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7.EE.B.4b | Warm-up
This warm-up primes students for inequalities that include variables with negative coefficients without context. Students first predict a solution set, and then are given some values to test so that the solution emerges. Do
not
formalize a procedure for “flipping the inequality” when multiplying by a negative. ... |
6.G.A.4 | Warm-up
In this warm-up, students analyze examples and counterexamples of polyhedra, observe their defining characteristics, and use their insights to sort objects into polyhedra and non-polyhedra. They then start developing a working definition of polyhedron.
Prepare physical examples of polyhedra and non-polyhedra fo... |
1.NBT.C.4 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 100. These understandings help students develop fluency and will be helpful later in this lesson when students add 2 two-digit numbers, with composing a ten, using methods based on place value and the pr... |
3.NF.A.1 | Problem 1
Pre-unit
What fraction of each figure is shaded?
###IMAGE0###
###IMAGE1###
|
1.NBT.B.2 | Narrative
The purpose of this activity is for students to
learn a new center called Greatest of Them All. Students use digit cards to create the greatest possible number. As each student draws a card, they choose where to write it on the recording sheet. Once a digit is placed, it can’t be moved. Students compare their... |
7.RP.A.3 | Activity
The purpose of this activity is for students to use double number line diagrams to represent situations of percent increase and decrease. Additionally, students identify the original and new amount in the double number lines to reinforce that the original amount pertains to 100%.
As students work on the task, ... |
3.NF.A.3c | Narrative
The purpose of this activity is for students to measure lengths using a ruler that is marked with half inches and quarter inches. Building on their understanding of equivalent fractions, students recognize that lengths that line up with a half-inch mark can be read as one-half of an inch or two-fourths of an ... |
G-CO.C.10 | Activity
Students generalize their observations and explanation from the previous activity to prove the medians of a triangle always coincide. It’s okay if groups don’t include all necessary details in the proof. Anything likely to be missed will be discussed in the activity synthesis.
Launch
Arrange students in groups... |
6.NS.C.7b | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for solving inequalities. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to solve inequalities in order to match them with the appropriate graph ... |
8.G.A.3 | Activity
In this activity, students get another opportunity to practice drawing dilations precisely. They also get to see the effects of different scale factors on an image. By assigning students scale factors less than and greater than one, students get a chance to see how the image is taken closer to or farther away ... |
K.CC.A.3 | Task
Materials
Each pair of students needs: * One worksheet * Two markers of different colors * One pair of dice
Action
Student A rolls the two dice, finds the sum, and traces the number on the worksheet which corresponds to the answer with his/her marker. Student A then passes the dice to Student B who rolls both the ... |
5.G.B | Stage 5: Grade 5 Shapes
Required Preparation
Materials to Gather
Paper
Materials to Copy
Blackline Masters
Quadrilateral Cards Grade 5
Triangle Cards Grade 5
Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students write an attribute that is shared by b... |
F-IF.B.4 | Warm-up
This warm-up prompts students to carefully analyze and compare the properties of four graphs. Each graph represents a function, but no labels or scales are shown on the coordinate axes, so students need to look for and make use of the structure of the graphs in determining how each one is like or unlike the oth... |
5.NF.A.1 | Launch
Display one problem at a time. Give students quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the talk. Follow with a whole-class discussion.
Student Facing
Evaluate mentally:
\(1 - \frac12\)
\(1 - \frac{1}{10}\)
\(1-\... |
4.NBT.B.5 | Problem 1
Here are two algorithms for finding the value of 64 × 2.
###TABLE0###
a. How is Patrice’s method similar to and different from Jerome’s method?
b. How do you think Jerome found the product 128?
