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6.NS.A | Activity
In this sorting activity, students continue to explore the relationship between dividends, divisors, and quotients.
First, they study two sets of division expressions and arrange them in order—from the largest to smallest—based on the size of the quotients. The first set of quotients has the same dividend (800... |
1.OA.D.8 | Narrative
The purpose of this activity is for students to find the value of sums within 10. Students may apply what they learned about the commutative property and counting on. They may count on for certain equations, such as
\(+1\)
or
\(+2\)
equations as they can keep track easily, but count all for others. In the les... |
F-TF.B.5 | Task
Given below is a table that gives the populations of foxes and rabbits in a national park over a 12 month period. Note that each value of $t$ corresponds to the beginning of the month and $t = 0$ corresponds to the beginning of January.
###TABLE0###
Note that the number of rabbits and the number of foxes are both ... |
1.OA.C.6 | Stage 2: Subtract within 10
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
Check It Off Stage 2 Recording Sheet
Narrative
Students take turns picking two number cards (0–10) to make and find the value of a subtraction expression. Students check off the number that repres... |
5.NBT.A.3a | Narrative
The purpose of this activity is to provide further practice relating the different forms of decimals. This includes expanded form, word form, and decimal form. Using the balance and weight of gold nuggets as a context, students go back and forth between different ways of representing these weights (MP2). The ... |
3.OA.A.4 | Problem 1
How many?
###IMAGE0###
Problem 2
Determine the value of the unknown in each equation below.
a.
$$a = 7 \times 8$$
b.
$$42 \div b =7$$
c.
$$49 = 7 \times c$$
d.
$$d\div 7 = 9$$
Problem 3
Here is the partially filled-in multiplication table from Lessons 1 and 6.
###TABLE0###
Add the new facts you encountered in... |
6.NS.B.3 | Optional activity
This optional activity is an opportunity to practice the methods in this lesson to calculate products of decimals, and students have an opportunity to practice multiplying decimals in a real-world context. Students can choose to use area diagrams to help organize their work and support their reasoning... |
A-CED.A.2 | Problem 1
A rectangular garden has a width of
$$x$$
feet. The length of the garden is
$$4$$
feet longer than the width. Around the garden there is a pathway that measures
$$3$$
feet across the path.
###IMAGE0###
The expression below represents the area of the pathway, not including the garden.
$$(x+6)(x+10)-x(x+4)$$
Ex... |
4.MD.C.5 | Problem 1
Below are three angles,
$$\angle A$$
,
$$\angle B$$
and
$$\angle C$$
.
###IMAGE0###
Which angle has the greatest measure? How do you know?
Problem 2
Estimate the measure of each angle in Anchor Task 1.
Using a 180° protractor, find the exact measure of each angle in Anchor Task 1.
Problem 3
Use a 180° protrac... |
7.NS.A.2d | Task
Malia found a "short cut" to find the decimal representation of the fraction $\frac{117}{250}$. Rather than use long division she noticed that because $250 \times 4 = 1000$,
$$\frac{117}{250} = \frac{117 \times 4}{250 \times 4} = \frac{468}{1000} = 0.468.$$
For which of the following fractions does Malia's strate... |
7.SP.C.7a | Optional activity
In this activity, students begin by practicing their understanding of proportions and and probabilities by examining the data set they have available. In the fourth problem, students obtain a sample from the population using tools they choose (MP5)and examine the sample they selected to compare it to ... |
7.G.B.4 | Optional activity
In this activity, students compute the length of a figure that is composed of half-circles and straight line segments. For the first question, they are given the length of the line segments and the diameter of the circle. For the second question, students have to compute the diameter of the circle.
As... |
2.NBT.A.1 | Narrative
The purpose of this activity is for students to use their understanding of place value to determine the number described in a riddle. Students then write the number of hundreds, tens, and ones, and represent the value as a three-digit number.
MLR8 Discussion Supports.
