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6.NS.C.7a | Task
###IMAGE0###
Find and label the numbers $-3$ and $-5$ on the number line.
For each of the following, state whether the inequality is true or false. Use the number line diagram to help explain your answers.
$-3 \gt -5$
$-5 \gt -3$
$-5 \lt -3$
$-3 \lt -5$
|
7.G.A.1 | Optional activity
In this activity, students are building skills that will help them in mathematical modeling (MP4). Asking students to request needed information invites them to identify their variables and helps students recall how much information is needed to determine a scale factor and apply it to a known distanc... |
K.CC.A.3 | Task
Materials
10-15 quart plastic bags of various counters (different numbers of counters in each bag)
A recording sheet for the activity with pictures of counters and lines for recording the total number of objects
A teacher completed recording sheet with the correct numbers written for each item
###IMAGE0###
Action
... |
4.NBT.B.6 | Task
Jillian says
I know that 20 times 7 is 140 and if I take away 2 sevens that leaves 126. So 126 $\div$ 7 = 18.
Is Jillian's calculation correct? Explain.
Draw a picture showing Jillian's reasoning.
Use Jillian's method to find 222 $\div$ 6.
|
7.G.A.3 | Optional activity
In this activity, students are given pictures and descriptions of planes cutting prisms and pyramids. Students are asked to draw cross sections freehand but this is not a skill that is required in order for students to be able to describe two-dimensional shapes created from cross sections, which is wh... |
1.NBT.B.2 | Narrative
The purpose of this activity is for students to identify two-digit numbers or a part of a number represented in different ways, with different amounts of tens and ones. Students determine how many connecting cubes are in each bag, given clues about how many tens and ones are in the bag. Students also determin... |
8.EE.C.8a | Problem 1
You and a friend are going for a run along a path. You both run at the same exact speed, but your friend starts 100 yards ahead of the starting point which is where you start.
The graph below is a sketch of your and your friend’s distance traveled from the starting point over time. When will you and your frie... |
7.NS.A.1a | Activity
The purpose of this activity is to see how to tell, from the equation, whether the sum will be positive, negative, or 0, without having to draw a number line diagram every time.
In this activity, students return to the context of height and depth to continue making sense of adding signed numbers. They use the ... |
8.EE.B.5 | Task
Anna and Jason have summer jobs stuffing envelopes for two different companies. Anna earns \$14 for every 400 envelops she finishes. Jason earns \$9 for every 300 envelopes he finishes.
Draw graphs and write equations that show the earnings, $y$ as functions of the number of envelopes stuffed, $n$ for Anna and Jas... |
N-Q.A.3 | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for using tools to compare angles. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to compare or accurately reproduce angles to draw rotated figur... |
6.NS.A.1 | Activity
This activity allows students to draw diagrams and write equations to represent simple division situations. Some students may draw concrete diagrams; others may draw abstract ones. Any diagrammatic representation is fine as long as it enables students to make sense of the relationship between the number of gro... |
5.NF.B | Optional activity
In this activity, students calculate benchmark percentages. Students are likely to calculate the answers quickly They are to spend the majority of the task time discussing how they reason about the questions.
Launch
Give students quiet think time to complete the activity and then time to share their e... |
5.MD.C.5a | Stage 4: Three Factors
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Multiplication and Division Stage 4 Gameboard
Narrative
Students multiply using 3 factors of 1–5. Partner A chooses three numbers and places a paper clip on each number. They... |
6.NS.A.1 | Activity
In this first part of the project, students make sense of the task at hand and determine what they need to know and do to find the most economical shipping box combination. Students should recognize that they will need to:
Find out the measurements of the jewelry boxes and shipping boxes, as well as the costs ... |
A-REI.A.1 | Warm-up
This Math Talk introduces students to the zero product property and prepares them to use it to solve quadratic equations. It reminds students that if two numbers are multiplied and the result is 0, then one of the numbers has to be 0. Answering the questions mentally prompts students to notice and make use of s... |
8.F.A.2 | Activity
The purpose of this activity is to connect features of an equation representing a function to what that means in a context.