Problem 2
Patrice solved the problem 813 × 7 using the partial products algorithm, as shown below:
###IMAGE0###
... |
G-SRT.C.6 | Activity
In this activity, students begin to build their own table of trigonometric ratios (ratios of side lengths in right triangles, by angle measure of one acute angle). For now, call this the right triangle table so students remember these ratios only apply to right triangles. Building these ratios from the similar... |
4.NBT.B.6 | Problem 1
Starbursts come in packages of 10. Mr. Duffy has 3 packages of Starburst that he wants to share evenly with Ms. Glynn. How many Starbursts will they each get?
Problem 2
This diagram represents 96.
###IMAGE0###
To find 96 ÷ 4, Noah draws the following diagram.
###IMAGE1###
He says, “The quotient is 21 with a r... |
2.OA.B.2 | Stage 5: Cover (up to 20)
Required Preparation
Materials to Gather
Cups
Two-color counters
Materials to Copy
Blackline Masters
Shake and Spill Stage 4 and 5 Recording Sheet (G1 and 2)
Narrative
Students decide together how many counters, between 11–20, to use. Partner A closes their eyes while Partner B shakes, spills... |
2.G.A.2 | Narrative
The purpose of this activity is for students to partition rectangles to create rows and columns of equal-size squares. In the launch, students build an array with tiles and then represent it on a rectangle with tick marks as guidance. They will partition rectangles without tick marks in the next activity.
MLR... |
6.NS.C.7b | Activity
The purpose of this activity is for students to practice interpreting the solution of an inequality, especially those involving negative numbers. Students also practice representing inequalities written in natural language with symbols and number lines, and connecting the solution of an inequality with a numbe... |
8.EE.A.1 | Warm-up
The purpose of this warm-up is for students to reason about powers of positive and negative numbers. While some students may find the numeric value of each expression to make a comparison, it is not always necessary. Encourage students to reason about the meaning of the integers, bases, and exponents rather tha... |
6.EE.A.2 | Optional activity
This activity involves checking for a constant of proportionality in tables generated from simple equations that students should already be able to evaluate from their work with expressions and equations in grade 6. The purpose of this activity is to generalize about the forms of equations that do and... |
2.G.A.2 | Narrative
The purpose of this activity is for students to finish partitioning a rectangle into equal-size squares. This work will prepare students for partitioning rectangles on their own in later lessons. In the synthesis, students are invited to use what they know about the structure of arrays to anticipate how many ... |
G-GMD | Activity
This activity addresses the common misconception that if a figure is dilated by a factor of
\(k\)
, the image’s area also changes by a factor of
\(k\)
. As students decide which response (if either) they agree with, they are critiquing the reasoning of others (MP3).
Launch
Writing, Listening, Conversing: MLR1 ... |
G-CO.C.10 | Activity
In this activity, students create an arbitrary triangle and use what they know about angle bisectors and constructions to find the incenter. Then they construct segments measuring the distance from the incenter to the sides of the triangle. Finally, they construct the triangle’s inscribed circle, or the circle... |
4.OA.C | Task
Make a list of the first ten multiples of 3.
Which of the numbers in your list are multiples of 6? What pattern do you see in where the multiples of 6 appear in the list?
Which numbers in the list are multiples of 7? Can you predict when multiples of 7 will appear in the list of multiples of 3? Explain your reason... |
G-CO.D.13 | Task
Let $C$ be a circle with center $O$ and a diameter meeting $C$ in points
$P$ and $S$ as shown below:
###IMAGE0###
With straightedge and compass, show how to find a point $Q$ on $C$ so that triangle $OPQ$ is equilateral.
Repeating part (a) show how to find points $R, T, U$ on $C$ so that
$PQRSTU$ is a regular hexa... |
2.NBT.B.5 | Task
Materials
Popsicle sticks and rubber bands or base-10 blocks
Paper and pencil for each student
Actions
The teacher should pose the following question to students:
Louis wants to give \$15 to help kids who need school supplies. He also wants to buy a pair of shoes for \$39. If Louis gets \$1 every day for his allow... |
8.EE.C.7 | Activity
In this activity, students match a card with two equations to another card describing the move that turns the first equation into the second. The goal is to help students think about equations the same way they have been thinking about hangers: objects where equality is maintained so long as the same move is m... |
8.SP.A.1 | Activity
In previous lessons, data was fit with a linear model, but is not appropriate in all cases. In this activity, students individually sort cards of different scatter plots then discuss with a partner. They then re-sort the cards based on linearity and then again by positive or negative association (MP4).
