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4.MD.B.4 | Stage 3: Eighth Inches
Required Preparation
Materials to Gather
Paper
Rulers (inches)
Materials to Copy
Blackline Masters
Target Measurement Stage 3 Recording Sheet
Narrative
Students try to draw a line segment as close as possible to the length of the target measurement (in eighth inches).
|
3.OA.A.1 | Narrative
The purpose of this activity is for students to match drawings, tape diagrams, and situations to multiplication expressions (MP2). Students build on their understanding of how the structure of drawings, tape diagrams, and multiplication situations show equal groups and connect this to the structure of a multi... |
7.RP.A.2a | Activity
This context was used in an earlier unit about proportional relationships as an example of a relationship that is not proportional. However, a different rule for determining the entrance fee is used here.
Watch for students who organize the given information in a table or another visual representation, and for... |
G-SRT.C.7 | Task
Suppose $0^\circ \lt a \lt 90^\circ$ is the measure of an acute angle. Draw a picture and explain why $\sin{a} = \cos{(90 -a)}$
Are there any angle measures $0^\circ \lt a \lt 90^\circ$ for which $\sin{a} = \cos{a}$. Explain.
|
K.CC.B.4b | Narrative
The purpose of this warm-up is to elicit the idea that collections may be arranged in different ways, which will be useful when students rearrange collections in a later activity. While students may count the dots, it is not expected for this activity. The purpose of the synthesis is to consider which arrange... |
8.EE.A.3 | Optional activity
This activity gives students additional practice using scientific notation to work with small and large numbers and answering questions about quantities in context. Students express numbers in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, as w... |
2.NBT.B.8 | Narrative
The purpose of this Choral Count is for students to practice counting by 10 and 100 and notice patterns in the count. These understandings help students develop fluency and will help students see that multiples of 100 are also multiples of 10, and prepare them to round large numbers to the nearest ten and hun... |
3.MD.A.2 | Narrative
The purpose of this activity is for students to use what they’ve learned about grams and kilograms to estimate the weights of some common pets. Students should rely on the experiences they have had in previous activities to explain why the estimates they choose are reasonable. In the synthesis, students consi... |
F-IF.C.8b | Problem 1
The graph of a function of the form
$${f(x)=ab^x}$$
is shown below. Find the values of
$$a$$
and
$$b$$
.
###IMAGE0###
Problem 2
A fisherman illegally introduces some fish into a lake, and they quickly propagate. The growth of the population of this new species (within a period of a few years) is modeled by
$$... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to make sense of tape diagrams, and how they can be used to show part-part-whole relationships. Students have previously used tape diagrams to show comparisons. In this activity, they connect tape diagrams to Compare problems and Put Together/Take Apart problems (M... |
2.MD.D.10 | Problem 1
Pre-unit
The table shows how a group of students most enjoy traveling. Use the table to complete the picture graph.
###TABLE0###
###IMAGE0###
|
2.NBT.B.5 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 100. Students may share how they use mental strategies to make a ten. When students share how they use the value of one expression to find the value of the next expression, they look for and express regu... |
G-GMD.A.3 | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for calculating volumes of solids. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to do more complex volume calculations.
In this activity, stude... |
8.G.B | Activity
This activity helps students identify the hypotenuse in right triangles in different orientations.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet work time and then have them compare with a partner. Follow with a whole-class discussion.
Student Facing
Label all the hypotenuses with
\(c... |
7.G.A.1 | Activity
In this activity, students use a scale drawing and a scale expressed without units to calculate actual lengths. Students will need to make a choice about which units to use, and some choices make the work easier than others.
Monitor for several paths students may take to determine actual heights of the objects... |
1.MD.B.3 | Narrative
The purpose of this activity is for students to identify whether a clock is showing a time that’s half past or o’clock. Students use the position of the hour hand to determine the time.
MLR2 Collect and Display.
