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A-SSE.A.1a | Warm-up
This warm-up prompts students to compare four equations. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another. A goal of this warm-up is to remind students of ... |
5.NF.B.4a | Problem 1
Find the value of each of the following.
a.
$${{1\over4}}$$
of
$${{12}}$$
b.
$${{3\over4}}$$
of
$${{12}}$$
Problem 2
There are 21 students in the chess club.
$$2\over3$$
of them are girls. How many girls are in the chess club?
|
2.OA.B.2 | Stage 2: Subtract from 20
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 2 Recording Sheet
Narrative
Before playing, students remove the cards that show the number 10 and set them aside.
Each student picks 4 cards and chooses 2 or 3 to subtract from 20 t... |
3.NF.A.3 | Narrative
The purpose of this What Do You Know About _____ is to invite students to share what they know about and how they can represent the number
\(\frac{1}{8}\)
.
Launch
Display the number.
“What do you know about
\(\frac{1}{8}\)
?”
1 minute: quiet think time
Activity
Record responses.
“How could we represent the n... |
2.NBT.B.5 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for counting by ten and adding by place value. These understandings help students develop fluency and will be helpful later in this lesson when students develop ways to efficiently count large collections of objects. Stud... |
8.EE.C.7a | Problem 1
Solve the equation below. For each step, explain why each line of your work is equivalent to the line before it.
$${\frac{1}{2}(-12x+4)+5x=\frac{2}{3}(24)}$$
Problem 2
Find and explain the error in the work below.
$${15=-3(m-2)-9}$$
$${15=-3m+6-9}$$
$${15=-3m-3}$$
$${12=-3m}$$
$${m=-4}$$
|
7.RP.A.2c | Activity
This activity is intended to build confidence and facility in writing an equation for a proportional relationship. Students build on their understanding that measurement conversions can be represented by proportional relationships, which they studied in an earlier lesson and will revisit in future lessons. Stu... |
8.G.B | Activity
In this activity, students calculate the side lengths of the triangles by both drawing in tilted squares and reasoning about segments that must be congruent to segments whose lengths are known. Students then record both the side length and the area of the squares in tables and look for patterns. The purpose of... |
F-IF.C.7b | Optional activity
This activity is optional. It gives students an opportunity to reason about and to graph the rules of piecewise functions without a context.
Students are given the equations that define two piecewise functions, along with strips of paper, each containing a part of a graph and a portion of the horizont... |
F-TF.B.7 | Problem 1
The average monthly temperature, in degrees Celsius, in a coastal city in the United States is periodic and can be modeled with the equation
$${y=-8\mathrm{cos}\left((x-1)\left(\pi\over6\right)\right)+17.5}$$
, where
$$x$$
represents the month,
$$x=1$$
represents January, and
$$y$$
represents the average temp... |
8.G.A.1a | Activity
The purpose of this task is to use rigid transformations to describe an important picture that students have seen in grade 6 when they developed the formula for the area of a triangle. They first found the area of a parallelogram to be
\(\text{base} \boldcdot \text{height}\)
and then, to find
\(\frac{1}{2}\tex... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to explore sums within 10. Students pick their favorite sum as an entry point to the next activity in which students sort the sums into those they know and those they don’t yet know. In this activity, students may choose any sum within 10 that they like.
MLR8 Discu... |
A-CED.A.3 | Activity
This activity prompts students to create expressions to represent the quantities and relationships in a situation and engages them in mathematical modeling.
Students plan a pizza party and present a cost estimate. To do so, they need to consider relevant variables, make assumptions and estimates, perform calcu... |
G-GMD.B.4 | Activity
Students generalize the process for finding the volume of a triangular pyramid, concluding it applies to all pyramids. As they compare cross sections across different solids, they are looking for and making use of structure (MP7).
Launch
Tell students that in this activity, they’ll decide whether their method ... |
1.NBT.B.2c | Narrative
The purpose of this activity is for students to analyze a collection of connecting cubes that is arranged in towers of 10. Students analyze another student’s thinking about a representation of 48 cubes in towers of 10. When students explain that they disagree with Noah because a ten must include 10 ones, they... |
4.NF.B | Warm-up
In this warm-up, students are presented with tape diagrams with a shaded portion, and they identify the percentage that is shaded.
Launch
Display the image in the task statement for all to see, and ask students to think of at least one thing they notice. Ask a few students to share something they notice. It is ... |
2.NBT.A.4 | Task
Compare each pair of numbers. Write your comparison using $\lt, =,$ or $\gt$ and in words. Explain your answer with a picture.
