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6.NS.B.4 | Task
List all the multiples of 8 that are less than or equal to 100.
List all the multiples of 12 that are less than or equal to 100.
What are the common multiples of 8 and 12 from the two lists?
What is the least common multiple of 8 and 12?
Lyle noticed that the list of common multiples has a pattern. Describe a patt... |
G-CO.A.3 | Problem 1
Describe whether the following statement is always, sometimes, or never true:
“If you reflect a figure across two parallel lines, the result can be described with a single translation rule.”
Problem 2
Describe whether the following statement is always, sometimes, or never true:
“The reflection of a figure ove... |
F-IF.B.5 | Warm-up
This warm-up prompts students to consider possible input and output values for a familiar function in a familiar context. The work here prepares students to do the same in other mathematical contexts and to think about domain and range in the rest of the lesson.
Student Facing
Earlier, you saw a situation where... |
2.NBT.A.2 | Narrative
The purpose of this activity is for students to use what they know about counting within 1,000 to make sense of number lines that show counting on or counting back by 10 or 100. This work helps build fluency with counting within 1,000 and connects to an upcoming lesson where students add and subtract multiple... |
8.SP.A | Optional activity
In this activity, students use the data from the previous activity and draw a scatter plot and a line that fits the data. The given data show a clear linear association, so it is appropriate to model the data with a line. Students can use a piece of dried linguine pasta or some other rigid, slim, long... |
1.MD.C.4 | Stage 1: Any Way
Required Preparation
Materials to Gather
Collections of objects
Materials to Copy
Blackline Masters
Sort and Display Stage 1 Recording Sheet
Narrative
Students sort 10–20 objects into two or three categories and then show how they sorted. Provide students with a group of items that will be interesting... |
1.G.A.3 | Narrative
The purpose of this activity is for students to be introduced to the terms
halves
and
fourths
. In the launch, students explore examples and non-examples of shapes split into halves and fourths and develop a shared understanding of what these terms mean (MP6). Students then draw lines to partition shapes into... |
7.G.A.1 | Task
On the map below, $\frac14$ inch represents one mile. Candler, Canton, and Oteen are three cities on the map.
###IMAGE0###
If the distance between the real towns of Candler and Canton is 9 miles, how far apart are Candler and Canton on the map?
If Candler and Oteen are $3\frac12$ inches apart on the map, what is t... |
5.NBT.A.4 | Narrative
The purpose of this Notice and Wonder is for students to share what they know about scales and to initiate a discussion about rounding. The weights on the scale total 12.32 ounces, but the scale reads 12.3 ounces. There are different possible explanations for this discrepancy. For example, the scale might be ... |
4.G.A.1 | Narrative
In this activity, students create their own figures that have certain symmetry-based attributes. Students are given a pair of parallel segments on a grid. They then add more segments to create figures with one, two, and zero lines of symmetry.
To create their own figures, students rely on their understanding ... |
G-CO.A.2 | Rotate the following figure
$${90^{\circ}}$$
counterclockwise about the origin, three times.
###IMAGE0###
A shape is formed through these rotations, with center at the origin.
Does this shape have rotational symmetry? If so, by what order/degree?
Doe this shape have reflectional symmetry? If so, what is the line of sym... |
2.OA.B.2 | Narrative
The purpose of this activity is for students to add or subtract to find unknown addends within 20. Students will find unknown addends when the total is 20. The known addends may encourage students to think about ways to make a ten and to use the sums and differences that they know (MP7).
MLR7 Compare and Conn... |
5.NF.B.4b | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for expressing total lengths and areas, given some dimensions. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to combine like terms to express a ... |
2.NBT.A | Stage 2: Three-digit Numbers
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
Mystery Number Stage 2 Directions
Narrative
Students pick three cards and make a mystery three-digit number. Students give clues based on the sentence starters.
|
A-CED.A.3 | Task
Bernardo and Silvia play the following game. An integer between 0
and 999, inclusive, is selected and given to Bernardo. Whenever
Bernardo receives a number, he doubles it and passes the result to
Silvia. Whenever Silvia receives a number, she adds 50 to it and
passes the result to Bernardo. The winner is the last... |
A-CED.A.3 | Activity
In this activity, students continue to work with inequalities in two variables in context. They write an inequality that represents the constraints in a situation, graph its solutions, and interpret points in the solution region.
