet. What is its width?
|
8.F.B.4 | Activity
The purpose of this activity is for students to approximate different parts of a graph with an appropriate line segment. This graph is from a previous activity, but students interact with it differently by sketching a linear function that models a certain part of the data. They take this model and consider its... |
6.SP.B.5c | Activity
This activity introduces students to the term
median
. They learn that the median describes the middle value in an ordered list of data, and that it can capture what we consider typical for the data in some cases.
Students learn about the median through a kinesthetic activity. They line up in order of the numb... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to subtract in a way that makes sense to them. Students use a method of their choice and share their methods with one another. This can serve as a formative assessment of how students approach finding the value of a difference when a ten must be decomposed when sub... |
1.OA.A.1 | Narrative
The purpose of this activity is for students to solve a story problem and write an equation to match it. Students are divided into nine groups and each group gets one of the story problem cards from the blackline master. Students individually solve the story problem and write an equation to match it before cr... |
F-BF.A | Warm-up
So far, students have seen patterns and relationships involving mostly whole numbers. This warm-up encourages students to observe linear and exponential patterns that involve fractions, preparing them for upcoming work.
Student Facing
What do you notice? What do you wonder?
Table A
###TABLE0###
Table B
###TABLE... |
6.RP.A.3c | Problem 1
Two similar situations are shown below. How are they similar and how are they different?
A pair of sneakers regularly cost $40. They are on sale for 25% off. How much money will you save?
A pair of boots are on sale for $40 off. This is a savings of 25%. What is the regular price of the boots?
Problem 2
The A... |
6.RP.A.3 | Task
A mixture of concrete is made up of sand and cement in a ratio of 5 : 3. How many cubic feet of each are needed to make 160 cubic feet of concrete mix?
|
7.G.A.2 | Activity
The purpose of this activity is to reinforce that some conditions define a unique polygon while others do not. Students build polygons given only a description of their side lengths. They articulate that this is not enough information to guarantee that a pair of quadrilaterals are identical copies. On the othe... |
7.G.B.5 | Warm-up
In this activity, students practice determining the measurement of unknown angles using their relationship to angles with known angle measure and what students already know about the measurement of right angles and straight angles. After they have worked on the activity and shared their solutions, they are intr... |
1.G.A | Stage 2: Grade 1 Shapes
Required Preparation
Materials to Gather
Counters
Materials to Copy
Blackline Masters
Which One Stage 2 Gameboard
Narrative
One partner chooses a shape on the gameboard. The other partner asks questions to figure out what shape they chose. Students may use counters to cover up shapes that have ... |
6.EE.B.6 | Draw a tape diagram or balance for each equation or situation below.
a. You purchase 4 gift cards, each in the same amount. You spend a total of $60.
b.
$${x+6=18}$$
c.
$${6x=18}$$
|
7.EE.B.4a | Problem 1
A balance is shown below.
###IMAGE0###
a. Describe how you can use the balance to find the value of
$$x$$
.
b. Write an equation to represent the situation shown in the balance.
c. Use the equation to model the actions you did in part A with the balance.
d. Repeat parts A–C using the balance shown bel... |
3.MD.D.8 | Problem 1
The shape below has a perimeter of 30 feet.
###IMAGE0###
What is the length of the side that is missing a number?
Problem 2
Tessa ropes off a rectangular part of her lawn to create a play area for her dog. She uses 32 yards of rope. What is the missing side length of the play area?
###IMAGE1###
|
G-GMD.A.3 | Task
Janine is planning on creating a water-based centerpiece for each of the 30 tables at her wedding reception. She has already purchased a cylindrical vase for each table. The radius of the vases is 6 cm and the height is 28 cm. She intends to fill them half way with water and then add a variety of colored marbles u... |
A-REI.B.4b | Activity
In this activity, students match values to equations they solve. Students should recognize that quadratic equations usually have 2 solutions and should consider both positive and negative values in their solutions. In the associated Algebra 1 lessons, students solve similar equations by inspection. This activi... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to interpret and compare representations that show decomposing a ten to subtract by place. One student shows decomposing a ten by crossing off a ten and drawing 10 ones. The other representation shows a student who begins their drawing with a ten decomposed into 10... |
S-ID.A.1 | Warm-up
The purpose of this warm-up is to elicit the idea that calculating the
standard deviation
is very similar to calculating the MAD, which will be useful when students explore standard deviation in a later activity. While students may notice and wonder many things about these dot plots, the similarities and differ... |
3.NF.A.2b | Narrative
The purpose of this activity is for students to determine how a number line is partitioned and what fraction is marked on it with only 0, 1, and 2 labeled. Students partition and locate and mark, but don’t label, a fraction on a number line and then trade with a partner to determine the fraction their partner... |
A-CED.A.1 | Problem 1
The perimeter of a rectangle is 54 cm. If the length is 2 cm more than a number and the width is 5 cm less than twice the same number, what are the dimensions of the rectangle?