Students start with two functions that represent a tank being filled up and another being drained out and are asked to determine which equations represent which situation. This gives stud... |
4.NF.C.6 | Narrative
The purpose of this warm-up is to elicit the use of a square grid to represent fractions in hundredths. Both the representation and the fractions will be useful later in the lesson, when students write fractions as decimals. While students may notice and wonder many things about the diagram, focus on expressi... |
1.OA.C.6 | 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 use grouping strategies to visualize the quantities in the
\(10 + n\)
structure they come to see that some can be taken from one group and added to the other to make a ... |
8.EE.B.6 | Identify the slope and
$$y$$
-intercept of the equation
$$12x-8y=24$$
.
Then graph the line that represents the equation.
###IMAGE0###
|
4.NBT.A.3 | Stage 2: Any Place
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cards 0–10
Paper clips
Materials to Copy
Blackline Masters
Tic Tac Round Stage 2 Gameboard
Tic Tac Round Stage 2 Spinner
Narrative
Students remove the cards that show 10 before they start. Then they choose six numbe... |
3.MD.B.4 | Problem 1
Mr. Schaut measured the height of all of the sunflower plants in his garden. The data are shown in the table below.
###TABLE0###
a. Make a dot plot of Mr. Schaut’s data. Remember to label all parts of your dot plot.
b. Answer the following questions based on the data.
How many plants were measured in all?... |
7.G.A.1 | Activity
In the previous activity, students saw that subtracting the same value from all side lengths of a polygon did not produce a (smaller) scaled copy. This activity makes the case that adding the same value to all lengths also does not produce a (larger) scaled copy, reinforcing the idea that scaling involves mult... |
7.G.B.6 | Activity
In this activity, students make sense of three different methods for calculating the surface area of a figure. Three different methods are described to students and they are asked to determine which one they agree with (if any) (MP3). They then think about generalizing the methods to figure out if they would w... |
1.OA.C.5 | Narrative
The purpose of this activity is for students to choose from activities that focus on adding and subtracting within 10. Students choose from any stage of previously introduced centers and are encouraged to choose the center that will be most helpful for them at this time.
What’s Behind My Back
Check it Off
Fiv... |
S-IC.B.5 | Activity
The mathematical goal of this activity is for students to collect and summarize data from an experiment. Students will measure their heart rate after doing a light exercise and use the difference from their resting heart rate as data to analyze in a later activity.
Launch
Arrange students in the 2 groups creat... |
4.NF.A | Problem 1
Would you rather have
$${{4\over9}}$$
,
$${{2\over3}}$$
,
$${{5\over7}}$$
, or
$${{3\over4}}$$
of your favorite pie? Show or explain your reasoning.
Problem 2
Play the following game with a partner using a set of
Fraction Cards
. The goal is to compare the two fractions appearing on each card, determining if ... |
8.G.A.3 | Activity
Students dilated a single point in a previous activity. In this activity, they dilate a figure with multiple points and multiple shapes. The goal is for them to practice dilation and begin to confirm some properties of dilation. Students will have additional opportunities to formalize properties of dilation in... |
6.RP.A.3 | Problem 1
Jessica gets her favorite shade of purple paint by mixing 2 cups of blue paint with 3 cups of red paint. How many cups of blue and red paint does Jessica need to make 20 cups of her favorite purple paint?
Complete the table of equivalent ratios below to answer the question.
###TABLE0###
Problem 2
Michaela and... |
F-BF.A.1 | In Class Launch
Use after Unit 4, Lesson 16
Ask students to give examples of situations where there is exponential change (population growth, compounding interest, radioactive decay). Write down students’ ideas for all to see.