Earlier, students saw that some points in the solution region might satisfy an in... |
8.EE.A.3 | Activity
The large quantities involved in these questions lend themselves to arithmetic with powers of 10, giving students the opportunity to make use of scientific notation before it is formally introduced. This activity was designed so students could practice modeling skills such as identifying essential features of ... |
6.RP.A.3 | Watermelon is on sale for $4 per pound.
a. How much would 5 pounds cost? 7.5 pounds? 12.8 pounds?
b. Why do you think grocery stores show the price per 1 pound? How is it useful or efficient when determining the cost of differently sized watermelons?
|
1.NBT.B | Stage 1: Two-digit Numbers
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
Mystery Number Stage 1 Directions
Narrative
Students pick two cards and make a mystery two-digit number. Students give clues based on the sentence starters.
|
A-REI.C.5 | Problem 1
Without solving the systems, explain why the following system must have the same solution.
###TABLE0###
Problem 2
Solve the system of equations by writing a new system that eliminates one of the variables.
$${3x+2y=4}$$
$${4x+7y=1}$$
|
1.NBT.B.3 | Narrative
This warm-up prompts students to compare four comparison statements. It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison. During the synthesis, ask students to explain the meaning of any terminology they use, such as comparing, gre... |
7.G.A.1 | Activity
This task enables students to describe more precisely the characteristics of scaled copies and to refine the meaning of the term. Students observe copies of a line drawing on a grid and notice how the lengths of line segments and the angles formed by them compare to those in the original drawing.
Students enga... |
S-ID.A.2 | Warm-up
This is the first math talk activity in the course. See the launch for extended instructions for facilitating this activity successfully.
The purpose of this Math Talk is to expand students’ strategies for finding a mean beyond following an algorithm to reasoning that the mean of the values in a symmetric data ... |
5.G.A | Warm-up
This warm-up prepares students for graphing proportional relationships in the coordinate plane. They practice graphing coordinate points and notice that all points lie on a straight line.
Digital
Launch
Give students 3 minutes quiet work time followed by a whole-class discussion.
Student Facing
Plot the points
... |
3.OA.C.7 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for multiplying a one-digit number and a two-digit number, which will be helpful later in this lesson when students continue to practice multiplying within 100.
Launch
Display one expression.
“Give me a signal when you ha... |
7.SP.C.8b | Optional activity
The activity provides further practice in finding probabilities of events.
In this activity, students see an experiment that has two steps where the result of the first step influences the possibilities for the second step. Often this process is referred to as doing something “without replacement.” At... |
8.NS.A | Activity
The purpose of this task is for students to rewrite rational numbers with terminating decimal expansions in fraction form and fractions with terminating decimal expansions as decimals. This activity is the first of a series of three in which students rewrite numbers in different ways, supporting their understa... |
F-TF.C.8 | Given:
$${{f(x)}=\mathrm{cos}(2x)}$$
$${g(x)=-\mathrm{cos}(x)}$$
###IMAGE0###
a. Describe the period, amplitude, and midline of the function
$${f(x)}$$
.
b. Where is
$${f(x)}=g(x)$$
over the domain of
$${0\leq x \leq 2\pi}$$
?
|
F-IF.B.4 | Task
Every morning at summer camp, one of the campers has to hoist the camp flag to the top of the flagpole.
For each graph below, describe the action of the flag raiser that might have led to this graph that shows the height of the flag as a function of time. Is any situation more realistic than another? Why or why no... |
8.EE.C.7 | Activity
The purpose of this lesson is to increase fluency in solving equations. Students will solve equations individually and then compare differing, though accurate, solution paths in order to compare their work with others. This will help students recognize that while the final solution will be the same, there is m... |
A-CED.A.3 | Construct a system of two linear equations where
$${(-2,3)}$$
is a solution to the first equation but not the second equation and where
$${(5,-2)}$$
is a solution to the system.
|
5.NBT.A.2 | Narrative
The purpose of this True or False is for students to demonstrate the strategies and understandings they have for dividing by powers of 10. In this lesson they will convert from a smaller metric unit to a larger unit which means dividing by an appropriate power of 10. The problems here are selected so that stu... |
8.EE.C.7b | Activity
The purpose of this activity is for students to think about what they see as “least difficult” and “most difficult” when looking at equations and to practice solving equations. Students also discuss strategies for dealing with “difficult” parts of equations.