Circulate, listen for and collect the language students use as they talk about the clocks. On a vi... |
4.OA.C.5 | Narrative
The purpose of this activity is for students to make paper flowers, use them to create patterns, and describe the patterns. The experience of making the flowers provides a concrete reference that will be helpful when students make sense of, solve, and create multi-step problems with the same context later in ... |
4.G.A.1 | Task
The students in Ms. Sun's class were drawing geometric figures. First she asked them to draw some points, and then she asked them to draw all the line segments they could that join two of their points.
Joni drew 4 points and then drew 4 line segments between them:
###IMAGE0###
Are there other line segments that Jo... |
7.EE.B.4a | Activity
This activity continues the work of using a balanced hanger to develop strategies for solving equations. Students are presented with a balanced hanger and are asked to explain why each of two different equations could represent it. They are then asked to find the unknown weight. Note that no particular solutio... |
G-GMD.A.3 | Warm-up
The purpose of this warm-up is to remind students that if a solid is scaled by a factor of
\(k\)
, the solid’s volume increases by a factor of
\(k^3\)
. Also, the situation described in this activity sets the stage for the next task in the lesson. As students evaluate the accuracy of a cylindrical model, they’r... |
1.OA.C.6 | Stage 2: Subtract within 10
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cards 0–10
Materials to Copy
Blackline Masters
Capture Squares Stage 2 Gameboard
Narrative
Students choose two cards and find the difference.
|
N-Q.A.3 | Task
A liquid weed-killer comes in four different bottles, all with the same active ingredient. The accompanying table gives
information about the concentration of active ingredient in the bottles, the size of the bottles, and the price of the bottles. Each bottle's contents is made up of active ingredient and water.
#... |
K.CC.B.4b | Narrative
The purpose of this activity is for students to rearrange and determine how many there are in the same collection of objects multiple times, to build their understanding that the arrangement of objects does not affect the number (MP8). As students share how many objects are in their collection, write or displ... |
3.OA.D.9 | Narrative
The purpose of this warm-up is to elicit observations about patterns in sums of two- and three-digit addends in an addition table. The table is partially filled out to highlight some properties of operations. For example, the sums in the table can illustrate the commutative property (
\(99 + 98\)
and
\(98 + 9... |
8.EE.A.2 | Activity
This activity is the first of three activities in which students investigate the value of
\(\sqrt2\)
. In this activity, students draw three squares on small grids, building on their earlier work. Two of the three possible squares have easily countable side lengths since they line up along the grid lines. The ... |
K.G.B.4 | Narrative
The purpose of this activity is for students to find shapes that are alike and different. The shapes students compare are shapes found in the environment, as they look at pictures of real-world objects in picture books. Students use informal language to compare the shapes.
MLR8 Discussion Supports.
Synthesis:... |
F-LE.A.1 | Task
City Bank pays a simple interest rate of 3% per year, meaning that each year the balance increases by 3% of the initial deposit. National Bank pays an compound interest rate of 2.6% per year, compounded monthly, meaning that each month the balance increases by one twelfth of 2.6% of the previous month's balance.
... |
A-REI.B.4b | Problem 1
A quadratic function and its graph are shown below.
###IMAGE0###
$${y=x^2+3x+6}$$
Estimate the vertex from the graph.
Determine the vertex using the formula
$${ x=-{b\over{2a}}}$$
.
Rewrite the equation in vertex form by completing the square. Identify the vertex.
Problem 2
Rewrite the equation below in verte... |
7.EE.B.3 | Warm-up
This warm-up refreshes students' memory of strategies for working with percent change situations, preparing them to apply this understanding to situations of exponential change.
As students work, look for the different strategies they use to answer the questions. For example, students might think of the first q... |
7.G.B.6 | Problem 1
Determine if each situation below would be solved by finding the surface area or the volume of the object. Explain your reasoning.
a. How much wrapping paper is needed to wrap a present?
b. How much water will fill a fish tank?
c. How much cardboard is needed to create an open box?
d. How many cubic i... |
5.G.A.2 | Task
Greetings from the Kalahari Desert in South Africa! In this activity, you will learn a lot about the Kalahari’s most playful residents: meerkats.