Then ask students for an example of an exponential function (
\(y=2e^{\text-t}\)
). Write it ... |
6.RP.A.3c | Problem 1
Robb’s Fruit Farm consists of 100 acres on which three different types of apples grow. On 25 acres, the farm grows Empire apples. Macintosh apples grow on 30 acres of the farm. The remainder of the farm grows Fuji apples.
Shade in the grid below to represent the portion of the farm each apple type occupies. U... |
4.MD.A.3 | Optional activity
This first activity helps students understand the geometric process that they use in later activities to connect the greatest common factor with related fractions. The first question helps students focus on the impact on side lengths of decomposing a rectangle into smaller rectangles. The second quest... |
6.SP.A.2 | Task
Unlike many elections for public office where a person is elected strictly based on the results of a popular vote (i.e., the candidate who earns the most votes in the election wins), in the United States, the election for President of the United States is determined by a process called the Electoral College. Acco... |
4.OA.A | Task
There are two snakes at the zoo, Jewel and Clyde. Jewel was six feet and Clyde was eight feet. A year later Jewel was eight feet and Clyde was 10 feet. When asked which one grew more, students gave varying answers.
Mia said, “Since the two snakes both grew two feet ($8-6=2$ and $10-8=2$) then I would say that the... |
K.CC.B | Narrative
The purpose of this warm-up is to elicit the idea that fingers and 5-frames both show 10 in 2 groups of 5, which will be useful when students use 5-frames to create a 10-frame and represent quantities on 10-frames in later activities.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wond... |
3.G.A.1 | Narrative
The purpose of this activity is for students to sort triangles into more specific categories. This requires students to attend to an attribute other than the number of sides. As students sort the triangles, monitor for students who sort by the number of equal side lengths or the presence of a right angle (MP7... |
A-REI.B.4b | Task
The first three steps of two visual patterns are shown below.
###IMAGE0###
###IMAGE1###
The number of tiles in step $n$ of Pattern D is defined by $d(n)=(n+3)^2$. The number of tiles in step $n$ of Pattern E is defined by $e(n)=(n+1)^2-2$.
For each pattern, decide whether there is a step with 167 tiles in it. If s... |
8.G.A | Task
Is the quadrilateral with vertices $(-6, 2)$, $(-3,6)$, $(9, -3)$, $(6,-7)$
a rectangle? Explain.
|
7.EE.A.1 | Problem 1
Evaluate the following numerical expressions.
a.
$${-2(5+(3)(-2)+4)}$$
b.
$${-2((5+3)(-2+4))}$$
c.
$${-2(5+3(-2+4))}$$
d. Can the parentheses in any of these expressions be removed without changing the value of the expression?
Problem 2
An expression is shown below with three expressions that are
not
equiva... |
3.OA.A.2 | Narrative
The purpose of this activity is for students to understand that the same division expression can be used to represent both types of division situations. Students are given two situations and asked to match a division expression to one of the situations, but the expression matches both situations given. It is ... |
4.OA.B.4 | Stage 2: Multiple Rectangles
Required Preparation
Materials to Gather
Folders
Grid paper
Inch tiles
Materials to Copy
Blackline Masters
Can You Build It Stage 2 Directions
Number Cards (0-10)
Narrative
Before playing, students remove the cards that show 6 or higher and set them aside.
Students flip two number cards to... |
6.RP.A.1 | Activity
The purpose of this activity is to give students an opportunity to solve a relatively complicated application problem that requires an understanding of aspect ratio, the Pythagorean Theorem, and realizing that a good way to compare the sizes of two screens is to compare their areas. The previous activities in ... |
7.G.A.3 | Task
Imagine you are a ninja that can slice solid objects straight through. You have a solid cube in front of you. You are curious about what 2-dimensional shapes are formed when you slice the cube. For example, if you make a slice through the center of the cube that is parallel to one of the faces, the cross section i... |
7.EE.B.4 | Activity
In this activity, students get a chance to practice applying their skills in representing situations symbolically, and finding and interpreting solutions.