99 and 100
154 and 231
453 and 428
351 and 354
|
5.NF.A.2 | Task
###TABLE0###
How many cups of salad dressing will this recipe make? Write an equation to represent your thinking. Assume that the herbs and salt do not change the amount of dressing.
If this recipe makes 6 servings, how much dressing would there be in one serving? Write a number sentence to represent your thinking... |
F-BF.A.2 | Optional activity
In this partner activity, students take turns matching a sequence to a definition. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
One sequence and one definition do not have matches. Studen... |
1.NBT.A.1 | Narrative
The purpose of this Choral Count is to invite students to practice counting backward by 1 and notice patterns in the count. When students describe repeated patterns they see using the language of place value, they look for and make use of the base-ten structure of numbers and connect it to the counting sequen... |
2.NBT.A.1 | Narrative
The purpose of this activity is for students to compare methods that can be used to count numbers between 100 and 999. Students see images of beans that are put in groups of 5 and another in groups of 10. A third image uses groups of 100, groups of 10, and single beans. Students make connections to place valu... |
8.G.A.2 | Optional activity
The goal of this activity is for students to start to develop a systematic, point-by-point sequence of transformations that will work to take
any
pair of congruent polygons onto one another. This is especially important because when transformations are used in triangle congruence proofs in a subsequen... |
4.OA.B.4 | Stage 1: Factors
Required Preparation
Materials to Gather
Centimeter cubes
Materials to Copy
Blackline Masters
Find the Number Stage 1 Directions and Gameboard
Narrative
Students find all the factors for a given number. One player chooses a number on the gameboard (1–36) and they get that many points. The other player... |
1.NBT.C.4 | Stage 2: Add Tens or Ones
Required Preparation
Materials to Gather
Connecting cubes in towers of 10 and singles
Number cards 0–10
Materials to Copy
Blackline Masters
Target Numbers Stage 2 Recording Sheet
Narrative
Before playing, students remove the cards that show 0 and 10 and set them aside.
Students add tens or on... |
6.RP.A.3c | Warm-up
This warm-up is the first time students are asked to find
\(A\%\)
of
\(B\)
when
\(B\)
is not 100 or 1.
Students may approach the problem in a few different ways, with or without filling in values on the provided double number line diagram. For example, they may understand from the fundraising context of the pro... |
5.NF.A.1 | Narrative
The purpose of this activity is for students to reason about adding fractions with unlike denominators to add two equations to a partially-completed True or False activity. If there is time, students can facilitate their True or False with another group.
Launch
Groups of 2 or 4
“Now you will work with your gr... |
3.MD.B.3 | Problem 1
Ms. Lee is trying to sort her pattern blocks to get a sense of how many of each color she has. She emptied her pattern block container on the table, as shown below.
###IMAGE0###
Using the pattern blocks shown above, answer the following questions:
a. Which pattern block does Ms. Lee have the most of?
b. W... |
7.RP.A.3 | Optional activity
The purpose of this activity is for students to find a fractional percent increase.
Look for students who calculate the percentage first and then add them together, and students who multiply by 1.08 and 1.008, respectively.
Launch
Students in groups of 2. 4 minutes of quiet work time followed by partn... |
5.NBT.B.6 | Problem 1
Solve. Show or explain your work.
a.
$${91\div20}$$
b.
$${368\div50}$$
Problem 2
Use multiplication to check your answers to both problems in Problem 1.
|
N-RN.A.2 | Activity
This activity connects the ideas of roots, rational exponents, graphs of exponential functions, and decimal approximations. Students graph
\(y=2^x\)
for a few integer values of
\(x\)
, approximate a smooth curve passing through those points, and use that curve to estimate the value of
\(2^x\)
for various ratio... |
3.OA.D.9 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have about equal groups in multiplication expressions and see a pattern as one factor is decreased. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able... |
K.CC.B.5 | Narrative
The purpose of this activity is for students to represent a number from 1–10 in different ways. Students write the number, use objects to create groups, and draw groups of images. Students use these representations while they take a gallery walk in the next activity. Students use appropriate tools strategical... |
6.EE.A.2a | Activity
This task culminates in writing a formula for the area of triangles. By now students are likely to have developed the intuition that the area of a triangle is half of that of a parallelogram with the same base and height. This activity encapsulates that work in an algebraic expression.