The following ordered pairs show the height of a typical meerkat at different times during the first 20 months of life. Graph the corresponding points and see what you c... |
6.NS.C.5 | Warm-up
The purpose of this warm-up is to elicit the idea that we can represent money we get with positive numbers and money we spend with negative numbers, which will be useful when students make sense of data about money and inventory in later activities. While students may notice and wonder many things about this ta... |
K.G.B | Narrative
The purpose of this activity is for students to learn what’s required for stage 3 of the Connecting Cubes center. Students use a specified number of each color of connecting cube to build with. While the written number is provided, students can use the images to determine how many connecting cubes they need. ... |
4.OA.A.3 | Narrative
This Info Gap activity prompts students to compare lengths of time given in different units. To make comparisons, students need to convert one unit into another or otherwise reason about equivalent amounts. They also need to relate quantities in multiplicative terms—to think of a quantity as a certain number ... |
8.G.A | Task
Below are two curves with some labeled points.
###IMAGE0###
Curve B is a scaled version of curve A: this means that there is a scale factor $r \gt 0$ so that the distance between any pair of points on curve A is scaled by a factor of $r$ when looking at the corresponding points on curve B.
Identify and label the p... |
5.NF.B.5b | Task
1/4 mile Track
###IMAGE0###
1 lap = 1/4 mile
Part One
Mrs. Gray gave a homework assignment with a fraction problem:
Will ran $1 \frac23$ laps of a $\frac14$ mile track. How far, in miles, did Will run? Jenna and Steve worked together on solving the problem. Jenna said that Will ran about $\frac12$ mile because $1 ... |
7.RP.A.2 | Activity
In this activity, students look at a photo of three people, a lamppost, and their shadows taken on a sunny day. They notice that there is an approximately proportional relationship between the height of an object and the length of its shadow. Then, they use what they know about proportional relationships and t... |
3.MD.A.2 | Problem 1
Silvia placed an egg on the scale below.
###IMAGE0###
Silvia bought 6 eggs. Assuming all of the eggs weigh the same, how many grams of eggs did Silvia buy?
Problem 2
A Clydesdale horse weighs 771 kilograms. A Shetland pony weighs 204 kilograms. How much greater is the mass, in kilograms, of the Clydesdale hor... |
8.EE.B.5 | At the grocery store, sliced turkey deli meat is on sale for $11 for 2 pounds.
a. What is the cost per pound of sliced turkey deli meat?
b. Write an equation to represent the cost,
$$y$$
, of sliced turkey deli meat measured in
$$x$$
pounds.
c. Draw a graph of the situation.
d. What is the meaning of the slope ... |
A-REI.B.4b | Activity
In this activity, students encounter equations that are challenging to solve using the methods they have learned, motivating students to seek a more efficient method.
Launch
Arrange students in groups of 2. Ask partners to choose the same equation. Give students quiet time to solve the equation and then time t... |
7.G.B.4 | Optional activity
Earlier in this lesson, students found the area of regions around circles and the area of fractions of circles in separate problems. In this activity, students combine these two strategies to find the area of a complex real-world object. Students engage in MP2 as they decide how to decompose the runni... |
2.NBT.A.2 | Narrative
The purpose of this activity is for students to write equations that represent the number of objects in the rows or columns of an array. In a previous lesson, students matched arrays to expressions. In this activity, they write their own equations and describe how each equal addend represents the number of co... |
F-TF.B.5 | Task
A wheel of radius 0.2 meters begins to move along a flat surface so that the center of the wheel moves forward at a constant speed of 2.4 meters per second. At the moment the wheel begins to turn, a marked point $P$ on the wheel is touching the flat surface.
