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F-LE.A.2 | Task
According to Wikipedia, the International Basketball Federation (FIBA) requires that a basketball bounce to a height of 1300 mm when dropped from a height of 1800 mm.
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let $h$ be the function that assigns... |
F-LE.A.2 | Task
“Exponential decay” describes a situation in which a quantity decreases following a certain pattern. We’re going to investigate a situation that decays exponentially. Read through steps 1-6 below and answer questions a-c before carrying out the investigation.
1. Get your hands on 30 6-sided dice and put them in a ... |
2.MD.A.1 | Narrative
The purpose of this warm-up is to elicit the idea that a centimeter is the length of the edge of a centimeter cube and to connect this with the length of a base-ten block composed of 10 centimeter cubes. This will be useful when students measure with base-ten blocks and report their measurements in centimeter... |
8.EE.B | Task
DVDs can be made in a factory in New Mexico at the rate of 20
DVDs per \$3, but the factory costs \$80,000 to build.
If they make 1 million DVDs, what is the unit cost per
DVD?
DVDs can be made in a factory in Colorado at the rate of 10
DVDs per \$1.50, but the factory costs \$100,000 to build.
If they make 1 mill... |
A-SSE.B.4 | Warm-up
This warm-up picks up where the previous lesson ended asking students to calculate the sum of the first 50 terms of two different sequences, but with less scaffolded support. The goal of this activity is to build student flexibility in using the formula for the sum and thinking about the terms in a sequence by ... |
1.NBT.A.1 | Stage 1: Numbers to 99 by 1
Required Preparation
Materials to Gather
Dry erase markers
Sheet protectors
Materials to Copy
Blackline Masters
Write the Number Stage 1 Gameboard
Narrative
Students count by 1 and choose whether to count forward or backward. Gameboards go from 39–60, 69–90, and 78–99.
|
2.OA.B.2 | Narrative
This Number Talk encourages students to think about how they may use known sums and differences to find the value of other sums and differences. This understanding will be helpful as students continue building fluency with addition and subtraction within 20.
Launch
Display one expression.
“Give me a signal wh... |
3.MD.C.7d | Problem 1
Jakayla is trying to label all of the sides of the shape below. Help her figure out what the length of the sides labeled A and B are.
###IMAGE0###
Problem 2
Find the area of the following figure:
###IMAGE1###
|
6.NS.B.3 | Task
How many one-hundred dollar bills do you need to make \$2,000? \$20,000?
How many ten dollar bills do you need to make \$2,000? \$20,000?
How many dimes do you need to make \$0.20? \$2? \$20?
How many pennies do you need to make \$0.02? \$0.20? \$2?
Use the answers to the questions above to fill in the table:
###T... |
1.OA.B | Task
Write as many equations for each picture as you can.
Use the numbers 4, 1, and 5.
###IMAGE0###
Here are some equations for this picture. $$4+1=5 \hskip4em 5 = 4+1$$ $$5-1=4 \hskip4em 4=5-1$$ Can you find more equations?
Use the numbers 3, 5, and 8.
###IMAGE1###
Use the numbers 4, 4, and 8.
###IMAGE2###
Use the num... |
K.NBT.A.1 | Narrative
The purpose of this activity is for students to match equations to numbers 11–19 presented on 10-frames. During the synthesis, students focus on each part of the equation and where it can be seen in the 10-frame representation of the number. When students see different parts of the equations in the 10-frame i... |
2.MD.B.6 | Task
One day, Frog and Toad were sitting together on a lily pad. Some lily pads were in a line across the pond.
###IMAGE0###
In the morning, Frog hopped three lily pads away. In the afternoon, he hopped two more away. In the evening, he hopped another two more.
Toad hopped four lily pads away in the morning. He rested ... |
8.G.C.9 | Warm-up
In previous grades, students learned the formula for the volume of a cylinder. In this task, students compare and contrast methods for finding volumes of cylinders and prisms. Monitor for vocabulary such as
diameter
and
radius
, and for expressions like
\(Bh\)
,
\(\pi r^2\)
, and
\(\ell w h\)
.
Launch
Arrange s... |
8.G.A.5 | Task
In the picture below, lines $l$ and $m$ are parallel. The measure of angle $\angle PAX$ is $31^\circ$, and the measure of angle $\angle PBY$ is $54^\circ$. What is the measure of angle $\angle APB$?