Display sentence frames to support partne... |
5.NBT.B.5 | Narrative
The purpose of this Number Talk is for students to demonstrate strategies and understandings they have for multiplying multi-digit whole numbers. These understandings help students develop fluency. The products in the number talk get increasingly more cumbersome to keep track of mentally so students can ident... |
G-SRT.D.10 | Use the Law of Sines to find the lengths
$$b$$
and
$$c$$
in the triangle below. Round answers to the nearest tenth as necessary.
###IMAGE0###
|
6.SP.B.4 | Activity
Earlier, in the backpack example, students saw a distribution described in terms of where data points are clustered on a dot plot and which values have a large number of occurrences. The shape of that distribution was approximately symmetric. In this activity, they continue to analyze distributions in those te... |
6.NS.C | Warm-up
The purpose of this warm up is to think about how we might define opposites in different contexts.
Launch
Arrange students in groups of 2. Give students 2 minute of quiet work time followed by 1 minute of partner discussion, then follow with whole-class discussion.
Student Facing
Draw arrows on a number line to... |
1.OA.C.6 | Narrative
This warm-up prompts students to carefully analyze and compare equations. In addition to calculating the value of each expression, students also think about the structure of each expression, including both the operations and the numbers (MP7). In the synthesis, students compare an equation with addition and a... |
1.MD.A.2 | Narrative
The purpose of this activity is for students to create a connecting cube tower that is the same length as a given image. In the activity synthesis, students transition from describing the length of an object by comparing it to another object ("The earthworm is the same length as a tower of 8 cubes.") to descr... |
7.G.A.1 | Optional activity
The purpose of this activity is for students to make preparations to create their scale drawings. They sketch a rough floor plan of the classroom.
In groups, they plan the steps for making measurements and then carry out their plan.
Some things to notice as students work:
As they draw their sketch, en... |
F-IF.C.7b | Activity
This activity formally introduces students to the absolute value function as the function that takes an input value and gives its distance from the origin as the output. Students see two different ways to represent this function algebraically: using the absolute value notation and using the cases notation:
\(A... |
3.OA.D.9 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for multiplication by 10. These understandings help students develop fluency and will be helpful later in this lesson when students need to be able to represent and solve a problem involving groups of 10.
When students re... |
3.OA.D.8 | Narrative
Previously, students matched diagrams and equations to situations with an unknown quantity. Here, they generate such equations, using a letter for the unknown quantity, solve problems, and explain how they know their answers makes sense. Students should be encouraged to use any solving strategy they feel comf... |
6.RP.A.3 | Task
John, Marie, and Will all ran for 6th grade class president. Of the 36 students voting, the ratio of votes for John to votes for Will was two to one. Marie got exactly the average number of votes for the three of them. How many more votes did John get than Marie?
|
3.OA.B.5 | Narrative
The purpose of this activity is for students to practice finding the value of division expressions using any strategy that makes sense to them. They may divide the dividend into equal groups or use the divisor to multiply up to the given dividend. They may choose to represent the division or multiplication wi... |
5.NF.B.3 | Problem 1
Act 1: Look at the following recipe -
###IMAGE0###
What do you notice? What do you wonder?
Problem 2
Act 2: Use the following information to determine how many batches of cake can be made, how many servings can be made, and how much of each ingredient are needed to make that much cake -
This is how many eggs ... |
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 ... |
F-TF.A.2 | Problem 1
###IMAGE0###
The radius of the circle above is
$$1$$
, and it is centered at the origin. This is called a “unit circle.” Find the coordinates of the point marked at
$${45^{\circ}}$$
.