###IMAGE0###
Write an algebraic expression for the func... |
1.NBT.B.2 | Problem 1
Pre-unit
35 has \(\underline{\hspace{0.9cm}}\) tens and \(\underline{\hspace{0.9cm}}\) ones.
52 has \(\underline{\hspace{0.9cm}}\) tens and \(\underline{\hspace{0.9cm}}\) ones.
|
7.EE.A.2 | Juniper Middle School serves students in 7th and 8th grades.
a. 55% of the students at Juniper are in the 8th grade. The remaining 117 students are in 7th grade. How many students attend Juniper Middle School?
b. In September, there was an average of 4.8 daily unexcused absences. In October, this daily average was ... |
2.MD.D.9 | Stage 1: Inches and Centimeters
Required Preparation
Materials to Gather
Objects of various lengths
Rulers (centimeters)
Rulers (inches)
Materials to Copy
Blackline Masters
Creating Line Plots Stage 1 Recording Sheet
Narrative
Students measure up to eight objects to the nearest centimeter or inch. They work with a par... |
7.SP.A | Optional activity
This activity is additional practice for students to understand the relationship between a sample and population. It may take additional time, and so is included as an optional activity.
In this activity, students attempt to recreate the data from the population data using three given samples (MP2). I... |
7.NS.A.1c | Activity
In this activity, students begin to see that subtracting a signed number is equivalent to adding its opposite. First, students match expressions and number line diagrams. Then they add and subtract numbers to see that subtracting a number is the same as adding its opposite (MP8).
Monitor for students who see a... |
F-BF.B.4c | Joseph evaluated
$${\mathrm{log}_232}$$
in his calculator and got
$${1.505}$$
. Why does his answer not make sense? How did he “plug in” the value in the calculator?
|
7.G.A.1 | Activity
Earlier, students created scale drawings given the actual dimensions and different scales. In this activity, instead of being given the actual dimensions, they are given a scale drawing to reproduce at a different scale.
There are two different types of reasoning students may apply. Monitor for students who:
U... |
3.NF.A.3d | Narrative
The purpose of this activity is to prompt students to reason about the relative sizes of two fractions with the same numerator and articulate how they know which one is greater. Students have done similar reasoning work (and used similar tools to support their reasoning) in grade 3, but here the fractions inc... |
6.RP.A.3c | Warm-up
The purpose of this number talk is for students to reason about a percentage of a number based on percentages they already know or could easily find. The percentages and numbers were purposefully chosen so that it would be cumbersome to calculate the exact answer and encourage making an estimate. During the who... |
A-SSE.B.4 | Task
In this task we will investigate an interesting mathematical object called the Cantor Set. It is a simple example of a fractal with some pretty weird properties. Here is how we construct it: Draw a black interval on the number line from 0 to 1 and call this set $C_0$. Create a new set called $C_1$ by removing the ... |
4.MD.A.1 | Problem 1
Use a balance scale and 1-pound and 1-ounce weights to answer the following question.
What do you notice about the relationship between the weight of a pound and the weight of an ounce?
Problem 2
Fill in the following conversion tables.
###IMAGE0###
Problem 3
A birth weight between 5 pounds 8 ounces and 8 pou... |
6.NS.B.4 | Problem 1
Four numbers are shown below. Each number has something unique about it that is unlike the other three numbers. What makes each number different from the others?
###TABLE0###
Problem 2
For each number below, use a factor tree to write the number as a product of prime factors.
48 ... |
2.G.A.1 | Stage 2: Grade 2 Shapes
Required Preparation
Materials to Gather
Paper
Materials to Copy
Blackline Masters
Shape Cards Grade 2
Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students draw a shape that has a shared attribute with the two shapes. Student... |
1.OA.B.4 | Narrative
The purpose of this warm-up is for students to look for and make use of structure in a set of related equations each having less information specified (MP7). The specific structure they might notice is that each expression on the left is equivalent to 9. Students may notice that the first two equations will r... |
3.MD.A.1 | Task
It usually takes Dajuana 45 minutes to do her homework. If she starts her homework at 5:30 PM, what time will she finish?
