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6.RP.A | Task
Rubi was paid \$24 to sweep 4 walks. Which of the following can be represented by an equivalent ratio? Explain your thinking.
\$6 to sweep 1 walk
\$12 to sweep 3 walks
\$30 to sweep 5 walks
Anthea hiked 6 miles in 2 hours. Which of the following can be represented by an equivalent ratio? Explain your thinking.
4 m... |
8.G.A.1a | Activity
The purpose of this activity is to decide if there is a sequence of translations, rotations, and reflections that take one figure to another and, if so, to produce one such sequence. Deciding whether or not such a sequence is possible uses the knowledge that translations, rotations, and reflections do not chan... |
K.CC.B.5 | Narrative
The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students may use the structure of the chart and the 5-frames to determine how many students made each choice (MP7). Students have an opportunity to hear and practice the count sequence. Adjust the context and cho... |
A-REI.C.6 | Activity
In this activity, students solve a system of equations by graphing then include a third line through the solution point that is either vertical or horizontal. In the associated Algebra lesson, students will graph equations in a system and additional equations that arise from the elimination method to show that... |
8.NS.A.2 | Warm-up
The purpose of this warm-up is to remind students that when a unit cube is dilated by a scale factor of
\(k\)
, the volume is multiplied by
\(k^3\)
. Asking for the scale factor required to achieve a certain volume allows students to consider the idea of a cube root in a geometric context.
Student Facing
A cube... |
N-Q.A.3 | Task
The half-life of Carbon $14$, that is, the time required for half of the Carbon $14$ in a sample to decay, is variable: not every Carbon $14$ specimen has exactly the same half life. The half-life for Carbon $14$ has a distribution that is approximately normal with a standard deviation of $40$ years. This explains... |
6.EE.C.9 | Warm-up
The purpose of this warm-up is to get students to reason about representing a context about distance as an expression. For students who use the equation
\(d = rt\)
to choose their answer, encourage them to explain how each part of the expression matches the context (MP3).
Launch
Give students 2 minutes of quiet... |
7.SP.B.4 | Optional activity
In this optional activity, students compare two populations using samples again, but this time only one sample is given. For the other sample, the characteristics have either been computed already or are the focus of the question. This type of analysis is useful when comparing two similar populations ... |
5.NBT.B.7 | Problem 1
Find each quotient. Be prepared to explain your reasoning.
8 ÷ 2 = _________
0.8 ÷ 2 = _________
0.08 ÷ 2 = _________
What is the relationship between the quotients in Parts (i) and (ii) above? Between Parts (i) and (iii)? .
Problem 2
Compute.
0.06 ÷ 3 = ___________
0.24 ÷ 4 = ___________
Problem 3
Estimate e... |
7.G.B.5 | Activity
The purpose of this activity is for students to match relationships between angles in a figure with equations that can represent those relationships. This prepares students for writing and solving equations that represent relationships between angles in the next lesson. As students explain their reasoning, mon... |
F-IF.C.8b | 1. A youth group has a yard sale to raise money for a charity. The group earns $800 but decides to put its money in the bank for a while. The group considers two different banks:
Cool Bank pays simple interest at a rate of 4%, and the youth group plans to leave the money in the bank for 3 years.
Hot Bank pays an intere... |
6.NS.A.1 | Optional activity
This optional activity gives students another opportunity to use what they have learned about all operations to model and solve a problem in a baking context. Students need to make sense of the problem and persevere in solving it (MP1).
Students may approach the problem in different ways (by drawing d... |
7.RP.A.1 | Problem 1
Jack mixes yellow and blue paint to make a green paint that he will use to paint his basement. He uses a ratio of 3 pints of yellow paint for every 2 pints of blue paint. Jack pours 18 pints of yellow paint into a bucket.
a. How many pints of blue paint should Jack add to the bucket?
b. Jack's friend Kyle... |
4.NBT.A.2 | Narrative
This optional activity gives students additional opportunities to compare multi-digit numbers by reasoning about the value of the digits in different places. It also prompts students to generalize the relative size of two numbers based on their understanding of place value. Students practice constructing logi... |
F-BF.B.3 | Write the formula for the functions depicted by the graphs below.
$${f(x)=}$$
$${g(x)=}$$
$${h(x)=}$$
###IMAGE0###
|
3.OA.A.1 | 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 the structure of the array to figure out how many objects are shown, they look for and make use of structure (MP7).