Problem 2
###IMAGE1###
The radius of the circle above is
$$1$$
, and it is centered at the origin. Find the coordinates of the... |
1.OA.C.6 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding three one-digit numbers within 20. When students look for ways to decompose addends to make a ten with another addend, and add the remaining addends to find the sum, they look for and make use of the structure ... |
1.MD.C.4 | Narrative
The purpose of this activity is for students to sort math tools, name the groups they used to sort, and tell the number of objects in each group. Students identify attributes of the objects and sort them into two or more groups. Students may choose to use one of the blackline masters to organize as they sort.... |
6.RP.A.3 | Warm-up
In this warm-up, students are asked to reason which group of blocks is the bluest and explain how they arrived at that decision. The goal is to prompt students to visualize and articulate different ways they can use ratios, equivalent ratios and proportions to support their reasoning.
Launch
Students in groups ... |
5.OA.A.2 | Warm-up
The purpose of this warm-up is to encourage students to think about the reasonableness of a quotient by looking closely at the values of the dividend and divisor. The digits in the answer choices reflect those in the actual answer. While some students may try to mentally evaluate each one precisely, encourage t... |
G-SRT.C.8 | Task
Suppose $P$ is a point not contained on a line $L$.
Let $Q$ be the point on $L$ so that $PQ$ meets $L$ perpendicularly and let
$R$ be any other point on $L$ as in the picture below:
###IMAGE0###
Show that segment $PQ$ is shorter than segment $PR$.
|
3.OA.B.5 | Narrative
The purpose of this activity is for students to continue to multiply single-digit whole numbers and numbers greater than 20. The opening problem encourages students to apply place value reasoning (decomposing two-digit numbers into tens and ones) and properties of operations to reason numerically about produc... |
4.MD.B.4 | Problem 1
The table below shows the distance that Ms. Smith's fourth graders ran before stopping for a rest.
###TABLE0###
Using the information in the table, answer the following questions:
a. What was the longest distance a student ran?
b. What was the shortest distance a student ran?
c. What was the most common... |
8.F.A.1 | At a local bank, when you open an account, you provide certain information that is stored in the bank's records. The table below shows the names and mailing zip codes of some of the bank's customers.
###TABLE0###
a. Suppose
F
is the rule that takes a customer's name and provides their mailing zip code. According to t... |
5.NF.A.2 | Warm-up
The purpose of an Estimation warm-up is to practice the skill of estimating a reasonable answer based on experience and known information, and also help students develop a deeper understanding of the meaning of standard units of measure. It gives students a low-stakes opportunity to share a mathematical claim a... |
6.RP.A.3d | Activity
The purpose of this activity is to help students understand that quantities measured using the same two units of measure form a set of equivalent ratios. All of the strategies and representations they have for reasoning about equivalent ratios can be used for reasoning about converting from one unit of measure... |
4.OA.B.4 | Narrative
The purpose of this activity is for students to learn about
prime numbers
and
composite numbers
. Students are given a set of cards with rectangles on them. They sort the rectangles by area and then attempt to draw an additional rectangle for each category. They notice that some areas can be represented by mo... |
G-CO.A.1 | Activity
The purpose of this activity is to let students determine how to use straightedge and compass moves to construct a regular hexagon precisely. Students should play with construction moves until they reach their goal rather than follow an explicit demonstration of construction steps. While the term
regular
appea... |
F-IF.A | Task
Use the graph (for example, by marking specific points) to illustrate the statements in
(a)–(d). If possible, label the coordinates of any points you draw.
###IMAGE0###
$f(0) = 2$
$f(−3)=f(3)=f(9)=0$
$f(2) = g(2)$
$g(x)>f(x)$ for $x>2$
|
6.G.A.1 | Problem 1
Jung's teacher drew a shape on the board (shown below), and asked the students to find the area of the shape. Describe a method Jung could use to find the area and then determine the area.
###IMAGE0###
Problem 2
Find the area of the trapezoid below in three different ways by:
###IMAGE1###
a. Drawing a recta... |
A-SSE.A.1b | Task
A physics professor says: "Of course, it is easy to see that
$$ L_0 \sqrt{1 - \frac{v^2}{c^2}} = 0 $$
when $v = c$."