###IMAGE0###
|
6.RP.A.2 | Activity
Previously, students worked with ratios in which one quantity (distance run) had the same value and the other (time elapsed) did not. In the context of running, they concluded that the runners did not run at the same rate. Here, students work with two ratios in which neither quantity (number of tickets bought ... |
5.NBT.B.7 | Narrative
The purpose of this True or False is to consider relationships between place values. This recalls work that students did earlier in the unit and seeing these relationships expressed using multiplication naturally prepares students for the work of the next several lessons where they will learn to find products... |
S-ID.A.4 | Activity
The mathematical goal of this activity is for students to use the area under a normal curve to find the proportion of values in certain intervals. While the values in this activity are chosen to highlight the usual areas within 1, 2, and 3 standard deviations of the mean, it is not essential for students in th... |
3.OA.A.4 | Problem 1
Rudy is waiting patiently for his new hens to lay some eggs.
a. On Monday he went to the henhouse to check their nests. He has 12 hens in the house, and each hen had laid 0 eggs. How many eggs did Rudy have in total? Write an equation to represent the situation.
b. On Tuesday when he went to the henhouse,... |
7.SP.A.2 | Optional activity
This activity is a follow-up to the context used in the activities Three Different TV Shows and Who's Watching What?, but also follows the ideas of sample means from this lesson.
In this activity, students continue to look at how variability in the sample means can be used to think about the accuracy ... |
G-CO.A.5 | A rotation of 180° about the origin and reflections about two axis are equivalent transformations.
Describe two other sets of equivalent transformations. Provide a diagram to support your reasoning.
|
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... |
7.EE.B.4b | Warm-up
This warm-up is an opportunity for students to recall understandings and techniques from the previous lesson.
Launch
Optionally, provide access to blank number lines.
Student Facing
For each inequality, find the value or values of
\(x\)
that make it true.
\(8x+21 \leq 56\)
\(56 < 7(7-x)\)
Student Response
Teach... |
6.NS.B.3 | Task
Jayden has \$20.56. He buys an apple for 79 cents and a granola bar for \$1.76.
How much money did Jayden spend?
How much money does Jayden have now?
|
G-SRT.A.2 | Identify the strategy that the student below used to find the measure of
$${BA}$$
. Then, describe a different method for finding this value, describing how you know that the two triangles are dilations of one another.
###IMAGE0###
|
4.MD.B.4 | Problem 7
Pre-unit
The line plot shows the lengths of some toothpicks in inches.
###IMAGE0###
How many measurements are there?
What is the difference between the longest and shortest toothpicks?
|
3.MD.B.4 | Narrative
The purpose of this Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. The warm-up also draws students' attention to a length between a full inch and one-half of an inch, preparing students to work with such lengths later.
Launch
Groups... |
2.OA.B.2 | Narrative
This Number Talk encourages students to think about the relationship between addition and subtraction to mentally solve problems. This builds on the work in the previous lesson where students used the relationship between addition and subtraction to find unknown numbers in equations. The understanding elicite... |
4.MD.C.5a | Narrative
In this warm-up, students practice estimating a reasonable angle measurement based on their knowledge of angles so far and their familiarity with clocks. Later in the unit, students will take a closer look at the angles in an analog clock and apply their understanding of angles to solve more sophisticated pro... |
6.NS.B.3 | Activity
Students have learned several effective methods to divide a whole number by a whole number, including cases when there is a remainder. The goal of this task is to introduce a method for dividing a decimal number by a whole number. Students notice that the steps in the division process are the same as when divi... |
3.OA.A.2 | Task
###IMAGE0###
Suppose there are 4 tanks and 3 fish in each tank. The total number of fish in this situation can be expressed as $4 \times 3 = 12$.
Describe what is meant in this situation by $12 \div 3 = 4$
Describe what is meant in this situation by $12 \div 4 = 3$
|
5.OA.B.3 | Ellen and Mundi each want to write a pattern that is 10 numbers long.
Ellen writes 0 as her first number and adds 2 each time to get her next number.
Mundi writes 0 as his first number and adds 6 each time to get his next number.
Ellen’s pattern:
0
,
2
,
,
,
,
,
,
,
,
Mundi’s pattern:
0 ,
6
,
,
,
,
,
,
,
,
a. Comple... |
F-IF.C | Activity
Students continue to compare quadratic and exponential functions in this activity. This time, they decide how to compare the functions.
Monitor for different strategies students may use to compare the functions. Identify students who:
Create one or more tables of values and compare the values of
\(p(x)\)
and
\... |
8.EE.A.1 | Activity
In this practice activity, students prepare for the associated Algebra 1 lesson by practicing applying some of the properties they will need to use.