Students first find the ... |
3.MD.D.8 | Stage 4: Area and Perimeter
Required Preparation
Materials to Gather
Folders
Materials to Copy
Blackline Masters
Can You Draw It Stage 4 Recording Sheet
Narrative
Partner A draws a rectangle and tells Partner B either the area or the perimeter of their shape. Partner B tries to draw the rectangle. They earn two point... |
6.SP.B.4 | Activity
In a previous lesson, students had a primer on histograms—how they are drawn, how they differ from dot plots, and what information they can tell us. In this activity, students practice drawing a histogram for a given data set and using it to answer statistical questions. To help students understand the lengths... |
G-CO.A.2 | Problem 1
Below is triangle
$${\triangle ABC}$$
. Rotate this shape five times clockwise about the origin.
###IMAGE0###
Problem 2
Which one doesn't belong? Give a reason why each of the quadrants does not belong with the rest.
###IMAGE1###
Problem 3
Suppose
$${{{ABCD}}}$$
is a quadrilateral for which there is exactly o... |
7.G.A.1 | Warm-up
This warm-up introduces students to a scale without units and invites them to interpret it using what they have learned about scales so far.
As students work and discuss, notice those who interpret the unitless scale as numbers having the same units, as well as those who see “1 to 100” as comparable to using a ... |
A-REI.C | Task
The product of two positive numbers is 9. The reciprocal of one of
these numbers is 4 times the reciprocal of the other number. What is
the sum of the two numbers?
|
5.NF.A.2 | Task
###TABLE0###
How many cups of salad dressing will this recipe make? Write an equation to represent your thinking. Assume that the herbs and salt do not change the amount of dressing.
If this recipe makes 6 servings, how much dressing would there be in one serving? Write a number sentence to represent your thinking... |
F-IF.C | Activity
In this activity, students solve a system of linear equations in a given context. In the associated Algebra 1 lesson, students solve a system of equations involving a quadratic equation. This activity supports students by reminding them of methods used to solve systems of equations.
Launch
Remind students that... |
4.NBT.B.5 | Problem 3
Pre-unit
Find the value of \(73 \times 28\). Use the diagram if it is helpful.
###IMAGE0###
|
4.NF.B.3c | Problem 1
Two different students solved the problem
$$1\frac9{10}+5\frac4{10}$$
below. Study their work and determine whether the strategy they used works.
###TABLE0###
Problem 2
Two different students solved the problem
$$4\frac38-3\frac68$$
below. Study their work and determine whether the strategy they used works.
#... |
7.RP.A.3 | Activity
The purpose of this activity is for students to practice rewriting expressions representing percent change so that they only use multiplication.
Launch
Allow students to work with a partner or individually.
Student Facing
Write an equivalent expression using the distributive property:
\(65 - 0.45 \boldcdot 65\... |
S-ID.A.1 | Below is a data set of the length of the arm span of a group of boys and another group of girls:
###IMAGE0###
What statistical question could you answer using these data sets?
|
G-C.B.5 | Activity
Students build their sense for the sizes of angles measured in radians by shading sectors with given central angle measures.
Launch
Arrange students in groups of 2. Distribute 1 set of pre-cut slips to each group.
Student Facing
Your teacher will give you a set of cards with angle measures on them. Place the c... |
8.EE.B | Activity
Students have just learned the meaning of the
\(y\)
-intercept for a line and have been interpreting slope in context. In this activity, they investigate the
\(y\)
-intercept and slope together and investigate what happens when their values are switched.
In contexts like this one, the
\(y\)
-intercept and the ... |
G-CO.B.8 | Activity
The goal of this activity is for students to see the usefulness of the triangle congruence theorems in proving other results. In this proof, students are expected to draw an auxiliary line, find two congruent triangles, determine that they are congruent by the Side-Side-Side Triangle Congruence Theorem, and th... |
6.SP.B.4 | Activity
Previously students analyzed distributions to identify center and spread. In this activity, they continue to practice finding reasonable values for centers of data and describing variability. The focus, however, is on making use of the structure of distributions (MP7) to compare groups in those terms and inter... |
2.OA.C.4 | Narrative
The purpose of this activity is for students to describe the structure of an array by identifying the number of columns, the number of objects in each column, and the total number of objects. They learn that the columns of an array go up and down. Students begin to reason about how they can use the structure ... |
S-ID.A | In Class Launch
Use after Unit 3, Lesson 9
The US Department of Education does a survey of colleges every year. Students will use this data to test a conjecture they have about colleges. Tell students that these are some of the characteristics we have information on:
college ownership: public, private non-profit, or pr... |
1.NBT.B.2b | Narrative
The purpose of an Estimation Exploration is to practice the skill of making a reasonable estimate based on experience and known information. When students notice that they can make a more accurate estimate when the single cubes are grouped into 10s they make use of base-ten structure (MP7).