Give a possible explanation in terms of the structure of the expression on the left why the professor might say that.
Assuming that $L_0$ and $c$ are positive, what is the greatest possible value of... |
A-CED.A.3 | Activity
The purpose of this activity is for students to practice graphing and making sense of the graphs of systems of equations. Students construct equations from descriptions of situations, graph those equations, then consider points on the graph in context. This will be useful in their Algebra class when students w... |
6.RP.A.3 | Optional activity
This activity presents a method for deciding the winner of an election with more than two choices: runoff voting. If no choice has a majority of votes, then one or more choices with the fewest votes are eliminated and another vote is held between the remaining choices. Repeat until one choice gets a m... |
7.RP.A.3 | Warm-up
The purpose of this warm-up is to elicit the idea that percent increases and decreases can be represented with double number lines, which will be useful when students use double number lines in a later activity. While students may notice and wonder many things about these images, recognizing the original amount... |
A-CED.A | Task
Nola was selling tickets at the high school dance. At the end of the evening, she picked up the cash box and noticed a dollar lying on the floor next to it. She said,
I wonder whether the dollar belongs inside the cash box or not.
The price of tickets for the dance was 1 ticket for \$5 (for individuals) or 2 ticke... |
7.SP.C.8b | Activity
In this activity, students practice using their understanding of ways to calculate the number of outcomes in the sample space without writing out the entire sample space (MP7). Many situations with multiple steps have very large sample spaces for which it is not helpful to write out the entire sample space, bu... |
5.MD.B | Warm-up
The purpose of this warm-up is to review students’ prior knowledge about Representation of numerical data. Students may be familiar with line plot from previous grades but unfamiliar with the term
dot plot
, which is what will be used in this unit and beyond. Students learn that both terms are commonly used for... |
6.SP.B.5c | Optional activity
The purpose of this activity is to get students to calculate the median and IQR, and to investigate how those values are impacted by outliers.
The data sets in this lesson are small enough that finding summary statistics like measures of center or measures of variability are not necessary. The entire ... |
8.EE.A.1 | Problem 1
Consider the statement: A negative number raised to any whole number power will be negative.
Is this statement always, sometimes, or never true? Justify your response.
Problem 2
Consider the statement: An odd number raised to an odd power will be odd.
Is this statement always, sometimes, or never true? Justif... |
5.G.B.3 | Problem 1
Someone sorted some shapes as shown below.
###IMAGE0###
a. What is similar about the two groups of figures? What term(s) can we use to describe all of the shapes?
b. What is different about the two groups of shapes?
Problem 2
Decide whether each of the following statements are true or false. If it is fals... |
7.RP.A.2 | Optional activity
In this activity students compute rates to decide which job applicant is working the fastest checking online comments. They compare rates and total number of comments checked, then see that using rates is the more useful information in this situation.
Launch
Keep students in the same groups of 2.
Repr... |
5.NF.B.4a | Narrative
The purpose of this activity is for students to draw two diagrams that represent a unit fraction of a unit fraction. Students work with the same unit fractions in both diagrams. The directions were intentionally written to encourage students to partition a unit square in different ways. Students initially par... |
3.OA.A.3 | Narrative
The purpose of this activity is for students to use what they’ve learned about multiplication to solve and represent situations that involve equal groups. Students now have experience with multiple representations and have the opportunity to choose which representation is most helpful to represent multiplicat... |
1.OA.A.2 | 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
Math Stories
What’s Behind My Back
Engagement: Provide Access by Recruiting Interest.
Use visible timers... |
G-GMD.B.4 | Task
The official diameter of a tennis ball, as defined by the International Tennis Federation, is at least 2.575 inches and at most 2.700 inches. Tennis balls are sold in cylindrical containers that contain three balls each. To model the container and the balls in it, we will assume that the balls are 2.7 inches in di... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to consider the numbers when they choose a strategy to find the value of a product. Some students might choose to use the same strategy for any multiplication problem. In this activity, the numbers were chosen to encourage students to choose different strategies in... |
5.G.A.2 | Problem 1
The data table below shows the weight of a typical male greyhound, a breed of dog, during the first 28 months of his life. Graph the corresponding points, then connect the points in the order they are given to form a line graph.