Launch
Keep students in the same groups of 2. Give s... |
1.OA.C.6 | Narrative
The purpose of this Number Talk is to elicit understandings students have for adding and subtracting within 20 using the strategy of making a ten.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and st... |
F-LE.A | Task
How do the values of the three functions $f(x) = 2x$, $g(x) = x^2$ and $h(x) = 2^x$ compare for large positive and negative values of $x$?
Explain
your findings from part (a) for $f$ and $g$ by studying the quotients $\frac{g(x)}{f(x)}$.
Explain your findings from part (a) for $g$ and $h$ by studying $\frac{g(x+1)... |
1.NBT.A.1 | Stage 2: Ones Cubes
Required Preparation
Materials to Gather
Base-ten blocks
Materials to Copy
Blackline Masters
Grab and Count Stage 2 Recording Sheet
Narrative
Each student grabs a handful of ones cubes and puts them together with their partner’s. They estimate how many cubes there are and then count the cubes. Stud... |
8.G.B.8 | Task
Plot the points (5,3), (-1,1), and (2,-3) in the coordinate plane and find the lengths of the three segments connecting the points.
Find the distance between (5,9) and (-4,2) without plotting the points.
If $(u,v)$ and $(s,t)$ are two distinct points in the plane, what is the distance between them? Explain how you... |
7.NS.A.2 | Warm-up
The purpose of this activity is to remind students of a few details to keep in mind when doing arithmetic with signed numbers, particularly that subtracting a number has the same result as adding its opposite, and the sign of the product when multiplying two negative numbers, or a positive by a negative number.... |
A-APR.D.6 | Problem 1
Working together, it takes Sam, Jenna, and Francisco 2 hours to paint one room. When Sam is working alone, he can paint one room in 6 hours. When Jenna works alone, she can paint one room in 4 hours. Describe how long it would take Francisco to paint one room on his own.
Problem 2
Jamie and Ralph take a canoe... |
6.RP.A.2 | Warm-up
This warm-up activates students’ prior knowledge around “something per something” language. It gives them a chance to both recall and hear examples and contexts in which such language was used, either in past lessons or outside of the classroom, in preparation for the work ahead.
Launch
Arrange students in grou... |
G-CO.B.6 | Activity
The proof that if a point
\(C\)
is the same distance from
\(A\)
as it is from
\(B\)
, then
\(C\)
must be on the perpendicular bisector of
\(AB\)
is challenging. Students may struggle to make sense of what it means to prove that a point must be on a line. This proof, like the proof of the Isosceles Triangle The... |
F-IF.B.4 | Activity
In this activity, students examine relationships shown in graphs. They consider different types of events that cause repeated outputs (MP2). They examine one situation which is periodic (the distance of a car from the start line as it goes around a racetrack) and two situations which are not periodic, but do r... |
8.F.B.4 | Activity
The purpose of this activity is for students to practice identifying the parts of a linear equation that affect specific features of its graph, specifically the slope and
\(y\)
-intercept. This will be useful when students make connections between two-variable linear equations and their graphs and situations t... |
1.OA.A.1 | Narrative
The purpose of this activity is for students to consider two different equations that represent the same story problem. Put Together, Result Unknown problems help students make sense of the commutative property because the two parts can be combined in different orders. This property, as well as the associativ... |
5.NF.B.4b | Narrative
The purpose of this activity is for students draw and shade rectangles with a unit fraction side length and a whole number side length. Then they find the areas of the shaded regions. The tactile experience of drawing and shading encourages students to count the number of shaded parts and then either reason a... |
5.MD.C.3b | Narrative
The purpose of this activity is for students to build any object they want to. In the next activity, students focus only ;on rectangular prisms. As students count, they will need to make sure to count each cube once and only once. Monitor for these strategies:
Touch each cube as it is counted
Count the cubes ... |
G-GPE.B.5 | Task
Given a line segment with end points $A=(0,0)$ and $B=(6,8)$, find all points $C=(x, y)$ such that the triangle with vertices $A$, $B$, $C$ has an area of 20 square units.
What mathematical results did you apply to solve this problem?
|
A-REI.A.2 | Task
Megan is working solving the equation $$\frac{2}{x^2-1} - \frac{1}{x-1} = \frac{1}{x+1}.$$ She says
If I clear the denominators I find that the only solution is $x = 1$ but when I substitute in $x = 1$ the equation does not make any sense.
Is Megan's work correct?