Launch
... |
S-ID.B.6a | Problem 1
The scatterplot below displays the elevation and mean number of clear days per year of U.S. cities. Two lines are shown on the scatterplot. Which represents the least squares line? Explain your choice.
###IMAGE0###
Problem 2
Below is a scatter plot of foal birth weight and mare’s weight.
###IMAGE1###
The equ... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to write a
\(10 + n\)
expression that is equal to a given expression. Each expression given has three addends, two of which make a ten.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Double 10-frames
Launch
Groups of 2
Give students a... |
6.G.A.1 | Activity
Previously, students decomposed quadrilaterals into two identical triangles. The work warmed them to the idea of a triangle as a
half
of a familiar quadrilateral. This activity prompts them to think the other way—to
compose
quadrilaterals using two identical triangles. It helps students see that two identical ... |
7.RP.A.3 | Activity
In the warm-up, students learned that measurement error can result from the level of precision in a measuring device. In this activity, students learn about how real-world limitations on humans using measuring devices can introduce measurement errors. They discuss possible sources of error and express the erro... |
4.NF.B.3c | Narrative
This Number Talk encourages students to think about equivalent forms of whole numbers and decomposing fractions in order to subtract. When students consider equivalent fractions, look for ways to decompose fractions, or use the structure of mixed numbers to find the value of each difference, they look for and... |
6.RP.A.3a | Hummingbird feeders can be filled with a simple sugar water mixture. Two different recipes are shown below.
###TABLE0###
Compare the two different recipes. Which recipe is more sugary? Justify your response.
|
6.EE.A.2a | Problem 1
Four expressions are shown in the chart below. For each one, write all the ways to read the expressions that you can think of.
###TABLE0###
Problem 2
Two tape diagrams are shown below. The shading indicates subtraction.
###IMAGE0###
Statements a–h below can be used to describe either Diagram 1 or Diagram 2. M... |
K.CC.A.3 | Stage 1: Numbers to 10
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Connecting cubes
Materials to Copy
Blackline Masters
Number Mat 1-10
Number Race Stage 1 Recording Sheet for Writing
Number Race Stage 1 Recording Sheet for Tracing
Narrative
Students take turns rolling a connecting cu... |
5.NBT.B.5 | Solve. Show or explain your work.
a. 42 × 3
b. 6 × 215
c. 2,039 × 8
|
A-REI.C.7 | Activity
This activity revisits a polynomial students first encountered in an earlier lesson in this unit, relating the polynomials to the integers. The purpose of this activity is to make clear that technology allows us to identify solutions to equations that can be tedious to do by hand. The last question reinforces ... |
5.NBT.A.3a | Activity
In this activity, students use their understanding of decimal place value and base-ten diagrams to practice working with the structure of scientific notation before it is formally introduced. They express numbers as sums of terms, each term being multiples of powers of 10. For example, 254 can be written as
\(... |
6.NS.B.4 | Activity
Students begin to think about common multiples and the least common multiple when finding ways to place two types of flowers into groups that contain the same number of each flower. Students find all multiples up to 100 for two different numbers. They compare these multiples to determine which ones are the sam... |
7.RP.A.2 | Activity
Students have already looked at measurement conversions that can be represented by proportional relationships, both in grade 6 and in previous lessons in this unit. This task introduces a measurement conversion that is not associated with a proportional relationship. The discussion should start to move student... |
1.OA.A.1 | Stage 4: Add and Subtract
Required Preparation
Materials to Copy
Blackline Masters
Math Stories Stage 1 and 4 Pictures
Math Stories Stage 4 Recording Sheet
Narrative
Students pose and solve addition and subtraction story problems about pictures. Students write an equation to represent their story problem.