Launch
Groups of 2
“How many do you see? How do ... |
5.NF.B.3 | Narrative
The purpose of this estimation exploration is for students to use what they know about fractions to estimate how much of the tape is shaded. Students use what they know about division to determine about how much of the bar is shaded.
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high? ... |
8.EE.A.2 | The square below has an area of
$${20}$$
square units.
###IMAGE0###
Taylor writes the equation
$$s^2={20}$$
to find the measure of the side length of the square. She reasons that the solution to the equation is
$$\sqrt{20}$$
and concludes that the side length of the square is
$${10}$$
units.
Do you agree with Taylor? E... |
4.NBT.A.2 | Stage 3: Multi-digit Numbers
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
Greatest of Them All Stage 3 Recording Sheet
Narrative
Students make six-digit numbers.
Variation:
Students try to make the number with the least value.
|
4.NBT.B.6 | Stage 1: One-digit Divisors
Required Preparation
Materials to Gather
Number cards 0–10
Paper clips
Materials to Copy
Blackline Masters
Watch Your Remainder Stage 1 Recording Sheet
Watch Your Remainder Stage 1 Spinner
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Students spin the... |
3.G.A.1 | Narrative
The purpose of this activity is for students to practice describing geometric attributes of a quadrilateral with increasing precision by playing a game. Students should be encouraged to ask questions like, “Are all the sides the same length?” rather than, “Is it a square?” to keep the focus on attributes of t... |
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 balanced hangers and are asked to write equations that represent them. They are then asked to explain how to use the diagrams, and then the equations, to reason about a solution.... |
8.SP.A.1 | Activity
In this lesson, the meaning of the words
model
and
modeling
are explained in terms of a linear model. Students are not expected to define the words, but should be comfortable understanding and using them. A model is used to predict prices for diamonds not included in the data as well as compare existing data p... |
5.G.B.3 | Narrative
The purpose of this activity is for students to use language to describe and distinguish quadrilaterals (MP6). The activity has the same structure as the activity where students tried to identify which rectangle on the coordinate grid their partner was thinking of. Students rely on what they remember about ca... |
5.NF.B.7a | Problem 1
Nolan gives some Fruit-by-the-Foot to his
$$3$$
friends to share equally.
a. If he has
$$3$$
feet of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
b. If he has
$$1$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
c. If he has
$${... |
5.NBT.A.1 | Task
Netta drew a picture on graph paper:
###IMAGE0###
She said,
In my picture, a big square represents 1. Since ten rectangles make a big square, a rectangle represents 0.1. Since 100 little squares make a big square, a little square represents 0.01. So this picture represents 2.43.
Is Netta Correct?
Manny said,
I dre... |
3.OA.B.6 | Narrative
This warm-up prompts students to compare four representations. The reasoning here prepares students to connect the previous multiplication work to the division work of this lesson. It gives students an opportunity to use precise terms such as “factors,” “product,” and “quotient” in making comparisons (MP6). D... |
7.NS.A.2c | Activity
The activity is an opportunity to practice evaluating quadratic expressions for a negative value of the variable, and choosing parameters of an equation that will result in its graph looking a certain way.
Launch
Arrange students in groups of 2. Give students two minutes of quiet work time on the first questio... |
S-ID.B.6 | Given the following data set, what statistical questions could you ask?
###IMAGE0###
|
4.G.A | Stage 4: Grade 4 Shapes
Required Preparation
Materials to Gather
Paper
Materials to Copy
Blackline Masters
Shape Cards Grade 4
Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students write an attribute that is shared by both shapes. Students get a poin... |
5.NF.B.4 | Stage 4: Whole Number and Fraction Factors
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Rectangle Rumble Stage 4 Spinner
Rectangle Rumble Stage 4 Grid
Narrative
Students generate factors with a number cube and a spinner with ... |
6.RP.A | Activity
In this activity, students use the area measures from the previous task to solve problems about the amount of painting time, using their understanding of ratio, rate, and percentage along the way. The problems can be approached in a number of ways, giving students additional opportunities to model with mathema... |
G-C.A.1 | Problem 1
Circles
$$A$$
and
$$C$$
are shown below.
###IMAGE0###
Write an equation that describes each of the circles.
Problem 2
Write the equation of a circle whose diameter has endpoints of
$$(-8, 2)$$
and
$$ (2, 2)$$
.
Problem 3
Describe how you could prove that circle
$$A$$
is similar to circle
$$B$$
.
###IMAGE1###
|
F-BF.A.1b | A bakery sells small cakes for
$${ {{$1}}0}$$
each. At this price, the bakery typically sells
$${100}$$
cakes per week.