The structure of a row game supports students to check their thinking because their partners should get the same answer to different questions. When student... |
7.EE.B | Optional activity
In this activity, students are presented with a different relationship that is not proportional and also doesn’t fit a pattern that can be characterized by an equation in the form
\(y=px+q\)
(like the previous activity could be). This optional activity is a good opportunity for students to interpret a... |
1.G.A.3 | Narrative
The purpose of this activity is to introduce the language of
a half of
and
a fourth of
a
shape. Students begin by applying the language of halves and fourths, or quarters, to partition each shape. Students are asked to describe “how much” of each shape is shaded to elicit a variety of responses that include h... |
6.NS.C.7c | Activity
The purpose of this task is for students to develop their understanding of the
\(|x|\)
notation in familiar contexts. They should build their understanding that
\(|x|\)
represents the distance from zero to
\(x\)
and that
\(|\text-x|\)
and
\(|x|\)
are equal.
Launch
Allow students 10 minutes quiet work time foll... |
8.EE.B | Optional activity
This activity gives students an opportunity to interpret the graph of a line in context, including the meaning of a negative slope and the meaning of the horizontal and vertical intercepts.
Launch
3 minutes of quiet work time, followed by 2 minutes to confer in small groups to verify answers.
Reading:... |
8.EE.C | Warm-up
The purpose of this warm-up is for students to revisit ideas they learned in the previous lesson about balanced hangers:
You can add or subtract the same thing on each side and the hanger stays in balance.
You can divide each side by the same number and the hanger stays in balance.
Launch
Give students 2 minute... |
4.NBT.A | Narrative
The purpose of this What Do You Know About _____? is to invite students to share what they know about base-ten blocks in the context of division. Some students may choose to reflect on base-ten blocks and division while others may simply describe what they know about base-ten blocks. Any reflection offered by... |
1.NBT.B.3 | Stage 1: Two-digit Numbers
Required Preparation
Materials to Gather
Dry erase markers
Number cards 0–10
Sheet protectors
Materials to Copy
Blackline Masters
Get Your Numbers in Order Stage 1 Gameboard
Narrative
Students remove the cards that show 10 before they start. Then they choose two number cards and make a two-d... |
3.NBT.A.2 | Narrative
The purpose of this activity is for students to choose an algorithm or other strategy to add within 1,000. Students should attend to the details of numbers in the problems that could indicate whether a particular strategy or algorithm is most useful. The important thing is that students choose an algorithm or... |
A-REI.D.10 | Activity
The purpose of this activity is to give students practice writing and graphing equations from situations. In the next activity and in the supported Algebra 1 lesson, students will write and graph inequalities Students then assess the meaning of points off of the line in the situation provided and interpret wh... |
K.G.B.5 | Narrative
The purpose of this activity is for students to build and compare flat and solid shapes. Students are not expected to build precise shapes. Using clay to build the shapes helps students feel the difference between flat and solid shapes. The terms “flat” and “solid” are introduced in the activity synthesis. St... |
A-SSE.A.2 | Problem 1
Simplify
$${\sqrt{8}+5\sqrt{2}}$$
.
Problem 2
Write a radical addition or subtraction problem that cannot be simplified, and explain why it cannot be simplified.
|
1.NBT.A.1 | Stage 2: Numbers to 99 by 10
Required Preparation
Materials to Gather
Dry erase markers
Sheet protectors
Materials to Copy
Blackline Masters
Write the Number Stage 2 Gameboard
Narrative
Students count by 10 and choose whether to count forward or backward. Gameboards go from 3–93, 5–95, and 8–98.
|
G-CO.A.2 | Reflect angle
$${\angle FGH}$$
over
$${\overleftrightarrow{JK}}$$
.
Describe the relationships between the line segments and angle of the image and the pre-image.