Variation:
P... |
F-LE.A.4 | Warm-up
This Math Talk encourages students to think about the relationship between base 10 logarithms and exponential expressions. Students have a chance to rewrite decimals, fractions, and base 10 numbers as powers of 10 in order to see which power of 10 the number is equal to and so find its base 10 logarithm. They w... |
8.F.A.1 | Warm-up
The purpose of this warm-up is for students to notice and describe the features of graphs using their own language. Students will encounter a variety of graphs over the next several lessons and throughout these lessons they will gradually develop more precise language around graphs as the needs of activities di... |
2.NBT.A.1 | Narrative
The purpose of this True or False is to elicit the strategies and understandings students have for explaining why an equation is true based on place value. These understandings will be helpful later when students need to find ways to make equations true by attending to place value.
Launch
Display one statemen... |
5.NBT.B.7 | Solve. Show or explain your work.
a. 92.8 ÷ 32
b. 18.72 ÷ 48
|
6.RP.A.3 | Task
A fruit salad consists of blueberries, raspberries, grapes, and cherries. The fruit salad has a total of 280 pieces of fruit. There are twice as many raspberries as blueberries, three times as many grapes as cherries, and four times as many cherries as raspberries. How many cherries are there in the fruit salad?
|
F-IF.C.7e | Warm-up
This warm-up prompts students to compare four trigonometric functions. It gives students a reason to use language precisely (MP6) and gives the opportunity to hear how they use terminology and talk about characteristics of the items in comparison to one another.
Launch
Arrange students in groups of 2–4. Display... |
3.G.A.1 | Narrative
The purpose of this activity is to deepen students’ understanding that a shape can belong to multiple categories because of its attributes. Students analyze shapes and determine all the ways that each one could be named. The names may refer to a broad category such as triangle or quadrilateral, or a narrower ... |
3.OA.D.8 | Narrative
The purpose of this warm-up is to elicit the idea that diagrams can represent many operations, which will be useful when students connect diagrams to situations and equations in a later activity. While students may notice and wonder many things about these images, what operations the diagrams could represent ... |
4.NBT.B.4 | Problem 1
Solve. Show or explain your work.
a. ________ = 32,010 – 2,546
b. 829,403 = 175,368 + _____________
Problem 2
A company plans to give free stickers to 100,000 customers. On the first day of the giveaway, they give free stickers to 6,512 customers. How many stickers do they still have to give away? Show... |
3.NBT.A.1 | Round each of the following numbers to the nearest ten. Show or explain your thinking.
a.
$$46 \approx$$
__________
b.
$$24 \approx$$
__________
|
5.NBT.A.2 | Activity
Students extend their understanding of exponents to include negative exponents and explain patterns in the placements of the decimal point when a decimal is multiplied by 10 or
\(\frac{1}{10}\)
. Students use repeated reasoning to recognize that negative powers of 10 represent repeated multiplication by
\(\fra... |
6.SP.A.3 | Warm-up
This warm-up encourages students to analyze the structure and value of expressions, and to connect them to the process of calculating a mean. Each expression has one obvious reason it does not belong, however, there is not one single correct answer.
As students discuss in small groups, listen for ideas related... |
7.NS.A.1c | Problem 1
Circle the expressions below that have a value of 2.
$${8+ (-6)}$$
$${6-8}$$
$${-{8-6}}$$
$${-8+(-6)}$$
$${8-6}$$
$${-6+8}$$
$${-8+6}$$
$${-6 - (-8)}$$
Problem 2
Rewrite each subtraction problem as an addition problem and each addition problem as a subtraction problem.
a.
$${-8-7}$$
b.
$${11+(-3)}$$
c.