The owner of the bakery wants to increase the price of the cake in order to maximize revenue. She determines that for each
$${{$1}}$$
increase in price, she sells
$$5$$
fewer cakes per week.
a. Which... |
K.G.B.4 | Stage 1: Grade K Shapes
Required Preparation
Materials to Gather
Counters
Materials to Copy
Blackline Masters
Which One Stage 1 Gameboard
Narrative
One partner chooses a shape on the gameboard. The other partner asks questions to figure out what shape they chose. Students may use counters to cover up shapes that have ... |
8.F.B | Optional activity
In the previous activity, students drew a line that best fit the latitude-temperature data and found the equation of this line. The line is a mathematical model of the situation. In this lesson, they use their model to make predictions about temperatures in cities that were not included in the origina... |
6.NS.B.3 | Optional activity
This lesson demonstrates how the division of two equivalent expressions (e.g.,
\(48.78 \div 9\)
and
\(4878 \div 900\)
) result in the same quotient. By looking at worked-out calculations, students reinforce their understanding about what each part of the calculations represent. The advantage of repres... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to analyze their completed food waste journals. Students begin the activity by sharing their food journal with a partner and discuss a few things they notice. Then they use the data from the journal and their experience with multiplying and dividing large numbers i... |
A-CED.A.2 | Activity
In earlier activities, students wrote expressions to describe visual patterns by first creating tables and reasoning repeatedly about how the pattern changes at incrementally greater step numbers. Here they write an equation to describe a pattern without creating a table of values. They look more directly at t... |
K.MD.A.2 | Narrative
The purpose of this activity is for students to think about and compare the capacities of containers. Students start by comparing two containers where it is visually obvious which one holds more. They use comparison language such as “The pitcher holds more than the cup.” Then, students consider containers tha... |
8.G.C.9 | Activity
The purpose of this activity is for students to reason about the volume of popcorn that a cone- and cylinder-shaped popcorn cup holds and the price they pay for it. Students start by picking the popcorn container they would buy (without doing any calculations) and then work with a partner to answer the questio... |
8.NS.A.1 | Problem 1
Write each rational number in the form
$${a\over{b}}$$
, where
$$a$$
and
$$b$$
are integers, and
$$b\neq0$$
.
a.
$${0.3333}$$
b.
$${-5.05}$$
c.
$${\sqrt{64}}$$
e.
$${\sqrt{4\over25}}$$
f.
$${\sqrt{1.21}}$$
Problem 2
A student wrote two repeating decimals as fractions using the strategy shown below.
###TABLE0#... |
K.CC.A.1 | Task
The teacher will need a 100 chart or large number line and a pointer.
As a whole group, have students chant the counting sequence starting with one to thirty, using the pointer to follow the number sequence. Over time, increase the range to one to fifty and then one to one hundred. Eventually have a student take ... |
F-IF.C.8a | Problem 1
Set A and Set B each include a quadratic function represented as an equation, a graph, and a table.
Determine if all three representations in each set match. If not, explain how you would change one or more of the representations to make them match.
###IMAGE0###
###IMAGE1###
Problem 2
Which quadratic function... |
5.MD.C.5 | Narrative
The purpose of this warm-up is to for students to discuss how much space a ton of garbage takes up, which will be useful when students consider 3,300 tons of plastic trash in shipping containers in a later activity. Some students may not know the precise definition of a ton. Encourage students to visualize wh... |
K.G.B.5 | Narrative
The purpose of this activity is for students to draw shapes. Students draw straight lines to connect the dots to create shapes. Some students may benefit from a ruler or straight edge to assist them. Students draw some shapes that they can name, such as triangles and rectangles. They also draw some shapes tha... |
6.EE.A.1 | Activity
The purpose of this task is to give students experience working with exponential expressions and to promote making use of structure (MP7) to compare exponential expressions. To this end, encourage students to rewrite expressions in a different form rather than evaluate them to a single number.