Launch
Groups of 2... |
5.NF.B.4 | Warm-up
In this warm-up, students estimate the value of a fraction of a number (e.g.,
\(\frac13\)
of 7) using what they know about the size of the given fraction. Then, they write multiplication expressions to represent the verbal questions. The goal is to activate prior understandings that a fraction of a number can b... |
6.RP.A.2 | Task
Lin rode a bike 20 miles in 150 minutes. If she rode at a constant speed,
How far did she ride in 15 minutes?
How long did it take her to ride 6 miles?
How fast did she ride in miles per hour?
What was her pace in minutes per mile?
|
4.NBT.B.4 | Narrative
In this activity, students solve contextual problems that involve subtracting numbers with non-zero digits from numbers with one or more zero digits. Students may choose other ways to find the difference (for example, adding up and using a number line to keep track), but are asked to use the standard algorith... |
6.RP.A.3 | Task
The lot that Dana is buying for her new one story house is 35 yards by 50 yards. Dana’s house plans show that her house will cover 1,600 square feet of land. What percent of Dana’s lot will not be covered by the house? Explain your reasoning.
|
8.F.A.1 | Activity
The purpose of this activity is for students to work with a function where either variable could be the independent variable. Knowing the total value for an unknown number of dimes and quarters, students are first asked to consider if the number of dimes could be a function of the number of quarters and then a... |
4.NF.B.3b | Decompose the following fraction in three different ways. Record the decompositions with equations.
$${{7\over8}}$$
|
2.NBT.B.5 | Narrative
The purpose of this activity is for students to choose from activities that focus on adding and subtracting or sorting and representing data.
Students choose from any stage of previously introduced centers.
What's Behind My Back?
How Close?
Number Puzzles
Sort and Display
Required Materials
Materials to Gathe... |
F-LE.A.4 | Activity
In this activity, students compare logarithmic expressions as they play a game of “war” in groups of 2. Students receive cards containing logarithms in bases 2, 5, and 10. The numbers in the expressions are written in all forms, including decimals, fractions, whole numbers, and exponential expressions. To comp... |
3.NBT.A.1 | Problem 1
Ms. Holcombe buys 850 snacks for Monday and Tuesday. After handing out one snack to each student on Monday, she wants to make sure there will be enough snacks on Tuesday without having to count all of them. Since there are 438 students at Match Community Day, she says, "There are about 400 students at MCD. Th... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to ask a question that can be answered with the given information and then answer the question. There are many different questions students can ask including:
Who picked the most apples?
How many apples did they pick together?
Did Elena or Diego pick more apples?
H... |
G-SRT.C | Activity
During this activity students are asked to compute the perimeter of inscribed regular polygons given only the radius. They will need to figure out that drawing in the altitude will form a right triangle. Drawing this auxiliary segment shows students recognize the important structure of right triangles to calcu... |
2.NBT.A.3 | Narrative
The purpose of this True or False is to elicit strategies and understandings students have for working with the value of the digits in a three-digit number. These understandings help students consider place value when comparing three-digit numbers. This will be helpful later when students compare three-digit ... |
3.NF.A.2 | Narrative
The purpose of this activity is for students to use the location of a unit fraction to locate another fraction with a different denominator on the number line. Students can use their knowledge from the previous activity to place 1 on the number line and then use that to partition the interval from 0 to 1 to f... |
3.MD.B.4 | Narrative
The purpose of this warm-up is to invite students to share what they know about inches. Later in the lesson, students will explore lengths that are not a whole-number of inches.
Launch
Display the question.
“What do you know about inches?”
1 minute: quiet think time
Activity
Record responses.