Describe the relationship between the distance of corresponding points to the line of reflection.
Describe the relationship between the line of reflection an... |
2.NBT.A.1a | Task
Pia was having a party. She put 10 stickers in each party bag.
On the first day she made 10 bags. How many stickers were in her 10 bags all together?
On the second day she made 3 more bags with ten stickers in each one. How many stickers total were in her 10 bags plus 3 more bags?
On the third day she made 7 more ... |
1.OA.C.5 | Narrative
The purpose of this activity is for students to choose from activities that offer practice adding two-digit numbers within 100. Students choose from any stage of previously introduced centers.
How Close?
Target Numbers
Five in a Row
Required Materials
Materials to Gather
Materials from previous centers
Requir... |
3.NF.A.2 | Task
Which is closer to 1 on the number line, $\frac45$ or $\frac54$? Explain.
|
5.NBT.A.3a | Complete the following chart:
###TABLE0###
|
6.RP.A.3b | Activity
In this activity, students explore two unit rates associated with the ratio, think about their meanings, and use both to solve problems. The goals are to:
Help students see that for every context that can be represented with a ratio
\(a:b\)
and an associated unit rate
\(\frac{b}{a}\)
, there is another unit ra... |
K.CC.A.2 | Narrative
The purpose of this warm-up is to count on from a given number. As students count, point to the numbers posted so that students can follow along. To support students as they learn to count on, consider asking “What number comes after 3?” or providing a running start by counting “1, 2, 3…” and having students ... |
5.OA.B.3 | Narrative
The purpose of this activity is for students to practice generating two different patterns from two different rules and observe and quantify relationships between corresponding terms. Both sets of rules generate patterns that have the same relationships between corresponding terms. Each of Priya’s terms is 3 ... |
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... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to consider possible mistakes when multiplying large numbers. Monitor for students who:
revise their answer after examining Kiran’s mistake.
recognize that
\(650 \times 10 = 6,\!500\)
so
\(650 \times 27\)
has to be much greater than 5,850.
can explain why Kiran sho... |
5.NBT.B.6 | Problem 1
Solve. Show or explain your work.
a.
$$72\div6$$
b.
$$3,809\div5$$
Problem 2
Alyssa is using the area model below to solve a problem.
###IMAGE0###
Write the problem represented by the whole area model, including its quotient and remainder.
|
2.G.A.1 | Narrative
The purpose of this activity is for students to choose from activities that focus on adding and subtracting within 100. Students may also choose to continue working on Picture Books as one of their choices.
Students choose from any stage of previously introduced centers.
Capture Squares
Number Puzzles
Picture... |
A-REI.B.4b | Problem 1
A quadratic equation is shown below.
$${x^2=(2x-9)^2}$$
a. Solve this equation by expanding and then factoring.
b. Solve this equation by taking the square root of each side.
Problem 2
A physics teacher put a ball at the top of a ramp and let it roll down toward the floor. The class determined that the heig... |
4.OA.A.2 | Narrative
The purpose of this warm-up is to elicit observations about differences in costs of living in different parts of the United States. It prepares students to look for and make sense of multiplicative comparisons later in the lesson. It also helps elicit what students know about how the different costs may be di... |
8.EE.A.1 | Problem 1
Which expressions below are equivalent to 1? Select all that apply.
Problem 2
What is the value of
$$n$$
in the equation below? Explain your answer.
$${2^n\cdot{2^3\over{2^5}}=1}$$
|
5.NBT.A.2 | Problem 1
a. How many do you see? How do you see them?
###IMAGE0###
b. Instead of writing
$$10 \times 10$$
, we can write
$$10^2$$
, which we read “ten to the
power
of two.” The two is the
exponent
and tells us how many times we multiply 10 by itself. How would you represent the number of the smallest spokes in the... |
G-CO.A.2 | Task
Suppose $f$ is the map of the plane which takes each point $(x,y)$ to the point $(x-3,y)$ and $g$ is the map of the plane that takes each $(x,y)$ to $(3x,y)$.