For students who... |
8.F.A.2 | Optional activity
In this activity, students continue their work comparing properties of functions represented in different ways. Students are given a verbal description and a table to compare and decide whose family traveled farther over the same time intervals. The purpose of this activity is for students to continue... |
5.NBT.A.3 | Narrative
The purpose of this activity is for students to use the weights from the previous activity to support place value understanding, specifically to see the multiplicative relationships between different decimal place values (MP7). These relationships will be taken up in greater detail in the next unit but the we... |
8.EE.C.8c | Activity
In this activity, students are presented with a number of scenarios that could be solved using a system of equations. Students are not asked to solve the systems of equations, since the focus at this time is for students to understand how to set up the equations for the system and to understand what the soluti... |
S-ID.B.6a | Optional activity
This activity, designed for an extra class period, gives students an opportunity to gather and analyze data for bounce heights for multiple balls. Each ball should be sufficiently bouncy to allow measurement of at least 4 bounces. Good examples include: tennis balls, basketballs, super balls, golf bal... |
1.G.A | Narrative
This warm-up prompts students to carefully analyze and compare images. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students know and how they talk about characteristics of shapes and pieces of shapes. To help al... |
N-Q.A.1 | Task
Sadie has a cousin Nanette in Germany. Both families recently bought new cars and the two girls are comparing how fuel efficient the two cars are. Sadie tells Nanette that her family’s car is getting 42 miles per gallon. Nanette has no idea how that compares to her family’s car because in Germany mileage is measur... |
K.G.B.5 | Narrative
The purpose of this activity is for students to describe and draw shapes. Students work in pairs to describe and draw a mystery shape. Students learn that they need to be precise in describing the shape in order for their partner to draw the shape accurately and have opportunities to use the language they hav... |
A-REI.D.11 | Activity
In this activity, students continue to compare two functions by studying graphs and statements in function notation, as well as interpreting them in terms of a situation. They also revisit the meaning of a solution to an equation such as
\(C(t) = 20\)
, both abstractly and in context, and apply what they know ... |
7.SP.C.5 | Warm-up
The purpose of this warm-up is for students to choose the more likely event based on their intuition about the possible outcomes of two chance experiments. The activities in this lesson that follow define probability and give ways to compute numerical values for the probability of chance events such as these.
L... |
K.OA.A.5 | Task
Materials
Double sided counters
###IMAGE0###
Markers that are the same colors as the counters
Teacher-made “My Book of 5” (see below for detailed directions)
Action
Students will be given double sided counters/dots (see picture of counters, above). It is important for the markers to match the colors on the counter... |
5.NF.B.3 | Warm-up
This warm-up prompts students to reason about the meaning of division by looking closely at the dividend and divisor. The expressions were purposely chosen to encourage more precise reasoning than roughly estimating. While some students may mentally solve each, encourage them to also think about the numbers in ... |
K.G | Stage 3: Find Shapes
Required Preparation
Materials to Gather
Picture books
Materials to Copy
Blackline Masters
Picture Books Stage 3 Recording Sheet
Narrative
Students look through picture books and notice and describe shapes they see in the pictures.
Variation:
Students may record the shapes they see with drawings o... |
5.G.B | Activity
Developing a useful and complete definition of a polygon is harder than it seems. A formal definition is often very wordy or hard to parse. Polygons are often referred to as “closed” figures, but if used, this term needs to be defined, as the everyday meaning of “closed” is different than its meaning in a geom... |
8.G.A.4 | Activity
In this activity, students calculate side lengths of similar triangles. They can use the scale factor between the similar triangles, studied in depth in previous lessons. Or they can look at internal ratios between corresponding side lengths within the triangles, introduced in the previous lesson. Students nee... |
S-ID.A.1 | Activity
The mathematical purpose of this activity is for students to create data displays and calculate statistics using technology. Students plot the survey data they collected from a statistical question in a previous lesson.
Launch
Arrange students in groups of two. Tell them that they will be using technology to c... |
G-GPE.B | Task
Is there an equilateral triangle $ABC$ so that $\overline{AB}$ lies on the $x$-axis and $A$, $B$, and $C$ all have integer $x$ and $y$ coordinates? Explain.
|
7.NS.A.2 | Activity
The purpose of this activity is to use the new skills of multiplying and dividing rational numbers to represent and solve problems in a new context (MP4). In this activity students are using using multiplication and division of negatives and working with a proportional relationship with a negative constant of ... |
3.MD.A.1 | Problem 1
The clock below shows what time Dante starts cooking dinner. What time does Dante start cooking?
###IMAGE0###
Problem 2
Dante is done cooking at 6:21 p.m. Draw hands on the clock below to show when Dante is done cooking.
###IMAGE1###
|
G-GPE.B.5 | Problem 1
In the diagram below,
$${m\parallel p}$$
.
###IMAGE0###
a. Write three equations that are perpendicular to line
$$m$$
.
b. What is the relationship between your three equations and line
$$p$$
?
c. Find the distance between line
$$m$$
and
$$p$$
using your three equations. What do you notice?