$${20-... |
2.NBT.B.5 | Stage 4: Within 100 with Composing
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Digit Cards
Number Puzzles Addition Stage 4 Gameboard
Narrative
Students use digit cards to make addition and subtraction equations true. They work with sums and differences within 100 with composing and decompos... |
1.MD.A.2 | Stage 1: Choose Your Unit
Required Preparation
Materials to Gather
Base-ten blocks
Connecting cubes
Paper clips (2-inch)
Materials to Copy
Blackline Masters
Estimate and Measure Stage 1 Recording Sheet
Narrative
Students choose an object and a familiar unit to measure it with. They estimate the length of the object an... |
8.G.A | Task
Is the quadrilateral with vertices $(-6, 2)$, $(-3,6)$, $(9, -3)$, $(6,-7)$
a rectangle? Explain.
|
A-SSE.A.1 | Task
The profit, $P$ (in thousands of dollars), that a company makes selling an item is a quadratic function of the price, $x$ (in dollars), that they charge for the item. The following expressions for $P(x)$ are equivalent:
$$\begin{align}P(x)=&-2x^2+24x-54\\
P(x)=&-2(x-3)(x-9)\\
P(x)=&-2(x-6)^2+18
\end{align}$$
Which... |
8.EE.C.7 | Activity
The purpose of this activity is for students to recognize that multiplying an equation by a value results in the same solution. This will be useful when transforming equations for the elimination method of solving systems of equations in the supported Algebra lesson. Students will work in pairs and each partne... |
1.NBT.C.4 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 100. These understandings help students develop fluency and will be helpful later in this lesson when students add two-digit numbers using methods based on place value.
Launch
Display one expression.
“Gi... |
K.OA.A.4 | Narrative
The purpose of this activity is for students to find all of the compositions and decompositions of 10 in the context of a Put Together/Take Apart, Both Addends Unknown story problem. Monitor for students who:
change the number of red and yellow counters on a 10-frame (MP5).
move the beads on a bead tool (MP5)... |
7.SP.C.5 | Warm-up
The purpose of this warm-up is to engage students' intuition about likelihood of events. The following activities in this lesson continue to develop more formal ways of thinking about likelihood leading to the definition of probability in the next lesson.
Launch
Arrange students in groups of 2. Give students 2 ... |
A-SSE.A.2 | Activity
The purpose of this activity is for students to identify why equations are not equivalent. In an associated Algebra 1 lesson, students rewrite equations to express one variable in terms of the other. The work in this activity prepares students to be successful in the associated Algebra 1 lesson by allowing the... |
1.G.A.1 | Task
As a whole group, students will sort a collection of three-dimensional objects into categories by shape. There should be several that fall into each of the categories below:
sphere
cone
pyramid
cube
cylinder
rectangular prism
As a class, students brainstorm attributes of the objects they have classified, and the t... |
S-CP.A.1 | Problem 1
At a particular diner, everyone drinks coffee. However, some people drink their coffee with sugar, some with cream, some with both, and some with neither.
Describe the coffee preferences of the 30 people in the diner in the Venn diagram below. Be sure to label the circles appropriately.
10 people just like cr... |
3.NF.A.2 | Problem 1
Determine the location of the points on the number line below.
###IMAGE0###
Problem 2
Mark and label the following points on the number line. Be as exact as possible.
###IMAGE1###
$$3\over 4$$
$$6\over 4$$
|
S-CP.A.2 | Problem 1
Below is a spinner with four quadrants, each labeled 1 through 4. Each outcome is equally likely.
###IMAGE0###
Sam spins the spinner twice and doesn't land on 4. What is the probability of this occuring?
Problem 2
Dan has shuffled a deck of cards. He chooses a first card, looks at it, puts the card back into ... |
G-GPE.A.1 | Task
This problem examines equations defining different circles in the $x$-$y$ plane.
Use the Pythagorean theorem to
find an equation in $x$ and $y$ whose solutions are the points on the circle of radius 2 with center $(1,1)$ and explain why it works.
