standards stringclasses 554
values | text stringlengths 19 14k |
|---|---|
6.NS.C.6c | Tram knows that
$$1\frac{1}{6}$$
is less than
$$1\frac{2}{3}$$
. He wonders if this means that
$$-1\frac{1}{6}$$
is also less than
$$-1\frac{2}{3}$$
.
Help Tram determine and understand the correct order of
$$-1\frac{1}{6}$$
and
$$-1\frac{2}{3}$$
, from least to greatest.
|
6.EE.A.2 | Task
To compute the perimeter of a rectangle you add the length, $l$ and width, $w$ and double this sum.
Write an expression for the perimeter of a rectangle.
Use the expression to find the perimeter of a rectangle with length 30 and width 75.
|
8.EE.B.5 | Task
Kell works at an after-school program at an elementary school. The table below shows how much money he earned every day last week.
###TABLE0###
Mariko has a job mowing lawns that pays \$7 per hour.
Who would make more money for working 10 hours? Explain or show work.
Draw a graph that represents $y$, the amount o... |
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 ... |
A-REI.C.7 | Warm-up
In this warm-up, students match linear equations to their graphs, then find points on each line and interpret them in the situation. This work prepares students for later in the lesson when they interpret values in similar situations.
Student Facing
Plant A’s height over time is represented by
\(y=\frac{1}{2}x+... |
2.OA.A.1 | Narrative
The purpose of this What Do You Know About _____? is to invite students to share what they know about story problems. Monitor for student comments regarding the types of story problems they know about and the methods they use to understand and represent story problems.
Launch
Display the question.
“What do yo... |
2.MD.B.6 | Narrative
The purpose of this activity is for students to learn stage 1 of the Jump the Line center. In this stage, students take turns making strategic choices about numbers to add or subtract to reach target numbers. Students choose 3 target numbers and mark them on the number line. Both players start at the beginnin... |
G-CO.A.1 | Using the diagram below:
###IMAGE0###
What can be concluded about the relationship between line
$$l$$
and plane
$$P$$
? Why?
What can be concluded about the relationship between planes
$$P$$
and
$$Q$$
? Why?
What can be concluded about the relationship between lines
$$l$$
and
$$m$$
? Why?
What can be concluded about
$$... |
K.OA.A.3 | Task
For each set of numbers below, pick two numbers that add to make six. Write an equation that shows that those two numbers add to make 6.
3, 5, 3
6, 0, 2
1, 6, 5
3, 2, 4
4, 2, 6
|
1.NBT.A.1 | Narrative
The purpose of this Choral Count is to invite students to count on from a number other than 1. This helps students develop fluency with the count sequence and will be helpful as students relate counting to addition and begin to make sense of the counting on method of adding.
Launch
"Count by 1, starting at 10... |
A-CED.A.3 | Problem 1
A clothing manufacturer has to use at least 1,000 yards of cotton to make room for new inventory to make shirts and pajamas. A shirt requires 1 yard of fabric, and a pair of pajamas requires 3 yards of fabric. It takes 2 hours to make a shirt and 3 hours to make a pair of pajamas, and there are 1600 hours ava... |
6.SP.A.2 | Task
Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months.
13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17, 17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18, 18, 19, 20
Use an appropriate graph to summarize these birth weights.
Describe the distribution o... |
1.OA.A | Narrative
The purpose of this activity is for students to use their data to generate questions and represent the answer using an equation. Then students take turns asking and answering each other’s questions.
Action and Expression: Internalize Executive Functions
.
Check for understanding by inviting students to rephra... |
4.NBT.B.6 | Narrative
This Number Talk encourages students to look for and use the structure of base-ten numbers and properties of operations to mentally find the value of division expression (MP7). The reasoning elicited here will be helpful later in the lesson when students find quotients of multi-digit numbers.
Launch
Display o... |
8.EE.C.8b | Problem 1
Solve the system of linear equations using substitution. Describe how you can solve any system using substitution.
$${x+2y=8}$$
$${-3x+2y=16}$$
Problem 2
Solve the two systems below using substitution. Compare and contrast the two solutions. What do they each mean?
###TABLE0###
|
K.CC.B | Narrative
The purpose of this activity is for students to choose from activities that focus on counting up to 20 objects or adding and subtracting within 10. Students choose from the centers introduced in previous lessons as well as one introduced in the previous activity. If more than one stage of a center has been in... |
8.F.A | Activity
In this activity, students find intercepts and slopes for pairs of equations. They should notice that the equations in each pair are multiples of one another and therefore are equivalent equations. Students look for and make use of structure (MP7) when they notice the relationships between the pairs of equatio... |
S-ID.C.7 | Activity
The mathematical purpose of this activity is for students to:
distinguish between linear and nonlinear relationships in bivariate, numerical data
informally assess the fit of a linear model
compare the slope and the vertical intercepts of different linear models
describe the relationship between two variables.... |
5.MD.C.5 | Narrative
The purpose of this activity is for students to solve a real-world problem that involves finding the volume of a figure composed of two right rectangular prisms. Unlike many other figures students have seen, this one can be decomposed into two rectangular prisms in only one way. Students may rearrange the two... |
6.SP.B.4 | Task
Each of the 20 students in Mr. Anderson's class timed how long it took them to solve a puzzle. Their times (in minutes) are listed below:
###TABLE0###
Display the data using a dot plot.