Problem 2
In the d... |
7.NS.A.2a | Task
Lucia uses the picture below to explain the distributive property for the expression (3+1) $\times$ (5+1):
###IMAGE0###
Find (3+1) $\times$ (5+1) using the distributive property.
Explain how Lucia's picture relates to your calculation in (a).
How can Lucia use a picture to find (3-1) $\times$ (5-1) using the distr... |
A-CED.A.1 | Activity
This activity encourages students to interpret an inequality and its solution set in terms of a situation. A context can help students intuit why the solutions to an inequality form a ray on the number line.
The activity also prompts students to think about the solutions to an inequality in terms of a related ... |
4.MD.C.5 | Narrative
The purpose of this warm-up is to draw students’ attention to the figures formed by pairs of segments that are joined at a point in preparation for an exploration of angles. Students may notice and wonder many things about the clocks, but describing how the figures formed by the hands and how they are the sam... |
4.G.A.3 | Stage 1: Lines of Symmetry
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Materials to Copy
Blackline Masters
Centimeter Grid Paper - Standard
Centimeter Dot Paper - Standard
Narrative
Each student chooses whether to use dot or grid paper. Each student creates a half of a design and draw... |
2.OA.A | Narrative
The purpose of this warm-up is to elicit student ideas for how a tape diagram could be used to represent a Take From problem involving lengths. This will be useful when students solve story problems in the context of length in a later activity. While students may notice and wonder many things about these imag... |
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... |
2.MD.A.1 | Narrative
The purpose of this warm-up is to elicit what students know about length measurement and about units of measurement. While no unit is specified for the ruler in the image, students are likely to bring up centimeters (given the way each 1 unit is partitioned into 10 smaller parts, as seen on centimeter rulers)... |
7.G.A | Optional activity
The goal of this task is to introduce the notion of a tessellation and then carefully examine how to create a tessellation with each pattern block shape (square, rhombus, equilateral triangle, isosceles trapezoid). For hexagons, there is only one way to fit them together because there will be gaps unl... |
4.NF.B.3 | Stage 6: Add and Subtract Fractions
Required Preparation
Materials to Copy
Blackline Masters
Compare Stage 6 Cards
Compare Stage 3-8 Directions
Narrative
Students use cards with expressions with addition and subtraction of fractions with the same denominator.
|
A-CED.A.2 | Activity
Having just seen an example of the meaning of
\(a\)
and
\(b\)
in an exponential expression
\(a \boldcdot b^x\)
, students now focus on interpreting these numbers using graphs. They graph the equations from the previous task, noticing that
\(a\)
is the vertical intercept of the graph while the number
\(b\)
dete... |
8.SP.A.1 | Problem 1
For the four scatter plots, answer the following questions:
Does there appear to be a relationship between
$$x$$
and
$$y$$
?
If there is a relationship, does it appear to be linear?
If the relationship appears to be linear, is it a positive or negative linear relationship?
If applicable, circle the correct wo... |
6.EE.A.3 | Task
Anna enjoys dinner at a restaurant in Washington, D.C., where the sales tax on meals is 10%. She leaves a 15% tip on the price of her meal before the sales tax is added, and the tax is calculated on the pre-tip amount. She spends a total of \$27.50 for dinner. What is the cost of her dinner without tax or tip?
|
N-CN.A.1 | Problem 1
Evaluate the following complex expressions:
$${(8+3i)-(6-2i)}$$
$${(8+3i)(6-2i)}$$
$${(2+i)^2+(6+2i)}$$
Problem 2
Which of the following results in a real number? Select all that apply.
$${i^2}$$
$${(2-i)(2+i)}$$
$${2i^3}$$
$${3i+2i}$$
|
3.MD.B.3 | Optional activity
This activity is marked optional since it goes beyond the expectations of the standards. The activity helps students think about how bar graphs compare to dot plots and are useful in contrast to future lessons working with histograms.
In this activity, students organize categorical data into frequency... |
7.G.B | Optional activity
The goal of this activity is to show that
only
triangles, squares, and hexagons give regular tessellations of the plane. The method used is experimentation with other regular polygons. The key observation is that the angles on regular polygons get larger as we add more sides, which is a good example o... |
5.MD.C.5c | Raju has a solid brass bookend, shown below. How much brass, in cubic centimeters, is the bookend made of?