One day Dajuana started her homework at 6:45 PM and finished her homework at 7:20 PM. How long did Dajuana spend on her homework?
Another day, Dajuana finished her homework at 5:05 PM after spe... |
8.F.A.2 | Activity
This is the first of three activities where students make connections between different functions represented in different ways. In this activity, students are given a graph and a table of temperatures from two different cities and are asked to make sense of the representations in order to answer questions abo... |
7.RP.A.3 | Optional activity
The purpose of this activity is for students to choose how they can apply math concepts and strategies to a problem arising in a real-world context: predicting whether a restaurant will make a profit.
After students have estimated the monthly cost of their ongoing expenses on their list, poll the clas... |
F-LE.A.4 | Warm-up
This warm-up gives students a chance to see and analyze a worked solution to an exponential equation before they solve some in the next activity. An exponential equation with base
\(e\)
was chosen purposefully to reinforce that
\(e\)
is just a number, and, as such, students can work with it the same way they ha... |
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... |
6.RP.A.3 | Activity
In this info gap activity, students solve problems involving equivalent ratios. If students use a table, it may take different forms. Some students may produce a table that has many rows that require repeated multiplication. Others may create a more abbreviated table and use more efficient multipliers. Though ... |
3.G.A.1 | Problem 1
Pre-unit
Draw a rectangle on the grid and label it A. Draw a triangle and label it B. Draw a hexagon and label it C.
###IMAGE0###
|
4.NBT.A.1 | Problem 1
Fill in the blank to make the following equations true.
a. 6,000 = 10 × ______________
b. 10 × 30,000 = ______________
c. Use pictures, numbers, or words to explain how you got your answer to (b).
Problem 2
Complete the following statements using your knowledge of place value.
a. 10 times as many as _... |
8.EE.B | Warm-up
In this warm-up, students find pairs of numbers for the width and length of rectangles that all have the same perimeter. The purpose of this warm-up is to prompt students to consider other forms of linear equations beyond
\(y=mx+b\)
while continuing to make connections between different representations of linea... |
3.NF.A.2 | Problem 2
Pre-unit
Locate and label \(\frac{3}{4}\) and \(\frac{6}{4}\) on the number line.
###IMAGE0###
Explain why your points represent \(\frac{3}{4}\) and \(\frac{6}{4}\).
|
3.OA.C.7 | Narrative
The purpose of this activity is for students to apply multiplication fluency within 100 to find factors of multiples within the range of 1–36. This game is Stage 1 of the center Find the Number. In this stage, students find all the factors for a given number.
One player chooses a number on the game board (1–3... |
5.NF.B | Narrative
The purpose of this True or False is to elicit the strategies and insights students have for multiplying fractions by whole numbers. Students do not need to find the value of any of the expressions but rather can reason about properties of operations and the relationship between multiplication and division. I... |
6.RP.A.3 | Optional activity
This activity is the same type of situation as the previous one: comparing the voting of two groups on a yes or no issue. However, the numbers make it more difficult to use "part to part" ratios. Again, students need to be thinking about how to make sense of (MP1) and quantify the class voting decisio... |
2.OA.A.1 | Problem 4
Pre-unit
There are 37 frogs in the pond. There are 16 more goldfish than frogs in the pond.
Complete the diagram to match the story problem.
###IMAGE0###
How many goldfish are there in the pond? Explain or show your reasoning.
|
N-CN.A.1 | Activity
In this partner activity, students take turns matching equivalent expressions using the fact that
\(i^2 = \text-1\)
. They build on a previous activity in which they multiplied imaginary numbers and saw how this changed the numbers’ representation on the complex plane. Fluency with strategically using the fact... |
7.NS.A.1b | Problem 1
Which addition problems below will have a positive sum? Select all that apply.