Student Facing
Evaluate:
\(\dfrac{3^5}{3^4}\)
\(\dfrac{3^1}{3^0}\)
\(\dfrac{3^{\text-1}}{3^{\text-2}}\)
\(\dfrac{3^{100}}{3^{99}}\)
\(\dfrac{3^{x+1}}{3^x}\)
Solve... |
F-BF.A.2 | Activity
The goal of this activity is for students to understand that the way an equation is written to define a function depends on how the domain of the function is interpreted. In the previous activity, starting the sequence
\(C\)
with
\(C(0)\)
made sense since
\(n\)
was defined as the number of cuts while
\(C(n)\)
... |
8.F.A.1 | Warm-up
The purpose of this warm-up is for students to use repeated reasoning to write an algebraic expression to represent a rule of a function (MP8). The whole-class discussion should focus on the algebraic expression in the final row, however the numbers in the table give students an opportunity to also practice cal... |
3.NF.A.2 | Problem 1
Iskra is running a race as shown on the number line below. Iskra is
$$\frac{1}{3}$$
of the way from the starting line to the finish line. Where is the finish line? Locate and label it on the number line below.
###IMAGE0###
Problem 2
Locate 1 on each number line below. Label the point. Be as exact as possible.... |
7.G.A.1 | Optional activity
In the final phase of the drawing project, students reflect on and revise their work. Students who chose the same paper option confer in small groups to analyze and compare their floor plans. They discuss their decisions, evaluate the accuracy of their drawings, and then revise them as needed.
After r... |
A-SSE.B | Task
In ''Building an explicit quadratic function'' a particular quadratic function was rewritten by completing the square. The quadratic function used was $q(x) = 2x^2 + 4x - 16$ and this function was rewritten as $$ q(x) = 2\left(x+1\right)^2 - 18 = 2\left((x+1)^2 - 9\right). $$ Some of the advantages to this form ar... |
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.
|
6.NS.C.5 | Activity
The purpose of this task is to understand that there are natural mathematical questions about certain contexts for which there are no answers if we restrict ourselves to positive numbers. The idea is to motivate the need for negative numbers and to see that there is a natural representation of them on the numb... |
4.NF.A.2 | Problem 1
Look at the title and image of the Newsweek article,
More Than Half of Medical Advice on 'Dr. Oz' Lacks Proof or Contradicts Best Available Science: Study
.
According to this article, a research team looked at 80 pieces of medical advice from
The Dr. Oz Show
and found no evidence to support 43 of these recomm... |
K.CC | Narrative
The purpose of this warm-up is for students to practice the verbal count sequence to 10 and show quantities with their fingers.
Launch
“Let’s count to 10.”
Count to 10 as a class.
Activity
“As I count to 10, put up 1 finger for each number.”
Count to 10 as students put up their fingers.
Demonstrate counting t... |
S-IC.B.4 | Task
Background:
Researchers have questioned whether the traditional value of 98.6°F is correct for a typical body temperature for healthy adults. Suppose that you plan to estimate mean body temperature by recording the temperatures of the people in a random sample of 10 healthy adults and calculating the sample mean. ... |
S-IC.B.4 | Problem 1
Flares are used to warn cars that there is an obstacle on the road. Flares are often part of cars’ emergency kits and burn for a long time.
Fred’s Flare Company used to make flares that burned for 100 minutes on average. Fred changed the chemical formula in his flares, and he thinks that his new formula will ... |
2.OA.B.2 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for addition and subtraction with 3 and 5. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to create a yardstick with just the numbers 3 and 5... |
2.NBT.B.5 | Narrative
This Number Talk encourages students to think about how to use the addition and subtraction facts they know and their understanding of place value to mentally find values of expressions. The strategies elicited here will be helpful as students use the facts they know to develop fluency with addition and subtr... |
G-SRT.B.5 | Determine if the statement below is always, sometimes, or never true. Explain your reasoning.
“To prove two triangles similar, you need to prove that two of the corresponding sides are proportional.”
|
4.NF.B.3b | Narrative
This activity prompts students to use number lines to illustrate the decomposition of a fraction into sums of other fractions, reinforcing their work from an earlier lesson. Along the way, students recognize that one way to decompose a fraction greater than 1 is to write it as a sum of a whole number and a fr... |
A-CED.A.2 | Activity
Up to this point in the unit, students have written and interpreted equations representing exponential change which were meaningful for non-negative input values. In this lesson, they interpret the meaning of a negative value in a context. The independent variable is time,
\(t\)
, so negative values of
\(t\)
r... |
5.MD.B.2 | Narrative
This Info Gap activity gives students an opportunity solve problems about data represented on line plots. In both sets of cards, there is a partially complete line plot and some missing data.