Below is a triangle $ABC$.
###IMAGE0###
Show the image of $\triangle ABC$ after applying each of the maps $f$ and $g$.
Does $f$ preserve distances and angle... |
2.NBT.A.1 | Task
How many ten-dollar bills equal a hundred-dollar bill?
Jem had 20 ten-dollar bills. How many hundred-dollar bills can she trade them for?
Dan had 6 hundred-dollar bills. How many ten-dollar bills can he trade them for?
|
4.MD.A | Activity
In this activity, students are introduced to the type of thinking useful for Fermi problems. The purpose of this activity is not to come up with an answer, but rather to see different ways to break a Fermi problem down into smaller questions that can be measured, estimated, or calculated.
Much of the appeal of... |
F-IF.B.4 | Task
One online source suggests that exploiting solar energy makes sense in an area that receives $9\frac{kWh}{m^2}$ of solar energy per day and does not make sense in an area that receives only $2\frac{kWh}{m^2}$ of solar energy per day. Does it make sense to exploit solar energy in Santa Rosa?
|
5.NF.B.4 | Narrative
The purpose of this activity is for students to observe and use the structure of diagrams to find areas of shaded regions with non-unit fraction side lengths. Students build on what they learned in the previous activity, solidifying their understanding of why the numerator of a product of two fractions is the... |
8.G.C.9 | Warm-up
In this warm-up, students reason about the volume and dimensions of a cylinder based on information given about a sphere of the same height. The purpose of this warm-up is for students to recognize when they do not have enough information to reach a single answer. While they can determine the height of the cyli... |
2.MD.A.3 | Narrative
The purpose of this activity is for students to learn stage 2 of the Estimate and Measure center. Students estimate and measure the length of objects. This stage includes centimeters, inches, and feet. Students should only measure in centimeters at this point in the unit. In this activity, students also find ... |
3.MD.B.3 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding groups of 2 and groups of 5. These understandings help students develop fluency and will be helpful later in this lesson when students need to be able to use data in scaled bar graphs to solve one- and two-step... |
6.EE.A.4 | Warm-up
The purpose of this activity is to remind students of things they learned in the previous lesson using numerical examples. Look for students who evaluate each expression and students who use reasoning about operations and properties.
Launch
Remind students that working with subtraction can be tricky, and to thi... |
8.F.A.2 | Activity
First, students examine several examples of functions and non-functions from the perspective of “Can we figure out . . . ?” Then, they decide which of the functions can be represented by a given expression.
Launch
Allow quiet think time to consider the situations in the first question and answer yes or no. Ens... |
6.NS.B.4 | Warm-up
The purpose of this warm-up is to review factors and multiples while eliciting ideas on common factors and common multiples that will be useful in the activities of this lesson. While students may notice and wonder many things about the numbers they have circled, it is important for students to notice the multi... |
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.
|
6.EE.B.6 | Task
A town's total allocation for firefighter's wages and benefits in a new budget is \$600,000. If wages are calculated at \$40,000 per firefighter and benefits at \$20,000 per firefighter, write an equation whose solution is the number of firefighters the town can employ if they spend their whole budget. Solve the equ... |
A-REI.A.1 | Problem 1
Explain how you know the expressions in Column A are equivalent to the expressions in Column B.
###TABLE0###
Problem 2
Explain the properties of operations that were used to transform
$${a(x-y)}$$
to the equivalent expression,
$${-(ay-ax)}$$
.
Problem 3
If the expression
$${\frac{x}{2} + \frac{3}{4}}$$
is mul... |
4.OA.A.3 | Narrative
Students begin the activity by looking at the problem displayed, rather than in their books. At the end of the launch, students work on the problem. This activity prompts students to use what they know about multiplication, division, factors, and multiples to solve problems. The problem does not have a questi... |
2.MD.A.1 | Problem 4
Pre-unit
Find the length of each rectangle.