Student Facing
W... |
8.SP.A | Optional activity
In this activity, students use the data from the previous activity and draw a scatter plot and a line that fits the data. The given data show a clear linear association, so it is appropriate to model the data with a line. Students can use a piece of dried linguine pasta or some other rigid, slim, long... |
6.SP.B | Warm-up
This warm-up reinforces students’ understanding about the relationship between the mean absolute deviation (MAD) and the spread of data. In the given scenarios, the number of people attending the two events and their mean age are the same, but the MADs are different. In the first question, students interpret th... |
7.G.A.3 | A cube is sliced with a single straight cut, creating a two-dimensional cross-section. Name 2 different two-dimensional shapes that could result from the slice, and explain or draw how they are created.
|
1.OA.C.6 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for the relationship between addition and subtraction. Students who relate the pairs of equations are observing regularity in how addition and subtraction are related (MP8).
Launch
Display one expression.
“Give me a signa... |
F-IF.C.7a | Warm-up
This warm-up prompts students to make sense of a problem before solving it by familiarizing themselves with a context and the mathematics that might be involved (MP1). In the next activity, they will hear more details about the situation, and be asked specific questions about it. When students articulate what t... |
2.NBT.B.5 | Stage 3: Add to 100
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 3 Recording Sheet
Narrative
Before playing, students remove the cards that show the number 10 and set them aside.
Each student picks 7 cards and chooses 4 of them to create 2 two-digit nu... |
5.MD.C.5c | Narrative
The purpose of this activity is for students to find the volume of a figure composed of two rectangular prisms and recognize that volume is additive. In the previous activity, students physically put two rectangular prisms together and then decomposed a figure into two rectangular prisms. In this activity, th... |
7.RP.A.2 | Activity
The purpose of this activity is to understand that discrete values in a table can be used as evidence that a relationship is proportional and can be used to know for sure that a relationship is not proportional, but can’t be used to know for sure whether a relationship is definitely proportional. This activity... |
4.NF.B.4b | Problem 3
Pre-unit
Find the value of each product. Explain or show your reasoning.
\(5 \times \frac{1}{8}\)
\(5 \times \frac{3}{8}\)
\(4 \times \frac{7}{12}\)
|
6.EE.B.5 | Warm-up
The purpose of this Algebra Talk is to elicit strategies and understandings students have for solving equations. These understandings help students develop fluency and will be helpful later in this unit when students will need to be able to come up with ways to solve equations of this form. While four equations... |
K.CC.C.6 | Narrative
The purpose of this activity is for students to put together pattern blocks to form larger shapes in more than one way. Students create hexagons using different combinations of pattern blocks. In the synthesis, students discuss whether the same pattern blocks in different orientations should be considered as ... |
S-ID.C.9 | Task
Ari has collected data on how much her classmates study each week and how well they did on their recent math test. Here is part of the data, showing the percentage of each group (divided according to hours spent studying) who got different grades on the test:
###TABLE0###
What can you conclude about the percentage... |
6.RP.A.3c | Problem 1
Represent each fraction as a percent by completing the table. Use the two double number lines below to show your work.
###TABLE0###
###IMAGE0###
Problem 2
Answer the questions below using mental math. Use your double number lines from Anchor Problem 1 if you need to.
a. What is
$$\frac{1}{2}$$
of 20?
b. W... |
S-CP.B.6 | Optional activity
The mathematical purpose of this activity is for students to apply conditional probability in the context of a problem. It is important that students use the ruler to draw the X on each card so that slight differences in the way the Xs are drawn are not recognizable.
Launch
Arrange students in groups ... |
5.NF.B.4 | Problem 1
a. A construction worker is tiling a backsplash. The backsplash is
$${4{{{1\over2}}}}$$
tiles long and
$${{1\over2}}$$
tile tall. How many tiles are needed in total for the whole backsplash? Give an exact answer that includes the fractions of a tile she will need.
b. A runway measures
$${10{1\over3}}$$
ya... |
A-SSE.A.1 | Task
Consider the algebraic expressions below:
$$ (n + 2)^2 - 4 \qquad \text{and} \qquad n^2 + 4n. $$
Use the figures below to illustrate why the expressions are equivalent:
###IMAGE0###
Find some ways to algebraically verify the same result.
|
4.NBT.A | Stage 6: Decimals
Required Preparation
Materials to Copy
Blackline Masters
Mystery Number Stage 6 Gameboard
Narrative
Students choose a mystery number (up to nine digits) from the gameboard. Students give clues using the given vocabulary.
|
A-REI.A.2 | Name the solution(s) to the following equation:
$${3\sqrt{6-x}-7=8}$$
|
6.EE.A.2b | Warm-up
This warm-up prompts students to compare four expressions. It encourages students to explain their reasoning, hold mathematical conversations, and gives you the opportunity to hear how they use terminology and talk about the expressions in comparison to one another. To allow all students to access the activity,... |
7.NS.A.1a | Rami leaves his house to drive to school. After driving west for
$$8\frac{3}{4}$$
miles, he realizes that he forgot his backpack at home.