Problem 2
Write an addition problem that has a sum of
$${-24}$$
. Include one positive number and one negative number in your problem.
|
G-GPE.B.5 | Write the equation of the line that passes through point
$${ (6,8)}$$
and is parallel to the line
$${3x+2y=8}$$
.
|
8.G.A.1 | Task
This task examines the mathematics behind an origami construction of a rectangle whose sides have the ratio $(\sqrt{2}:1)$. Such a rectangle is called a silver rectangle.
Beginning with a square piece of paper, first fold and unfold it leaving the diagonal crease as shown here:
###IMAGE0###
Next fold the bottom ri... |
5.NBT.B.5 | Problem 1
Find the products using the method you think is most efficient. Then assess the reasonableness of your answer.
a.
$$714\times235$$
b.
$$509\times360$$
c.
$$809\times6,791$$
Problem 2
On Friday, April 13, 2018, there were 749 outbound flights each carrying approximately 101 passengers. If there are usually 58,... |
A-CED.A.3 | Task
Fishing Adventures rents small fishing boats to tourists for day long fishing trips. Each boat can hold at most eight people. Additionally, each boat can only carry 1200 pounds of people and gear for safety reasons. Assume on average an adult weighs 150 pounds and a child weighs 75 pounds. Also assume each group w... |
8.EE.C.8a | Activity
Students are given linear equations—some of which represent proportional relationships—in various forms, and are also given solutions to their partner’s equations in the form of coordinates of a point. The student with the equation decides which quantity they would like to know,
\(x\)
or
\(y\)
, and requests t... |
3.MD.D.8 | Problem 3
Pre-unit
Draw a rectangle on the grid.
What is the perimeter of the rectangle?
###IMAGE0###
|
8.SP.A.4 | Activity
Now that students are more familiar with two-way tables showing relative frequency, they are ready to create their own segmented bar graphs. In this activity, students create two segmented bar graphs based on the same two-way table by considering percentages of the rows and columns separately. After creating t... |
F-LE.A.1 | Task
SCREEN I
In science class, some students dropped a basketball and allowed it to bounce. They measured and recorded the highest point of each bounce.
The students’ data is shown in the table and scatterplot. The first data point ($n = 0$) represents the height of the ball the moment the students dropped it.
###TABL... |
G-CO.B.6 | Activity
The goal of the activity is to develop informal reasoning about which properties of rigid transformations and which items of given information are useful in writing a triangle congruence proof. This activity presents a partially completed proof that a sequence of a translation, reflection, and rotation will al... |
A-REI.A | Warm-up
This Math Talk encourages students to to rely on the structure of equations, properties of operations, and what they know about solutions to equations to mentally solve problems. It also prompts students to recall that dividing a number by 0 leads to an undefined result, preparing them for the work later in the... |
F-LE.A.2 | Task
Let $f$ be the function that assigns to a temperature in degrees
Celsius its equivalent in degrees Fahrenheit.
The freezing point of water in degrees Celsius is 0 while in degrees Fahrenheit
it is 32. The boiling point of water is 100 degrees Celsius and 212 degrees
Fahrenheit. Given that the function $f$ is lin... |
F-BF.B.3 | The graph of quadratic function
$$f$$
below shows the path of a ball thrown. The
$${y-}$$
axis represents the vertical distance and the
$${x-}$$
axis represents the horizontal distance the ball has traveled. A wall is shown at
$${x=5}$$
and has a height equal to
$$2$$
units on the vertical axis.
###IMAGE0###
Which of t... |
5.NF.B.3 | Narrative
The purpose of this What Do You Know About ____? is for students to share what they know and how they can represent the number
\(\frac{3}{2}\)
. This will be useful when students write equations to represent the relationship between a division expression and a fraction in a later activity. Record answers on a... |
4.NF.C.5 | Task
Find the sums.