Problem 2
A plot of land for sale has a width of
$$x$$
feet and a length that is 8 feet less than its width. A farmer will only purch... |
8.EE.A.3 | Activity
This task is analogous to a previous activity with positive exponents. The number line strongly encourages students to think about how to change expressions so they all take the form
\(b \boldcdot 10^k\)
, where
\(b\)
is between 1 and 10, as in the case of scientific notation. The number line also is a useful ... |
A-CED.A.3 | Activity
This activity gives students another opportunity to write and rearrange equations in two variables and to do so in context.
Unlike in previous activities, students no longer start by computing one quantity given numerical values of the other quantity and then generalizing the process. Instead, they are prompte... |
3.MD.A.2 | Problem 1
Act 1: Watch the video
The Orange (Act-1)
.
a. What do you notice? What do you wonder?
b. How many linking cubes will it take to even out the balance scale? Make an estimate.
Problem 2
Act 2: Use the following information to determine how many cubes it will take until the balance is level with the orange ... |
N-Q.A.3 | Task
The half-life of Carbon $14$, that is, the time required for half of the Carbon $14$ in a sample to decay, is variable: not every Carbon $14$ specimen has exactly the same half life. The half-life for Carbon $14$ has a distribution that is approximately normal with a standard deviation of $40$ years. This explains... |
7.RP.A.2a | Activity
In the previous lesson, students analyzed the graph of a linear, non-proportional relationship (number of cups in a stack versus the height of the stack). This task focuses on interpreting the slope of a graph and where it crosses the
\(y\)
-axis in context. Students are given cards describing situations with ... |
K.CC.A.1 | Narrative
The purpose of this activity is for students to put numbers 1–20 in order.
MLR8 Discussion Supports.
Invite each group to chorally read numbers 1–20 in order once the group agrees on the order. Listen for and clarify questions.
Advances: Speaking, Conversing
Required Materials
Materials to Copy
Number Cards 1... |
4.G.A.1 | Problem 1
Use the following angles to answer the questions below.
###IMAGE0###
Write the letters of the angles that are:
right angles: _____________________
acute angles: _____________________
obtuse angles: _____________________
straight angles: _____________________
Problem 2
Draw an additional example of each type o... |
F-TF.C.8 | Task
###IMAGE0###
In the triangle pictured above show that
$$
\left(\frac{|AB|}{|AC|}\right)^2 + \left(\frac{|BC|}{|AC|}\right)^2 = 1
$$
Deduce that $\sin^2{\theta} + \cos^2{\theta} = 1$ for any acute angle $\theta$.
If $\theta$ is in the second quadrant and $\sin{\theta} = \frac{8}{17}$ what can you say about $\cos{\... |
7.RP.A.3 | Activity
In this activity, students work in groups and make a poster in their groups using one of their news items. Next, students go on a gallery walk and use sticky notes to ask questions about the information presented on each poster. They practice critiquing the reasoning of others as they study information they ha... |
3.OA.D.8 | Narrative
The purpose of this activity is to introduce students to the structure of the MLR4 Information Gap routine. This routine facilitates meaningful interactions by positioning some students as holders of information that is needed by other students.
Tell students that first, a demonstration will be conducted with... |
5.G.A.1 | Narrative
The purpose of this activity is for students to describe coordinates for points. After playing a round of What’s the Point, students have an opportunity to write a description of the location of a point in the coordinate plane. The structure of this part of the activity mirrors what students did in the previo... |
5.NF.A | Task
Lucy has measuring cups of sizes 1 cup, $\frac{1}{2}$ cup, $\frac{1}{3}$ cup, and $\frac{1}{4}$ cup. She is trying to measure out $\frac{1}{6}$ of a cup of water and says, ''If I fill up the the $\frac{1}{2}$ cup and then pour that into the $\frac{1}{3}$ cup until it is full, there will be $\frac{1}{6}$ of a cup o... |
1.OA.C.6 | 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.
Shake and Spill
Compare
Number Puzzles
Required Materials
Materials to Gather
Materials from previous centers
Required P... |
3.OA.C.7 | Stage 2: Factors 1–9
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Multiplication and Division Stage 2 Gameboard
Narrative
Students multiply using factors of 1–9. Partner A chooses two numbers and places a paper clip on each number. They multi... |
7.NS.A.1 | Activity
In this activity, students see that withdrawals, in addition to debts, can also be represented using negative numbers. Students continue using addition and subtraction to solve problems about debt. While solving the last problem, students may begin wondering about multiplying and dividing signed numbers, which... |
5.NBT.B.5 | Problem 1
a. Here are two ways to find the area of a rectangle that is 23 units by 31 units.
###IMAGE0###
What do the area models have in common? How are they alike?