Why does Megan's method produce an $x$ value that ... |
F-BF.B.3 | Activity
In this partner activity, students take turns describing transformations of a graph and sketching the transformed graph from the description. As students trade roles explaining their thinking and listening, they have opportunities to refine and use more precise language when describing transformations (MP6).
E... |
S-ID.A.2 | Which data set has the smallest standard deviation of the three? The largest? Justify your answer.
###IMAGE0###
|
G-C.A.3 | Task
You have been asked to place a warehouse so that it is an equal distance from the three roads indicated on the following map. Find this location and show your work.
###IMAGE0###
Show how to fold your paper to physically construct this point as an intersection of two creases.
Explain why the above construction work... |
F-IF.B.4 | Categorize each representation of a function as linear, exponential, or quadratic. Explain your reasoning for each one.
###TABLE0###
|
A-APR.A | Activity
The purpose of this activity is for students to make connections between the polynomial division reasoning they did in the previous lesson and polynomial long division. The remainders for division in this activity continue to be zero since the focus is on dividing by known linear factors. In future lessons, st... |
2.NBT.A.4 | Task
1. Arrange the following numbers from least to greatest:
$$ 476 \qquad \qquad 647 \qquad \qquad 74 \qquad \qquad 674 \qquad \qquad 467 $$
______ ______ ______ ______ ______
2. Arrange the following numbers from greatest to least:
$$ 326 \qquad \qquad 362 \qquad \qquad 63 \qquad \qquad 623 \qquad ... |
4.MD.A.3 | Gino’s rectangular backyard is 80 feet by 65 feet. Denae’s rectangular backyard is 85 feet by 60 feet.
a. Whose backyard has a greater area? By how much?
b. Whose backyard has a larger perimeter? By how much?
|
6.NS.B | Optional activity
If students investigated the answers to their questions in the previous activity, they need access to their findings. They can either work with the questions generated by their group, or everyone can work from a master list of questions compiled by the teacher.
If students have access to a spreadsheet... |
A-CED.A.3 | Problem 1
Part A:
Describe the solution set to the inequality “
$$x$$
is greater than
$${-4}$$
and less than
$$5$$
” algebraically and graphically.
Part B:
Graph the solution set to the compound inequality shown below.
$$-5<2x+ 1<4$$
Problem 2
Jonah got a 76 on his midterm exam. To get a B in the course, the average of... |
2.MD.D.10 | Narrative
The purpose of this activity is to prepare students for work with scaled bar graphs in upcoming lessons. Now that students have reasoned about the parts of a picture graph, they look at how picture graphs and bar graphs are alike and how they are different. Students use the information presented on the axes o... |
7.NS.A.3 | Activity
In this activity students continue to build fluency operating with signed numbers as they match different expressions that have the same value. Students look for and use the relationship between inverse operations (MP7).
As students work, identify groups that make connections between the operations, for exampl... |
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... |
6.SP.A.2 | Task
Statistical questions are questions that can be answered by collecting data and where we anticipate that there will be variability in that data. The data collected can be summarized in a distribution that can then be described in terms of center and in terms of spread. For some statistical questions, to answer the... |
K.G.B.4 | Narrative
This warm-up prompts students to carefully compare 4 shapes. The shapes are designed so that students may compare the color of the shapes as well as geometric attributes.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
Activity
30 seconds: quiet t... |
7.SP.A | Optional activity
In the warm-up, students computed the mean of a sample. In this activity, a dot plot is created by the class that includes all of the calculated sample means. Students then compare that display to the data from the entire population to better understand the information that can be gained from a sample... |
6.EE.A.3 | Warm-up
The purpose of this warm-up is to elicit the idea that there are different ways to represent a value, which will be useful when students apply the distributive property to write expressions in a later activity. While students may notice and wonder many things about these images, the similarities and differences... |
6.RP.A.3c | Task
Selina bought a shirt on sale that was 20% less than the original price. The original price was $\$ $5 more than the sale price. What was the original price? Explain or show work.
|
1.OA.A.1 | Task
There were 7 children at the park. Then 4 more showed up. How many children were at the park all together?
There were 7 children at the park. Some more showed up. Then there were 11 children in all. How many more children came?
There were some children at the park. Four more children showed up. Then there were 11 ... |
4.NBT.B.5 | Problem 1
Find the following products.
a. 20 × 4
b. 9 × 300
c. 5 × 6,000
Problem 2
Estimate the following products.
a. 8 × 84
b. 458 × 4
c. 2 × 9,340
|
4.NBT.B.5 | Problem 1
a. Solve.