Suppose $r$ is a positive number and $(a,b)$ a point in the plane.... |
1.OA.D.7 | Task
Decide if the equations are true or false. Explain your answer.
$2+5 = 6$
$3 + 4 = 2 + 5$
$8 = 4 + 4$
$3 + 4 + 2 = 4 + 5$
$5 + 3 = 8 + 1$
$1 + 2 = 12$
$12 = 10 + 2$
$3 + 2 = 2 + 3$
$32 = 23$
|
7.SP.A.2 | Three data sets are shown below.
###IMAGE0###
a. Estimate each population mean based on the data in the samples.
b. Which estimate do you think is most accurate? Explain your reasoning.
|
F-BF.B.3 | Sketch the graph of
$${f(x)=2^{(x+3)}+4}$$
.
###IMAGE0###
|
4.NBT.B.4 | Narrative
The purpose of this activity is to use the standard algorithm to add multi-digit numbers, taking care to compose a new unit and record it accurately. They also analyze common errors and critique the given reasoning when composing a new unit (MP3).
Required Materials
Materials to Gather
Grid paper
Launch
Group... |
5.NF.B.7a | Problem 1
Solve. Show or explain your work.
a.
$${{1\over3} \div 2}$$
b.
$${{1\over4} \div 9}$$
Problem 2
Zach spends half of his workday tutoring students. If he sees 5 students and spends the same amount of time with each student, what fraction of his workday does he spend tutoring each student?
|
7.NS.A.3 | Activity
Positive and negative numbers are often used to represent
changes
in a quantity. An increase in the quantity is positive, and a decrease in the quantity is negative. In this activity, students see an example of this convention and are asked to make sense of it in the given context.
Launch
Arrange students in g... |
A-REI.D.10 | Several campuses are holding fundraisers and tallied the amount of tickets they sold, the amount of money they raised, and any one-time donations.
The prediction for how each campus would price the tickets, plus one-time donations was:
$${y=2.5x + 50}$$
Part A
Which campuses, based on the amount of tickets sold and the... |
F-IF.A.1 | Problem 1
You are selling cookies for a fundraiser. You have a total of 25 boxes to sell, and you make a profit of $2 on each box. The profit you make
$${p(n)}$$
is a function of the number of boxes you sell,
$$n$$
.
a. Write an equation that represents this function, in function notation.
b. Describe the domain of... |
A-SSE.B.3b | What is the minimum value taken by the expression
$${{{(x-}}4)^2+6}$$
? How does the structure of the expression help to see why?
Rewrite the quadratic expression
$${ x^2-6x-3}$$
in the form
$${{(x-}}$$
_____
$${{ )^2+}}$$
______ .
Rewrite the quadratic expression
$${-2x^2+4x+3}$$
in the form ____
$${{(x-}}$$
_____
$$... |
1.NBT.A.1 | Narrative
The purpose of this Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information.
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high?” “Too low?” “About right?”
1 minute: quiet think time
Activity
“Discuss your thinking wit... |
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 ... |
1.OA.A.1 | Narrative
The purpose of this warm-up is for students to make sense of the structure of a story problem, which will be useful when students solve story problems and write equations in a later activity. The problem does not have numbers, so that students can focus on the action of the problem.
Launch
Groups of 2
Display... |
4.NBT.A.3 | Narrative
In this activity, students identify the nearest multiples of 10,000 and 100,000 for the six-digit numbers they saw in the first activity. They may do so by using the number lines from earlier, but they may also start to notice a pattern in the relationship between the numbers and the nearest multiples without... |
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.