###IMAGE0###
|
3.OA.C.7 | Stage 1: Factors 1–5 and 10
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Multiplication and Division Stage 1 Gameboard
Narrative
Students multiply using factors of 1–5 and 10. Partner A chooses two numbers and places a paper clip on each numb... |
3.OA.A.3 | Narrative
In this activity, students build on grade 3 work with arrays to consider how to find the total number in an array without counting by 1. Students are not asked to find the answer, but instead share their strategies for doing so. This allows teachers to observe how students make sense of multiplying larger num... |
7.NS.A.3 | Activity
In this activity, students interpret equations that represent situations (MP2). The purpose is for students to see that equations of the form
\(x + p = q\)
can be solved by adding the opposite of
\(p\)
to the equation, regardless of whether
\(p\)
is positive or negative. Students also see that equations of the... |
F-BF.A.2 | Warm-up
The purpose of this warm-up is for students to recall some of the ways functions can be represented, such as tables, graphs, equations, and descriptions. The focus here is on exponential and linear functions, and identifying either the rate of change or growth factor. Students will continue to use this skill la... |
S-ID.A.1 | In Class Launch
Use after Unit 1, Lesson 15
Ask students to think about a question they are interested in that they would need to gather data in order to answer. They will choose one of these questions, find data relevant to it, and present their results with a data display or an infographic. Either show students examp... |
6.SP.B.5c | Activity
In this activity, students calculate the mean of a data set and interpret it in the context of the given situation. The first data set students see here has a dozen values, discouraging students from redistributing the values incrementally and encouraging them to use a more efficient method. In the second ques... |
4.NF.B.4 | Narrative
This warm-up prompts students to examine a diagram representing equal groups of non-unit fractions. The understandings elicited here allow students to discuss the relationship between the product of a whole number and a unit fraction and that of a whole number and a non-unit fraction with the same denominator... |
G-CO.D | Task
You have been asked to place a fire hydrant so that it is an equal distance form three locations indicated on the following map.
###IMAGE0###
Show how to fold your paper to physically construct this point as an intersection of two creases.
Explain why the above construction works, and in particular why you only ne... |
A-CED.A.3 | Activity
This activity is designed to give students opportunities to use their understandings from this unit to perform mathematical modeling.
The trail mix context is familiar from the previous activity, but students are challenged to choose quantities, determine how to represent them, interpret and reason about them,... |
1.OA.C.6 | Stage 3: Add to 10
Required Preparation
Materials to Gather
Dot cubes
Materials to Copy
Blackline Masters
Number Race Stage 3 Gameboard
Narrative
Students take turns rolling two dot cubes. They find the sum and record it in the corresponding column on their gameboard. If the sum is more than 10, students roll the cube... |
7.RP.A.2a | Activity
This activity builds on the previous one as students plot a different relationship, comparing the length of each square diagonal to its area. Students use the length measurements from the previous activity and use them to calculate the area of the squares. Unlike in the previous activity, this time both the ta... |
6.G.A.1 | Activity
In earlier lessons, students saw that a square can be decomposed into two identical isosceles right triangles. They concluded that the area of each of those triangles is half of the area of the square. They used this observation to determine the area of composite regions.
This activity helps students see that ... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to choose the center activity that will most help them build their fluency for addition and subtraction within 100. These two centers were introduced in previous units and focus on adding and subtracting within 100:
Five in a Row
Target Numbers
Required Materials
M... |
3.NBT.A.1 | Stage 1: Nearest Ten or Hundred
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 1 Gameboard
Tic Tac Round Stage 1 Spinner
Narrative
Students remove the cards that show 10 before they start. Then they cho... |
A-REI.B.4a | Warm-up
In this warm-up, students reason about equations with quadratic expressions on both sides of the equal sign. They look for and use structure to solve the equations (MP7). Though each equation appears to be more complicated or to have more pieces than the preceding one, the underlying structure of all the equati... |
8.SP.A.3 | Warm-up
The purpose of this warm-up is for students to interpret the rate of change of a function to describe a trend (MP2). It is used to help students recall the role of slope in showing associations for data that can be fit with a linear model in anticipation of looking for associations in this lesson.
Launch
Give s... |
4.NF.B.4 | Narrative
The purpose of this activity is for students to use diagrams to reason about products of a whole number and a non-unit fraction with diagrams, building on their work with diagrams that represent products of a whole number an a unit fraction. They begin to generalize that the number of shaded parts in a diagra... |
5.NBT.A.1 | Task
Historians estimate that there were about 7 million people on the earth in 4,000 BCE. Now there are about 7 billion! We write 7 million as 7,000,000. We write 7 billion as 7,000,000,000. How many times more people are there on the earth now than there were in 4,000 BCE?
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