6 × 3 = _____
60 × 3 = _____
60 × 30 = _____
b. What do you notice about Part (a)? What do you wonder?
Problem 2
a. Kristen and Rajiv are finding the product 80 × 50. Kristen says to find 8 × 50, then multiply by 10. Rajiv says to find 80 × 5, then multiply by 10.
Will both Kristen and Rajiv’s... |
1.MD.A.2 | Narrative
The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information.
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high?” “Too low?” “About right?”
1 minute: quiet think time
Activity
“Discuss your thinking with ... |
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. Which one grew more?
|
G-GPE.A.1 | Warm-up
As a step toward completing the square, students practice identifying the constant term needed to build a perfect square trinomial.
Launch
Arrange students in groups of 2. Give students quiet work time and then time to share their work with a partner.
Student Facing
For each expression, what value would need to... |
K.NBT.A.1 | Narrative
The purpose of this activity is for students to make connections between written numbers and expressions. In the activity synthesis, students see each teen number written as an equation. In this unit, when reading equations to students, read the equal sign as “is.” For example, read
\(10 + 3 = 13\)
as “10 plu... |
1.OA.A.1 | Problem 2
Pre-unit
There are 9 ducks in the pond.
There are 7 ducks on the grass.
How many ducks are on the pond and in the grass?
Show your thinking using drawings, numbers, or words.
|
6.G.A.1 | Warm-up
When they write expressions in factored form later in the lesson, students will need to reason about factors that yield certain products. This warm-up prompts students to find unknown factors in the context of area puzzles. Solving the puzzles involves reasoning about the measurements in multiple steps. Explain... |
K.OA.A.1 | Narrative
The purpose of this activity is for students to learn a new variation of stage 2 of the Math Stories center. Students use two-color counters to act out and tell stories involving addition or subtraction with the background mats. Students use objects or drawings to represent and solve the story problem that is... |
G-SRT.D.9 | Explain why
$${\frac{1}{2}ab\mathrm{sin}(C)}$$
gives the area of a triangle with sides
$$a$$
and
$$b$$
and included angle
$$C$$
.
|
S-IC.B.4 | Task
Roadside flares are often used by motorists to warn oncoming drivers of obstacles in the roadway and to draw attention to hazardous road conditions. Generally, flares are small and portable. One of the great conveniences of the flares is that they do not require electricity. The light from the flare is caused by ... |
8.F.B.5 | Activity
The purpose of this task is for students to sketch a graph from a story. In order to make the sketch, students must select two quantities from the story to graph, decide which is the independent variable and which is the dependent variable, and create and label their axes based on their decisions (MP4).
Monito... |
6.EE.C.9 | Optional activity
In this activity, students consider a doubling relationship where the exponent is a variable. Monitor for students who connect this activity to the lessons on exponents, or who recognize that the quantities in this relationship are changing with respect to each other in a different manner than previou... |
3.MD.C.7b | Use your ruler to find the area of the rectangle in square inches.
###IMAGE0###
|
G-CO.A.1 | Problem 1
All the circles below have congruent radii, but different centers.
What polygons can you create from the marked points in the following figure?
Describe the features of each polygon, and use the properties of circles to justify your reasoning.
###IMAGE0###
Problem 2
Margi has three cats. She has heard that ca... |
A-APR.A.1 | Problem 1
Must the product of three polynomials again be a polynomial?
Problem 2
Find
$${(w^2+1)(w^3-w+1)}$$
.
|
3.NBT.A.2 | Task
Your teacher was just awarded \$1,000 to spend on materials for your classroom. She asked all 20 of her students in the class to help her decide how to spend the money. Think about which supplies will benefit the class the most.
###TABLE0###
Write down the different items and how many of each you would choose. F... |
F-LE.A.2 | Task
In 1966, a Miami boy smuggled three Giant African Land Snails into the country. His grandmother eventually released them into the garden, and in seven years there were approximately 18,000 of them. The snails are very destructive and had to be eradicated. According to the USDA, it took 10 years and cost \$1 millio... |
3.NBT.A.1 | Narrative
In this activity, students identify the nearest multiples of 10 and 100 for given three-digit numbers. They may do so by using the number lines from earlier, but they may also start to notice a pattern in the relationship between the numbers and the nearest multiples and decide not to use number lines. The wo... |
2.G.A | Narrative
The purpose of this activity is for students to learn stage 3 of the Picture Books center. Students look through picture books and notice and describe shapes they see in the pictures.