###TABLE0###
What do you notice? What do you wonder?
Problem 2
Using the informat... |
5.NF.B.3 | Narrative
The purpose of this Number Talk is for students to interpret a fraction as division of the numerator by the denominator. The strategies elicited here will be helpful later in the lesson when students match division situations, expressions, and diagrams. In this activity, students have an opportunity to notice... |
6.EE.A.2 | A cube has
$$6$$
equal sides, each with an area of
$${s^2}$$
square units. The surface area of a cube is the total area of all six sides, and is represented by the formula
$$S=6{s^2}$$
.
Find the surface area of a cube with the side lengths below.
a.
$${s=3}$$
inches
b.
$${s=1.2}$$
cm
c.
$${s={2\over3}}$$
ft
|
4.MD.C.5b | Narrative
In this activity, students learn how to use a protractor. They align a protractor to the vertex and a ray of an angle so that its measurement can be read. The given angles are oriented in different ways, drawing students’ attention to the two sets of scales on a protractor. Students need to consider which set... |
2.MD.A.2 | Warm-up
The purpose of this task is to notice how differences in recorded measurements can result from the level of precision of your measuring device. Students use rulers that have varying levels of accuracy to measure the same lines. This warm-up gets the conversation started around measurement error that will conti... |
S-IC.B.4 | Problem 1
Below is a normal distribution that shows the height of 8-year-old boys in inches. The relative frequency of each height is shown along the
$${y-}$$
axis, and the height, in inches, is shown along the
$${x-}$$
axis.
The mean is 50 and the standard deviation is 2.
###IMAGE0###
Estimate the percent of 8-year-ol... |
F-LE.A | Task
Let $P = (0,1)$ and $Q = (1,2)$ in the $(x,y)$ plane.
Show that there is a unique linear function described by the equation $y = mx + b$ whose graph contains $P$ and $Q$: find $m$ and $b$.
Show that there is a unique exponential function described by the equation $y = ab^x$ whose graph contains $P$ and $Q$: find $... |
G-CO.D.13 | Warm-up
This is the first Notice and Wonder activity in the course. Students are shown a geometric construction composed of seven circles. The prompt to students is: “What do you notice? What do you wonder?”. Students are given a few minutes to write down things they notice and things they wonder. After students have h... |
3.MD.D.8 | Problem 1
Claudia is redecorating her bedroom, which is in the shape of a rectangle that is 8 feet long and 9 feet wide. She needs to buy new carpeting and wants to put baseboards around the border of her bedroom.
a. How much carpeting should Claudia order?
b. How much baseboard should Claudia order?
Problem 2
The ... |
2.OA.A.1 | Narrative
The purpose of this Notice and Wonder is to elicit different questions from students about a story to prepare them for writing their own questions for a math story in an upcoming activity. Although students may notice and wonder many things, the most important discussion point will be the types of mathematica... |
4.NF.B.4c | Problem 1
Arthur needs to sew 8 buttons onto his jacket. For each button, he’ll need
$$5\over 12$$
feet of thread. What is the total amount of thread, in inches, Arthur needs to sew on all 8 buttons?
Problem 2
A chef makes 37 servings of soup. Each serving is
$$2\frac {1}{4}$$
cups. How much soup, in cups, did the chef... |
6.G.A.2 | Activity
In this activity, students continue the work on finding the volume of a right rectangular prism with fractional edge lengths. This time, they do so by packing it with unit cubes of different unit fractions for their edge lengths—
\(\frac13\)
,
\(\frac12\)
, and
\(\frac14\)
of an inch. They use these cubes to f... |
7.RP.A.2 | Activity
In this task, students use the constant of proportionality they estimated in the previous task to calculate circumferences of circles given the diameter and vice versa. The purpose is to reinforce the proportional relationship between circumference
\(c\)
and diameter
\(d\)
and use the formula
\(c=kd\)
, where
... |
S-ID.A.3 | Task
Students were asked to report how far (in miles) they each live from school. The following distances were recorded.