###IMAGE0###
###IMAGE1###
|
4.NBT.B.5 | Narrative
In this warm-up, students practice estimating a reasonable answer using known information, rounding, and multiplicative reasoning strategies. For example, students may create a diagram and arrive at
\(7 \times 7 \times 7 \times 7\)
as an estimate of the number of fish. Then, they may approximate
\((7 \times 7... |
5.MD.C.5c | Narrative
The goal of this activity is to represent expressions as decompositions of a figure made of two non-overlapping right rectangular prisms. This gives students an opportunity to interpret parentheses in expressions while also checking their understanding of different ways to represent the volume of rectangular ... |
A-REI.A.2 | Activity
In this partner activity, students take turns solving equations involving cube roots by isolating the cube root expression and then cubing each side of the equation. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of... |
K.G.B.4 | Narrative
The purpose of this activity is for students to learn stage 3 of the Geoblocks center. Students describe solid shapes using their own language. Students provide clues so that their partner can identify the shape out of a set of 4-6 solid shapes. While students may correctly name the solid shapes, it is not ex... |
5.NBT.A.3b | Narrative
The purpose of this Estimation Exploration is for students to use their experience with the number line, decimals, and fractions to estimate the value of a number located on the number line. Students may answer with a fraction but are likely to write a decimal since they have been working with decimals for th... |
3.NBT.A.1 | Narrative
The purpose of this activity is for students to practice rounding to the nearest ten and hundred in context. Students work with numbers from a previous lesson to estimate the total number of students in a school. They learn that how you round (to the nearest ten or hundred) can give different estimates for th... |
6.RP.A.3c | Warm-up
The purpose of this warm-up is to elicit the idea that tape diagrams can be used to think about fractions of a whole as percentages of the whole, which will be useful when students interpret and draw tape diagrams in a later activity. While students may notice and wonder many things about these images, the impo... |
6.RP.A.3c | Optional activity
In this activity, students explore percentages that describe parts of a whole. They find both
\(B\)
and
\(C\)
, where
\(A\%\)
of
\(B\)
is
\(C\)
, in the context of available and consumed water on a hike.
Students who use a double number line may notice that the value of
\(B\)
is the same in both quest... |
S-ID.A.1 | Activity
The mathematical purpose of this activity is to give students a chance to practice finding data displays that represent the distribution of the same data set and using precise vocabulary for describing the shape of the distributions while taking turns matching cards. Students trade roles explaining their think... |
4.OA.A.1 | Narrative
The purpose of this optional activity is for students to practice representing “
\(n\)
times as many” with cubes and diagrams. Students may not have enough cubes to build each comparison. This gives students an opportunity to make sense of each quantity and how it relates to their corresponding cubes or diagr... |
A-CED.A.3 | Given below are the graphs of two lines,
$${y = 0.5x + 5}$$
and
$${y = -1.25x + 8}$$
, and several regions and points are shown. Note that C is the region that appears completely white in the graph.
###IMAGE0###
For each region and point, write a system of equations or inequalities that has the region or point as its s... |
K.CC.B.5 | Stage 2: Act It Out
Required Preparation
Materials to Gather
Connecting cubes or two-color counters
Materials to Copy
Blackline Masters
Math Stories Stage 2 Recording Sheet
Math Stories Stage 2 Backgrounds
Narrative
One student uses the background mat to tell a story that includes a question. The other student uses co... |
G-CO.C.11 | Task
Rhianna has learned the SSS and SAS congruence tests for triangles and she wonders if these tests might work for parallelograms.
Suppose $ABCD$ and $EFGH$ are two parallelograms all of whose corresponding sides are congruent, that is $|AB| = |EF|, |BC| = |FG|, |CD| = |GH|,$ and $|DA| = |HE|$. Is it always true t... |
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