Capture Squares
Shake and Spill
What’s Behind My Back
Required Materials
Materials to Gather
Materials from previous cen... |
A-REI.B.3 | Warm-up
The purpose of this Math Talk is to elicit strategies students have for solving equations in one variable, especially equations involving an expression in parentheses being multiplied by a coefficient. Developing fluency with these types of equations will be helpful in the associated Algebra 1 lesson when stude... |
2.OA.B.2 | Task
Materials
Number cards labeled 1-10 (attached as a PDF)
###IMAGE0###
Actions
Begin by playing the game as a whole class to demonstrate the rules and for students to illustrate the range of possible strategies.
Have a student pick 5 number cards from the cards labeled 1 through 10. Then, have another student pick a... |
6.G.A.1 | Problem 1
A new park is being built in the city. In the park, there will be a cemented walkway that will wind through the park. The walkway will be completely enclosed by a short, gated fence that will line the path on all sides of the path. The blueprint for the pathway is shown in the coordinate plane below. Each squ... |
7.RP.A.2 | Activity
This activity continues work done in the previous lesson that connected various representations of proportional relationships including images, equations, and descriptions. In this activity students match diagrams, descriptions, and equations that represent a proportional relationship, involving variables
\(x\... |
5.NF.B.4 | Problem 1
Solve each problem in two different ways.
a.
$${3{1\over3} \times 1{1\over4}}$$
b.
$${5{2\over5} \times 3{4\over9}}$$
Problem 2
Which strategy was more efficient for each problem above? Explain.
|
F-IF.B.4 | Warm-up
This task reminds students that they can use a graph of a function to gain some information about the situation that the function models.
Every question can be answered, or at least estimated, by analyzing the graph. As students work, look for those who use the given equation to solve or verify the answers. For... |
1.G.A.3 | Narrative
The purpose of this activity is for students to match language to visual representations of rectangles and circles
partitioned and shaded in different ways.
Representation: Access for Perception.
Read each of the phrases aloud. Students who both listen to and read the information will benefit from extra proce... |
6.EE.A.3 | Warm-up
In this activity, students recall that an area diagram can be used to illustrate multiplication of a number and a sum. This work prepares them to use diagrams to reason about the product of two sums that are variable expressions.
Launch
Arrange students in groups of 2. Give students quiet work time and then tim... |
7.RP.A.3 | Activity
In this activity, students are given a percent increase and use it to calculate the new value, rather than being given the original and new values to calculate the percent increase. Students can solve the problems using the double number lines but the discussion that follows will be the connection to what the ... |
4.G.A.3 | Narrative
This warm-up prompts students to carefully analyze and compare attributes of two-dimensional figures with attention to the number of sides, symmetry, and presence of parallel and perpendicular lines. The activity enables the teacher to observe the attributes that students notice intuitively and hear the termi... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to subtract a two-digit number from a two-digit number in a way that makes sense to them. Students build on their understanding of decomposing a ten when subtracting a one-digit number from a two-digit number to subtract two-digit numbers. The synthesis is devoted ... |
6.EE.A.4 | Warm-up
Students learned all about the distributive property in grade 6, including how to use the distributive property to rewrite expressions like
\(6(2x-3)\)
and
\(12a+8a\)
. This is an opportunity for students to remember what the distributive property is all about before they will be expected to use it in the proce... |
8.G.C | Warm-up
The purpose of this activity is for students to practice sketching spheres and labeling the radius and diameter of the sphere.
Launch
Give students 1–2 minutes of quiet work time, followed by a whole-class discussion.
Student Facing
Here is a method for quickly sketching a sphere:
Draw a circle.
Draw an oval in... |
4.OA.B | Task
The table below shows all the products of pairs of numbers between 1 and 9.
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Which numbers appear only once in the table of products? Where are these numbers located in the table? Why?
Which numbers appear the most frequently in the table? Why?
Which numbers between 10 and 20 do not appear in the... |
6.RP.A.3a | Warm-up
Students reason about the relationship between distance, rate, and time to solve a problem. The purpose is to reactivate what students know about constant speed contexts, where constant speed is represented by a set of equivalent ratios associating distance traveled and elapsed time. In the longer activity that... |
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