For the first set of cards, the problem card has the missing data and the data card has a partially complete line plot... |
6.G.A.2 | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for finding volumes of cubes. These understandings help students develop fluency and will be helpful later in this lesson when students analyze the effect of scaling on cube volumes.
In this activity, students have an opportu... |
6.RP.A.1 | Task
The ratio of the number of boys to the number of girls at school is 4:5. There are 270 students at this school. For each of the following statements, explain whether the statement is true or false and why:
The number of boys at school is 4/5 the number of girls.
4/5 of the students in the school are boys.
There a... |
4.MD.A.2 | Problem 1
Act 1: Look at the following image -
###IMAGE0###
Then watch the video
Piggy Bank
.
a. What do you notice? What do you wonder?
b. Is there enough money to purchase the paint set? Make an estimate for how much money is in the piggy bank.
Problem 2
Act 2: Use the following information to determine whether t... |
F-IF.C | Warm-up
In this warm-up, students revisit quadratic expressions in different forms and what the expressions reveal about the graphs that represent them. They match equations and graphs representing two quadratic functions. The axes of the graphs are unlabeled, so students need to reason abstractly about the parameters ... |
4.NBT | Warm-up
This number talk encourages students to think about the numbers in a computation problem and rely on what they know about structure, patterns, and division with remainders to mentally solve a problem.
Only one problem is presented to allow students to share a variety of strategies for division. Notice how stude... |
5.NBT.B.6 | Problem 1
Solve.
$${581\div27}$$
Problem 2
Plywood comes in sheets that are 32 square feet. A roofer needs 341 square feet of plywood for a job. How many sheets of plywood does the roofer need?
|
7.G.B.6 | Activity
In this activity, students apply what they have learned previously about surface area and volume to different situations (MP4). Students have to consider whether they are finding the surface area or volume before answering each question. In addition, students apply proportional reasoning to find the cost of th... |
5.NBT.A.1 | Problem 1
The number 234 is multiplied by 10. What is the value of the 2 in the product?
Problem 2
In which number does the 2 represent a value 10 times the value represented by the 2 in 82,401?
|
2.NBT.A.2 | Narrative
The purpose of this activity is for students to have another chance to practice skip-counting by 2, 5, and 10 and addition and subtraction within 1,000.
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
Write Numbers, Stage 4
Target Numbers, Sta... |
K.CC.A.3 | Task
The teacher will need a sheet of 1 inch graph paper turned sideways (horizontally) with the numbers 0-9 written one in each box in the bottom row along the 11” side of the paper (one copy per student) and a 10 sided number die (0-9) or a 0-9 spinner.
###IMAGE0###
The student rolls a number using the die or spinner... |
4.NBT.B.4 | Narrative
In this task, students create their own word problems that must have a specific answer and follow additional constraints involving the type of operations that could be used to solve the problem or the size of the numbers they can use (MP2, MP4).
Launch
Groups of 2
Activity
5 minutes: independent work time
10 ... |
8.G.C.9 | Warm-up
The purpose of this warm-up is to assess students’ understanding of the volume of a cylinder. Students learned that the volume of either a cylinder or prism is found by multiplying the area of the base by its height. In this warm-up, students are given information to find the area of a cylinder’s base, but they... |
A-CED.A.1 | Activity
Continuing their work from the previous lesson, the purpose of this activity is for students to write a rational equation to model a situation and then use it to answer questions. The difference between this activity and previous ones in which students solved rational equations is that now students must solve ... |
5.NBT.A.1 | Problem 1
Solve.
a.
$$380\div10=$$
________
b.
$$4,820 \times \frac{1}{10}=$$
________
Problem 2
Explain what happened to the value of the 8 in both problems in #1.
|
S-ID.C.9 | Optional activity
The mathematical purpose of this activity is for students to collect, summarize, interpret, and draw conclusions from bivariate data using scatter plots, best fit lines, residuals and correlation coefficients. Students measure the approximate lengths of the humerus bone and height of their classmates ... |
8.EE.B | Warm-up
This warm-up prompts students to compare four lines. It invites students to explain their reasoning and hold mathematical conversations, and allows you to hear how they use terminology and talk about lines and their properties. To allow all students to access the activity, each figure has one obvious reason it ... |
7.EE.B.4b | Activity
The purpose of this activity is for students to interact with contexts in which the direction of inequality is the opposite of what they might expect if they try to solve like they would with an equation. For example, in the second problem, the original inequality is
\(9(7-x) \leq 36\)
, but the solution to th... |
7.G.A.2 | Activity
This activity is similar to what students did in the previous activity; however, here the conditions given are 2 angles and 1 side.