$\displaystyle \frac{9}{10} + \frac{8}{100}$
$\displaystyle \frac{7}{100} + \frac{3}{10}$
$\displaystyle \frac{2}{10} + \frac{41}{100}$
$\displaystyle \frac{23}{100} + \frac{7}{10}$
$\displaystyle \frac{7}{10} + \frac{20}{100}$
$\displaystyle \frac{1}{10} + \frac{9}{100} + \frac{13}{10} + \frac{21}{... |
7.NS.A.1d | Activity
In this activity, no scaffolding is given and students use any strategy to find the sums. Monitor for students who reason in different ways about the sums.
Launch
Arrange students in groups of 2. 2 minutes of quiet work time, followed by partner and whole-class discussion.
Student Facing
Find the sums.
\(\text... |
5.MD.C.3 | Narrative
This warm-up prompts students to compare four images. It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another.
In the synthesis it is important to discuss things the writer had to pay attention to when they designed this... |
8.SP.A.2 | Task
Jerry forgot to plug in his laptop before he went to bed. He wants to take the laptop to his friend's house with a full battery. The pictures below show screenshots of the battery charge indicator after he plugs in the computer at 9:11 a.m.
###IMAGE0###
The screenshots suggest an association between two variables.... |
F-IF.C.7a | Task
Graph these equations on your graphing calculator at the same time. What happens? Why?
$$
\begin{align}
y_1 &= (x – 3)(x + 1) \\
y_2 &= x^2 – 2x – 3 \\
y_3 &= (x – 1)^2 – 4 \\
y_4 &= x^2 – 2x + 1
\end{align}
$$
Below are the first three equations from the previous problem.
$$
\begin{align}
y_1 &= (x – 3)(x + 1) \\... |
K.CC.B.4 | Stage 1: Explore
Required Preparation
Materials to Gather
Picture books
Narrative
Students look at picture books and identify groups of objects. They may recognize small quantities or count to figure out how many.
Additional Information
Each group of 2 needs at least one picture book that shows groups with different n... |
3.NBT.A.2 | Stage 5: Within 1,000
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Addition and Subtraction Stage 5 Recording Sheet
Narrative
Students use the digits 0–9 to make addition equations true. They work with sums and differences within 1,000.
|
8.F.B.4 | Activity
In this activity, students work with a graph that clearly cannot be modeled by a single linear function, but pieces of the graph could be reasonably modeled using different linear functions, leading to the introduction of piecewise linear functions (MP4). Students find the slopes of their piecewise linear mode... |
6.RP.A.1 | Optional activity
Here students read ratio information from a picture and represent it as a diagram. The activity serves two purposes: to reinforce ratio language introduced in the previous lesson, and to better understand the meaning of the term “diagram.”
As students work, check that they use ratios in their sentence... |
G-C.B | Activity
In this activity, students work backward from the area and central angle of a sector to find the area, radius, and circumference of the circle as well as the arc length of the initial sector.
Launch
Arrange students in groups of 2. Give students quiet work time and then time to share their work with a partner.... |
G-SRT.B.4 | Warm-up
The purpose of this warm-up is to elicit the idea that lines parallel to the base of a triangle make interesting shapes, including similar triangles, which will be useful when students prove these conjectures in a later activity. While students may notice and wonder many things about these images, triangles and... |
G-CO.A.5 | Warm-up
The purpose of this warm-up is for students to understand the idea behind the Obstacle Course activity in this lesson. Students imagine all rigid motions are being done physically in the plane, so they are not allowed to do a translation or rotation where the physical motion would take the figure through a soli... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to analyze two different subtraction methods that are based on place value and connect the methods to equations. In previous lessons, students analyzed base-ten drawings like Lin’s where a student recognizes a ten needs to be decomposed before they draw the blocks.... |
G-CO.A.2 | Rotate
$${\angle RST}$$
90° about the origin.
###IMAGE0###
|
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