###TABLE0###
1. Summary statistics for the distances are given below.
###TABLE1###
Construct a box plot for the distances and describe the main features of the distribution.
2. John currently lives... |
7.EE.B.3 | Problem 1
Quiana measures the width of her doorway entrance using a measuring tape. She measures the width as 33 inches. She later finds a better tape measure that measures to the nearest half of an inch. After re-measuring, she determines that the actual measure of the doorway is 32 ½ inches.
a. What is the amount o... |
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... |
5.NBT.A | Stage 4: Decimals
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
Greatest of Them All Stage 4 Recording Sheet
Narrative
Students make decimal numbers less than 1.
Variation:
Students can write digits in the ones and tens place, as well.
|
5.G.A.1 | Stage 6: Shapes on the Coordinate Grid
Required Preparation
Materials to Copy
Blackline Masters
Which One Stage 6 Gameboard
Narrative
One partner chooses a rectangle on the coordinate plane from the board. The other partner asks questions to figure out which rectangle on the coordinate plane their partner chose.
|
G-SRT.A.2 | Task
In triangles $ABC$ and $DEF$ below $m(\angle A) = m(\angle D)$, $m(\angle B) = m(\angle E)$ and $|\overline{AB}| = |\overline{DE}|$.
###IMAGE0###
Find a sequence of translations, rotations, and reflections which maps $\triangle ABC$ to $\triangle DEF$.
After working on problem (a), Melissa says
Since $m(\angle A) ... |
1.OA.D.8 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have about the relationship between addition and subtraction. Each addition and subtraction equation represents the same part-whole relationship. These understandings help students develop fluency and will be helpful later in ... |
A-REI.B.3 | Task
The following is a student solution to the inequality $$ \frac{5}{18} - \frac{x-2}{9} \leq \frac{x-4}{6}. $$ $$ \begin{align} \frac{5}{18} - \frac{x-2}{9} & \leq \frac{x-4}{6} \newline \frac{5}{18} - \frac22 \frac{x-2}{9} & \leq \frac33 \frac{x-4}{6} \newline \frac{5}{18} - \frac{2x-2}{18} & \leq \frac{3x-4}{18} \... |
5.NF.A | Task
Some of the problems below can be solved by multiplying $\frac18\times\frac25$, while others need a different operation. Select the ones that can be solved by multiplying these two numbers. For the remaining, tell what operation is appropriate. In all cases, solve the problem (if possible) and include appropria... |
6.NS.B.2 | Activity
In this activity, students use long division to divide whole numbers whose quotient is not a whole number. Previously, students found the quotient of
\(62 \div 5\)
using base-ten diagrams and the partial quotients method. Because the long division is a particular version of the partial quotients method, and be... |
3.OA.B.5 | Stage 5: Multiply to 100
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 5 Recording Sheet
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 4 cards and chooses 2–3 of them to use to create a multiplic... |
8.SP.A.4 | Activity
In this activity, students create two-way tables displaying relative frequency. The relative frequency table converts the actual frequency data to percentages which can be useful when comparing groups that include different totals. Finally, students use the relative frequencies to look for a pattern in the dat... |
3.NF.A.2b | Stage 2: Halves, Thirds and Fourths
Required Preparation
Materials to Gather
Centimeter cubes
Number cubes
Materials to Copy
Blackline Masters
Number Line Scoot Stage 2 Gameboard
Number Line Scoot Stage 2 Directions
Narrative
Students take turns rolling a number cube and using the number as a numerator in a fraction w... |
S-IC.A.2 | Activity
The mathematical purpose of this activity is to make, critique, and justify claims using the data-generating process. Students flip a coin to determine the number of heads that show up for several groups of 20 flips. Students should recognize that some variability is expected from the expected 10 heads that ar... |
N-CN.A | Task
For this task, the letter $i$ denotes the imaginary unit, that is, $i=\sqrt{-1}$.