How are they different?
If you were to find the area of a rectangle that is 37 units by 49 units, which of the two ways of decomposing the rectangle wou... |
7.RP.A.2a | In science class, you measure the mass and volume of different pieces of aluminum. You determine that there is a proportional relationship between mass and volume. The data on four samples of aluminum is shown in the table.
###TABLE0###
After you put your scale away, you realize that you forgot to find the mass of one ... |
S-CP.A.1 | Problem 1
Each scenario on the left corresponds with a calculation on the right. Connect the scenarios and calculations and identify which features are most useful in connecting the representations:
###TABLE0###
Problem 2
Below is a spinner with four quadrants, each labeled 1–4. Each outcome is equally likely.
###IMAGE... |
1.OA.A.2 | Narrative
The purpose of this activity is for students to create a poster of their story problem so that others can solve it. Students use these posters in the next activity, in which they solve, and write equations for other students’ story problems. They notice connections between the equation and the written problem... |
S-ID.A.1 | Activity
In this activity, students extend their thinking about distribution shapes to using the shape to justify making a decison from a set of repesentations. In previous lessons, students matched distribution shapes to situations. Students practice applying the situations when they choose a representation and are ab... |
6.EE.B.6 | A baker has at most 120 minutes to decorate 40 cupcakes. How long can she spend decorating each cupcake to stay within her time limit?
Write and solve an inequality. Explain what your solution means in context of the situation.
|
6.G.A.1 | Warm-up
In this warm-up, students compare and contrast two ways of decomposing and rearranging a parallelogram on a grid such that its area can be found. It serves a few purposes: to reinforce the work done in the previous lesson; to allow students to practice communicating their observations; and to shed light on the ... |
3.MD.B.3 | Problem 1
The following picture graph represents how much time Jasmine spends exercising during the week.
###IMAGE0###
How many minutes did Jasmine spend exercising during the week?
Problem 2
This bar graph shows how long, in minutes, four people spent reading over the weekend.
###IMAGE1###
How many fewer minutes did F... |
1.NBT.C.5 | Narrative
The purpose of this activity is for students to choose from activities that offer practice working with two-digit numbers. Students choose from any stage of previously introduced centers.
Write Numbers
Grab and Count
Five in a Row
Required Materials
Materials to Gather
Materials from previous centers
Required... |
S-ID.A | Activity
In this activity, students use a large data set to compare the size of students with different dominant hands. Students must select a variable that best represents the size of the students and compare the two groups. By selecting the relevant variable to analyze, students are engaging in aspects of mathematica... |
A-REI.B.4a | Activity
In this activity, students rewrite quadratic expressions in factored form into standard form. This activity expands on previous work by requiring students to expand the expressions for which the coefficient of the quadratic term is non-zero. Students look for and make use of structure (MP7) when they use the d... |
5.NF.B.5b | Narrative
The goal of this activity is to use the distributive property to explain why multiplying a number by a fraction greater than one increases the size of the number while multiplying by a fraction less than one decreases the size of the number. Expressions are particularly useful here because they show explicitl... |
2.MD.D.9 | Task
Hand span is a measure of distance from the tip of the thumb to the tip of the little finger with the hand fully extended.
Each student places his or her dominant hand on the edge of a piece of paper with the hand fully extended.
The student should make a mark at the tip of the thumb and the tip of the little fing... |
5.NF.A | Problem 1
a. Ms. Needham made a lasagna for dinner with her family. She cut the lasagna into 12 pieces. Her family ate 4 pieces of lasagna the night that she made it. The next day, they ate 3 more pieces. What fraction of the lasagna did Ms. Needham’s family eat altogether?
b. Ms. Roll is stringing beads to make a ... |
7.EE.B.3 | Warm-up
In a previous lesson, students worked on expressing percent change using multiplication. Here they see a situation in which a percent change is applied twice, first on the initial amount, and then on the amount that results from the first percent change. The multiplicative way of expressing the change is partic... |
5.NBT.B.6 | Narrative
The purpose of this warm-up is to introduce the context of a world record event about the largest Peruvian folk dance, which will be useful when students solve problems about this event in the lesson.
While students may count many things in the image, the number of groups of 8 people is the important discussi... |
3.OA.D.9 | Problem 1
Sondra says
$$3\times223=696$$
. Use what you know about the product of two odd numbers to explain why Sondra is wrong.
Problem 2
Explain two ways you could find the next number in the highlighted diagonal below. You don’t need to actually compute it!
###TABLE0###
|
F-IF.C.9 | Activity
This practice activity is similar to the last activity in the associated Algebra 1 lesson, except that students are asked to find specific information about the contexts before being asked to compare them.