How far and in what direction does Rami have to travel to get back to his house? Represent the situation on a number line, including labels for Rami’s house and school, and arrows to... |
F-IF.A | Activity
Continuing the thinking from the warm-up, students now compare three functions whose graphs are vertical translations from one another and generalize their observations of the graphs and data tables into equations where one function is defined in terms of another.
Monitor for students making connections betwee... |
6.RP.A.3 | Optional activity
This activity provides an opportunity for additional practice in solving equivalent ratio problems. Monitor for students solving the problems in different ways.
Launch
Give students 4 minutes of quiet work time and then have them discuss their solutions with a partner.
Representation: Internalize Comp... |
S-IC.A.2 | Task
Many researchers have studied chimpanzees to learn about their problem solving skills. In 1978, researchers Premack and Woodruff published an article in Science magazine, reporting findings from a study on an adult chimpanzee named Sarah, who had been raised in captivity and had received extensive training using p... |
K.OA.A.2 | 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.
When students notice that dots are being added on with each image, they look for and make use of structure (MP7).
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash... |
4.NBT.B.6 | Problem 1
Ms. Roll is making a mural using square tiles. She has 96 tiles and wants the mural to be 8 tiles tall.
a. How many tiles long will Ms. Roll’s mural be?
b. Write one or more equations to show how you solved this problem.
Problem 2
Ayana starts to draw an area model to solve
$$79\div3$$
, which is shown be... |
F-IF.B.6 | Warm-up
The purpose of this warm-up is for students to recall how to calculate an average rate of change from two points. Students will use this skill throughout the lesson and return to the context and data table in the last activity of the lesson.
Launch
Ask students to close their books or devices. Tell students tha... |
S-ID.C.9 | Task
Researchers have noticed that the number of golf courses and the number of divorcees in the United States are strongly correlated and both have been increasing over the last several decades. Can you conclude that the increasing number of golf courses is causing the number of divorcees to increase?
Either justify ... |
3.G.A.1 | Narrative
The purpose of this activity is for students to identify the attributes that make a quadrilateral a rectangle, a rhombus, or a square. They do so by studying examples and non-examples, looking for features that each set has in common and drawing conclusions accordingly (MP7). The goal is not to craft the most... |
7.SP.A.1 | Activity
In the previous lesson, students learned that it is very difficult to select representative samples when the population data is unknown. In this lesson, students learn that often the best we can do to select a representative sample is to avoid sampling methods that will be inherently biased one way or another ... |
A-SSE.A.1 | Activity
In this activity, students practice constructing an exponential function and evaluating it at a fractional input value as they translate between decades and years. They also think about how to express a percent increase over a fractional interval of input—specifically, how to express the annual growth rate of ... |
7.G.A.1 | Optional activity
In the previous activity, students were given a map with a scale and the amount of time it took to get from one place to another. They used this to estimate the speed of the trip. In this activity, students work with the speed and a map with scale to find the amount of time a trip will take.
The main ... |
4.MD.A.3 | Warm-up
This activity introduces the concept of perfect squares. It also includes opportunities to practice using units of measurement, which offers insights on students’ knowledge from preceding lessons.
Provide access to square tiles, if available. Some students may benefit from using physical tiles to reason about ... |
K.CC.A.3 | Stage 2: Numbers 11 - 20
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Connecting cubes
Materials to Copy
Blackline Masters
Number Mat 11–20
Number Race Stage 2 Recording Sheet for Writing
Number Race Stage 2 Recording Sheet for Tracing
Narrative
Students take turns rolling a connecting... |
K.G.B.6 | Narrative
The purpose of this activity is to build towers with solid shapes and count how many solid shapes are in the tower. Students will need to think strategically about which shapes to use and their properties. For stacking shapes, it is important to have flat faces. Students may notice that spheres can not be use... |
3.OA.B.5 | Narrative
The purpose of this optional activity is for students to practice evaluating division expressions in order to make comparisons. Compare is a center that focuses on the procedural skills needed to solve single- and multi-step word problems. In this stage, students will use division to evaluate and compare quot... |
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