Launch
Keep students in the same groups. Tell students that this activity is similar to the previous one, and they should pay close attention to what they find different here. Pro... |
3.OA.B.5 | Narrative
The purpose of this activity is for students to see how, when multiplying a number larger than ten, the distributive property can be used to decompose the factor into tens and ones, creating two smaller products. Base-ten blocks are used to help students visualize what is happening when a factor is decomposed... |
7.G.A.1 | Optional activity
This activity gives students a chance to apply what they know about scale factors, lengths, and angles and create scaled copies without the support of a grid. Students work in groups of 3 to complete a jigsaw puzzle, each group member scaling 2 non-adjacent pieces of a 6-piece puzzle with a scale fact... |
F-BF.A | Task
In a carefully controlled biology lab, a population of 100 bacteria reproduces via binary fission. That is, every hour, on the hour, each bacteria splits into two bacteria. Assuming no bacteria deaths, find an expression for the number $P(t)$ of bacteria in the population after $t$ hours.
In the next lab over, a p... |
6.NS.B.3 | Activity
This activity has two parts and serves two purposes. The first two problems aim to help students see the limits of using base-ten diagrams to add and subtract numbers and to think about choosing more efficient methods. The latter three questions prompt students to reason about addition and subtraction of numbe... |
S-CP.A.1 | Task
In order to play a popular “spinning wheel” game at Fred's Fun Factory Arcade, a player is required to pay a small, fixed amount of 25 cents each time he/she wants to make the wheel spin. When the wheel stops, the player is awarded tickets based on where the wheel stops -- and these tickets are then redeemable for... |
1.MD.A.1 | Narrative
The purpose of this activity is for students to order three objects by length. Students line up objects from shortest to longest and longest to shortest. Students need to attend to the language in the question to know which way to order the objects. The language and reasoning students use in this activity hel... |
8.EE.A.4 | Problem 1
Two students are presented with the challenge of adding
$${2.5\times10^3}$$
and
$${1.3\times10^4}$$
. They have just learned how to multiply numbers in scientific notation, and they try out using similar strategies. They get two possible answers:
$${3.8\times10^4}$$
OR
$${3.8\times10^7}$$
a. Explain or show... |
5.NF.B.5 | Task
The Burj Khalifa (Dubai) is about 2$\frac{1}{2}$ times as tall as the Eiffel Tower (Paris) . The Eiffel Tower is about $\frac{5}{7}$ as tall as the Willis Tower (Chicago).
Which of these buildings is the tallest? Which is the shortest? Explain.
Draw pictures to illustrate.
|
3.G.A.1 | Problem 1
a. Draw a pentagon that has two right angles but no parallel sides.
b. Draw a hexagon with all sides of equal length.
c. Draw a quadrilateral that is not a parallelogram, rectangle, or square.
Problem 2
Using the
Game Cards
, play the following game with a partner.
Sort the cards into three piles, A, B,... |
1.OA.C.6 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 20.
Students may have many ideas for adding these numbers. In the synthesis, students discuss what they notice about the first two expressions. Students may notice that the expressions are equal and that... |
K.G | Stage 2: Puzzles
Required Preparation
Materials to Gather
Pattern blocks
Materials to Copy
Blackline Masters
Pattern Blocks Stage 2 Mat
Narrative
Students use pattern blocks to fill in puzzles where the edges of each shape do not touch.
|
3.MD.C.6 | What is the area, in square units, of the rectangle below?
###IMAGE0###
|
K.CC.C.6 | Narrative
The purpose of this activity is for students to make groups with more or fewer objects than a given group of objects. When asking students to make a group that has more objects than the given group, the given group will have very few objects. Similarly, when asking them to make a group that has fewer objects ... |
A-REI.D.11 | Task
When Marcus started high school, his grandmother opened a college savings account. On the first day of each school year she deposited money into the account: \$1000 in his freshmen year, \$600 in his sophomore year, \$1100 in his junior year and \$900 in his senior year. The account earns interest of $r\%$ at the... |
6.SP.B.4 | Activity
In this activity, students draw a bar graph and histogram, then describe the distributions shown on each display. Although the two visual displays may appear similar at first glance, there are important distinctions between the representations. Students notice differences in how we might characterize distribut... |
5.NF.B.4b | Activity
This activity serves two purposes:
To review and illustrate the idea from grade 5 that the area of a rectangle with fractional side lengths can be found by multiplying the two fractions, just as in the case of whole numbers.