To give students a greater opportunity to communicate their thinking verbally and listen to the reasoning... |
6.NS.B.2 | Task
Before a game, Jake's batting average was exactly 0.350. That is, the decimal expansion of the fraction $$\frac{\text{number of hits}}{\text{times at bat}}$$ is equal to 0.350. During the game, Jake bats 4 times and get 2 hits. If Jake's batting average after the game is 0.359, how many times had Jake batted bef... |
6.EE.A.3 | Activity
The purpose of this activity is for students to practice generating equivalent equations. The structure of taking turns and justifying your thinking to your partner supports students to check their work as they go, and the class has a chance to check for equivalence when the total score is recorded.
Students a... |
S-ID.B.5 | Task
Each student in a random sample of students at a local high school was categorized according to gender (male or female) and whether they supported a proposal to increase the length of the school day by 30 minutes (oppose, support, no opinion). The following table summarizes the data for this sample.
###TABLE0###
W... |
8.G.A.2 | Warm-up
Students examine statements deciding in each case whether the statement is always true, sometimes true, or never true. Since figures are similar if one is the result of reflecting, rotating, translating, and dilating the other, and figures are congruent only as a result of the rigid transformations, congruent f... |
F-BF.B.3 | Problem 1
Graph the exponential function
$${f(x)=-\left({1\over2}\right)^x}$$
.
Problem 2
Write the equation for the graph shown below.
###IMAGE0###
|
5.NBT.B.7 | Narrative
The purpose of this activity is for students to find quotients of a whole number by tenths or hundredths. This activity focuses on divisors of 0.2 and 0.02 to build on students' previous work dividing by 0.1 and 0.01. The strategies, diagrams and place value reasoning used in the previous lessons still apply.... |
3.OA.D.8 | Narrative
The purpose of this activity is for students to solve two-step word problems using all four operations. Students should be encouraged to solve the problem first or write the equation first, depending on their preference. Encourage students to use parentheses if needed to show what is being done first in their... |
4.OA.B.4 | Narrative
The purpose of this warm-up is to elicit what students know about the numbers 15 and 30, preparing them to work with fractions whose denominators are factors of 15 and 30 later in the lesson. While students may bring up many things about these numbers, highlight responses that relate the two numbers by their ... |
6.SP.A.2 | Problem 1
A company hires five people for the same job for one week. The amount that each person is paid for the week is shown in the table below.
###TABLE0###
Person D states that the payments are not fair since each person is doing the same job and brings the same set of skills to the job. Everyone agrees that they s... |
S-MD.A.2 | Task
Bob’s Bagel Shop has estimated the following probabilities for the number of bagels a randomly-selected customer buys when he or she enters the shop.
###TABLE0###
Bob sells bagels for \$0.80 each, or \$9.00 for a dozen. If $X =$ the amount of money Bob collects from a randomly-selected customer, find and interpret... |
G-CO.A.1 | Activity
The purpose of this activity is to extend what students know about constructing a perpendicular line through a point on the given line to a new situation in which the constructed perpendicular line goes through a point
not
on the given line.
Making dynamic geometry software available gives students an opportun... |
S-ID.A.1 | Activity
The mathematical purpose of this activity is for students to collect, represent, and interpret data using a histogram. For most groups of high school students, the distribution of handspans should be approximately normal. If the distribution for your group is not approximately normal, display the distribution ... |
K.G.A.1 | Narrative
The purpose of this activity is for students to learn stage 1 of the Match Mine center. Students use positional words to describe the location of pattern blocks within a larger shape. Students may initially describe the shapes generally or use positional words other than those introduced in the previous activ... |
1.NBT.B.2c | Narrative
The purpose of this activity is for students to connect written multiples of 10 to base-ten representations. Students notice a connection between how the numbers are said, written, and represented with tens. For example, “70” has the word “seven” as it is said, the digit “7” when it is written, and is represe... |
A-SSE.A.2 | Problem 1
Expand each expression below as a product of two linear binomials and then multiply to write the product in standard form.
a.
$${(x-5)^2}$$
b.
$${(x+4)^2}$$
c.
$${(x-3)^2}$$
d.
$${(2x+1)^2}$$
e.
$${(3x-2)^2}$$
Describe any patterns you notice between the square of the linear binomial and the resulting quadrat... |
8.F.B.4 | Activity
The purpose of this activity is to show how a context can impose restrictions on the domain and range of a function. Given a description of a context, students determine the restrictions on the domain and range imposed by the context. Considering how a context restricts the domain or range of a function modeli... |
3.OA.B.5 | Narrative
The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information.
Launch
Groups of 2
Display the expression.
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time
Activity
“Discuss your thinking with... |
5.NF.B.3 | Warm-up
This number talk helps students recall that dividing by a number is the same as multiplying by its reciprocal. Four problems are given, however, they do not all require the same amount of time. Consider spending 6 minutes on the first three questions and 4 on the fourth question.
In grade 4, students multiplied... |
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