Required Materials
Materials to Gather
Picture books
Materials to Copy
Picture Books Stage 3 Recording Sheet
Required Preparat... |
7.EE.B.4 | Task
Fishing Adventures rents small fishing boats to tourists for day-long fishing trips. Each boat can only carry 1200 pounds of people and gear for safety reasons. Assume the average weight of a person is 150 pounds. Each group will require 200 lbs of gear for the boat plus 10 lbs of gear for each person.
Create an i... |
6.RP.A.2 | Problem 1
The grocery store sells beans in bulk. The grocer's sign above the beans says, “5 pounds for $4.”
At this store, you can buy any number of pounds of beans at this same rate, and all prices include tax.
Alberto said, “The ratio of the number of dollars to the number of pounds is 4:5. That's $0.80 per pound.”
B... |
F-BF.A | Warm-up
This warm-up asks students not only to identify that a quantity is changing linearly or exponentially, but also to identify a term when the preceding value is not given.
Student Facing
Use the patterns you notice to complete the tables. Show your reasoning.
Table A
###TABLE0###
Table B
###TABLE1###
Student Resp... |
4.MD.A.1 | Narrative
The purpose of this warm-up is to elicit observations and questions about some animals and their associated measurements, which will be useful when students create comparison statements in a later activity.
Launch
Groups of 2
Display the images.
“What do you notice? What do you wonder?”
1 minute: quiet think ... |
8.G.C.9 | Activity
The purpose of this activity is for students to use the structure of the volume formula for cones to calculate missing dimensions of a cone given other dimensions. Students are given the image of a generic cone with marked dimensions for the radius, diameter, and height to help their reasoning about the differ... |
7.RP.A.2 | Optional activity
In this activity, the dots are distributed uniformly in the first square but not in the second square:
###IMAGE0###
However, these dots are drawn so it is not too hard to see that if they were redistributed, each square inch would have 8 dots:
###IMAGE1###
The fact that we have 8 dots per square inch ... |
A-REI.C.6 | For the following system, determine the values of
$${p, q,}$$
and
$$r$$
that satisfy all three equations:
$$2p + q - r =8$$
$$q + r = 4$$
$${p- q =2}$$
|
F-BF.A.1 | Activity
In this warm-up, students considers what happens if an object is launched up in the air unaffected by gravity. The work here serves two purposes. It reminds students that an object that travels at a constant speed can be described with a linear function. It also familiarizes students with a projectile context ... |
3.MD.D.8 | Narrative
The purpose of this activity is for students to practice finding the perimeter of shapes that have labeled side lengths. The synthesis focuses on methods students have for efficiently finding the perimeter of shapes with some or all side lengths having equal length. As students discuss and justify their decis... |
F-LE.B.5 | Task
A cup of hot coffee will, over time, cool down to room temperature. The
principle of physics governing the process is Newton's Law of Cooling.
Experiments with a covered cup of coffee show that the temperature (in
degrees Fahrenheit) of the coffee can be modelled by the following
equation
$$
f(t) = 110e^{-0.08t}... |
G-C.B.5 | Activity
A sorting task gives students opportunities to analyze representations, statements, and structures closely and make connections (MP2, MP7). In this task, students examine relationships between arc lengths, radii, and central angles. They observe that the ratio between arc length and radius appears to be consta... |
3.OA.B.5 | Narrative
The purpose of this activity is for students to solve problems that involve multiplication where one factor is a teen number. Students may solve and represent the problem any way they choose. In problem 3, look for different ways in which students are using area diagrams to highlight in the posters for the ga... |
G-C.B.5 | Warm-up
In this activity, students find arc lengths for common angle measurements in a circle with a radius of 1 unit. This will be helpful when arc lengths in unit circles are used as radian angle measurements in an upcoming activity.
Student Facing
A circle has radius 1 unit. Find the length of the arc defined by eac... |
F-IF.C | Warm-up
The purpose of this activity is for students to write, read, and evaluate expressions using cells in a spreadsheet. This warm-up directly prepares students for the following activities, where they will study the structure of sequences using technology.
Launch
Provide access to devices that can run GeoGebra or o... |
Subsets and Splits
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