To prepare students to reason about a prism with fractional edge lengths. Students con... |
1.OA.B.3 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for addition and subtraction. These understandings help students develop fluency and will be helpful later in this lesson when students add and subtract to find unknowns in different positions.
Launch
Display one expressi... |
F-IF.B.4 | Activity
The goal of this activity is to write an expression that models the volume of a box as a function of the side length
\(x\)
of the square cutouts. Students then graph the function, use the graph to estimate the value of
\(x\)
that will produce the box with the largest volume, and establish a reasonable domain f... |
1.OA.C.6 | Narrative
The purpose of this How Many Do You See is to support students in gaining fluency with sums within 10. In this activity, students have an opportunity to notice and make use of structure (MP7) because they can use the structure of the 10-frame. Students can also determine how many dots they would need to add t... |
6.NS.B.2 | Task
Use the computation shown below to find the products.
###IMAGE0###
$189\times 16$
$80\times 16$
$9 \times 16$
|
F-LE.A.1a | Task
Complete the table. In the third column, show your work as demonstrated. What do you notice about the 3rd column?
###TABLE0###
Complete the table, showing your work as above. What do you notice about the 3rd column? What is the graphical interpretation of this?
###TABLE1###
Let $y=ax+b$. Let $x_0$ be any particula... |
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... |
A-APR.B.3 | Activity
In this partner activity, students take turns using the structure of equations to match them to either a graph or a description of a graph, building their fluency identifying the horizontal intercepts of a graph of a polynomial from the equation of the polynomial written in factored form. As students trade rol... |
F-TF.A | Activity
The purpose of this activity is for students to consider the height of points on a circle not centered at
\((0,0)\)
. Working within the context of a Ferris wheel, students use their understanding of the unit circle to identify the height of a point on the wheel relative to the center of the wheel and then com... |
K.CC.B.4 | Narrative
The purpose of this activity is for students to experience part of the Act It Out routine. This routine allows students to participate by listening to language and repeating a simple poem related to number. Students share initial thoughts about what the story is about. Students revisit this story in the next ... |
A-SSE.A.1b | Potassium-40 has a half-life of
$${1.28\times 10^9}$$
years, which means that after that many years, half of a sample has decayed into a different isotope of carbon. If a sample began with
$${115}$$
grams of potassium-40
$${30,000,000}$$
years ago, how much is left today? How long will it be until there are only
$${50}... |
3.OA.A.3 | Narrative
This warm-up prompts students to carefully analyze and compare features of expressions and equations. When students compare the drawing, expression, and equations, they must use language precisely to describe how each is the same or different (MP6). Listen to the language students use to describe the differen... |
4.NBT.A.2 | Narrative
In this activity, students compare pairs of numbers with the same number of digits and the same set of digits (for example, 278 and 872, or 1,356 and 3,156). The goal is to elicit the idea that both the placement and the size of the digits matter in determining the value of a number, and that the digits in ce... |
8.NS.A.2 | Activity
In previous activities and lessons, students found the exact area of a square in order to find an approximation for the square root of an integer. In this activity, students start with a square root of an integer, and draw a square to verify that a given approximation of the square root is reasonable. This is ... |
F-LE.A.2 | Task
The population of a country is initially 2 million people and is increasing at 4% per year. The country's annual food supply is initially adequate for 4 million people and is increasing at a constant rate adequate for an additional 0.5 million people per year.
Based on these assumptions, in approximately what year... |
N-Q.A.1 | Sylvia bikes home along a straight road from her friend’s house, a distance of 8 miles. The graph shows her journey:
###IMAGE0###
Describe what may have happened. Be sure to include details about her pace, points that indicate a change in action, and where she starts and stops.
Are all sections of the graph realistic? ... |
5.MD.A.1 | Narrative
The purpose of this activity is for students to convert between measurements in milliliters and liters, providing practice multiplying and dividing by 1,000. Students work with numbers in many forms including whole numbers, decimals, fractions, and numbers in exponential form.
Engagement: Internalize Self-Reg... |
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