For each integer $k$ from 0 to 8, write $i^k$ in the form $a+bi$.
Describe the pattern you observe, and algebraically prove your observation. In particular, simplify $i^{195}$.
Write each of the following expression in the form $a+b... |
G-GPE.B.7 | A family has a house on a plot of land and would like to build an addition. The map below shows the “footprint” of the original house, the proposed addition, and the family’s plot of land. Each grid line represents 10 linear feet.
###IMAGE0###
The family’s plot of land is rectangular. What are the values of the missing... |
2.MD.A | Warm-up
The purpose of this warm-up is to help students visualize circumference as a linear measurement, in preparation for examining the relationship between diameter and circumference in the next activity. Some students may be able to imagine unrolling the tube into a rectangle in order to compare its length and widt... |
7.RP.A.3 | Warm-up
This warm-up is a review of previous work, and is intended to help students make calculations more efficiently in this lesson.
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 ... |
3.OA.A.3 | Task
Many problems can be solved in different ways. Decide if the following word problems can be solved using multiplication. Explain your thinking. Then solve each problem.
Liam is cooking potatoes. The recipe says you need 5 minutes for every pound of potatoes you are cooking. How many minutes will it take for Liam t... |
A-REI.C | Activity
This info gap activity gives students an opportunity to determine and request the information needed to figure out which complex numbers were multiplied to produce another complex number. The challenge students will face here is that there will be two unknowns in each problem, a real part and an imaginary part... |
5.G.B | Activity
Developing a useful and complete definition of a polygon is harder than it seems. A formal definition is often very wordy or hard to parse. Polygons are often referred to as “closed” figures, but if used, this term needs to be defined, as the everyday meaning of “closed” is different than its meaning in a geom... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to practice multiplying multi-digit numbers that have one or more digits of 0 at the end. Monitor for students who:
use the standard algorithm to evaluate
\(6,\!700 \times 89\)
.
multiply the product
\(67 \times 89\)
by 10 to find the value of the product
\(670 \ti... |
3.NF.A.1 | Narrative
The purpose of this activity is for students to use fraction strips to represent halves, fourths, and eighths. The denominators in this activity are familiar from grade 3. The goal is to remind students of the relationships between fractional parts in which one denominator is a multiple of another. Students s... |
S-CP.A.2 | Problem 1
You are in a diner and want to know if choosing cream or sugar are independent events, that is, if one depends on the other. Below is a Venn diagram that represents the number of people in the diner one morning. A random person is chosen.
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Is this random person more likely to have cream in his cof... |
2.NBT.A.1 | Narrative
The purpose of this activity is for students to write three-digit numbers as the sum of the value of each digit,
expanded form
. Students connect the order and values of the addends in expanded form to the order and value of each place in a three-digit number. Use expanded form and its definition interchangea... |
G-GMD.A.1 | Below is a square pyramid and a square prism. Which has the larger volume? Explain your reasoning.
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4.OA.C.5 | Narrative
In this optional activity, students investigate patterns in multiples of 15 and analyze and describe features of the digits in the tens and ones place. The activity also prompts them to consider why those features exist and to predict whether a given number could be a multiple of 15. The goal here is not to e... |
3.MD.C.7 | Stage 2: Factors 1–5
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Rectangle Rumble Stage 2 Grid
Rectangle Rumble Stage 2 Spinner
Narrative
Students generate factors with a number cube and a spinner with the numbers 1–5. Stude... |
A-SSE.A.1b | You deposit $8,000 into an account that pays 4.5% interest, compounded quarterly. How long will it take for you to have $12,000?
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