Find the mean and median of the data. Does it surprise you that the values of the mean and median are not equal? Explain why or w... |
5.NBT.B.7 | Narrative
In this activity students compare two book sale scenarios in which there is a different base price of a book for the fundraiser. Students notice that when you increase the price by a lot, you make more profit per book, but you may also sell fewer books. On the other hand, if you increase the price by less mon... |
6.SP.B.4 | Activity
In a previous course, students learned to identify the five-number summary of data sets (minimum, maximum, quartile 1, median, and quartile 3) and construct box plots from this data. They also calculated the range and interquartile range of distributions. In this activity, students recall the meaning of the va... |
7.SP.B.3 | Activity
The goal of this activity is for students to be introduced to the idea that variability is important when analyzing and comparing data sets. Students will compare data sets, and make a decision as to which data set represents a better scenario. This activity prepares students to calculate variability in order ... |
A-CED.A.2 | Problem 1
Below is a piecewise function that relates yards traveled and seconds.
###IMAGE0###
Write a story that would result in this graph to model the situation.
Problem 2
Your favorite dog groomer charges according to your dog’s weight. If your dog is 15 pounds and under, the groomer charges $35. If your dog is betw... |
6.RP.A.3c | Activity
In general,
\(P\%\)
of something is
\(\frac{P}{100}\)
times that thing. The purpose of this activity is to make this explicit. In this activity, students are asked to find 80% of several different values, generalize their process, and express their generalization in different ways. As they make repeated calcul... |
8.EE.B.5 | Warm-up
The purpose of this warm-up is to get a conversation started about what features a graph needs. In the following activities, students will put these ideas to use by adding scale to some axes with two proportional relationships graphed on it.
Launch
Tell students they will look at a picture, and their job is to ... |
2.G.A.1 | Stage 2: Grade 2 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Centimeter Dot Paper - Standard
Shape Cards Grade 2
Narrative
Partner A chooses a shape card and describes it to their partner. If Partner B draws the shape correctly, they keep the card. Shape cards include triangles, quadrilaterals, and... |
5.MD.C.5 | Narrative
The purpose of this warm-up is for students to notice that figures composed of two right rectangular prisms can be decomposed in different ways which will be useful when students find the volume of figures composed of two right rectangular prisms in a later activity. While students may notice and wonder many ... |
8.G.C.9 | Activity
The purpose of this activity is for students to calculate the volume of cones given their height and radius. Students are given a cylinder with the same height and radius and use the volume relationship they learned in the previous activity to calculate the volume of the cone. They then calculate the volume of... |
6.NS.A.1 | Activity
This activity prompts students to solve a problem involving division of fractions in a less-scaffolded way. Students can see two relevant numbers to work with, but they need to interpret the context, the visual information, and the written question to decide whether the missing value is the size of one group, ... |
A-CED.A.1 | A store is having a sale to clear out merchandise. If you spend between $0 and $100, you can take 15% off of your total. If you spend over $100, you can take 25% off of your total.
Write an equation to represent your discounted total if you spend between $0 and $100.
Write an equation to represent your discounted total... |
4.NBT.B.6 | Narrative
The purpose of this activity is for students to find quotients and represent their thinking with base-ten blocks. The numbers in the expressions are designed to encourage students to think about when the base-ten blocks may be helpful and when they become cumbersome. In future lessons, students will be asked ... |
6.RP.A.1 | Activity
In this activity, students identify what equivalent ratios have in common (a ratio equivalent to
\(a:b\)
can be generated by multiplying both
\(a\)
and
\(b\)
by the same number) and generate equivalent ratios (MP8). It is at this point in the unit where students will explicitly define the term equivalent ratio... |
F-IF.B.6 | Optional activity
In this activity, students investigate the average rates of change of the three loan options from an earlier activity. Calculating average rates of change over the same interval of time but at different points in the lending period (early and then later) further reinforces the dramatic change that can... |
1.MD.A.2 | Narrative
The purpose of this activity is for students to practice measuring lengths and writing numbers up to 120.
Students choose from any stage of previously introduced centers.
Write Numbers
Estimate and Measure
MLR8 Discussion Supports.
Synthesis: Provide students with the opportunity to rehearse what they will sa... |
3.G.A.2 | Problem 1
Subway has a giant sub. They cut it into eight pieces, as shown below.
###IMAGE0###
Is this a fair share of the sub? If so, how much of the sub is each piece? If not, how would you make the share more fair?
Problem 2
Your teacher will give you some paper strips. Each strip represents 1. Fold each strip so tha... |
A-REI.A.2 | Warm-up
This warm-up begins where students left off at the end of the previous lesson, considering how to multiply strategically to “clear the denominators” in a rational equation. The purpose of this warm-up is to elicit the idea that when multiplying to clear denominators, we only need to multiply by the least common... |
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.
###IMAGE0###
###IMAGE1###
###IMAGE2###
|
F-BF.B.3 | Activity
The purpose of this activity is for students to identify common features in graphs of functions that are the same when reflected across the vertical axis and those that look the same when reflected across both axes. This leads to defining these types of functions as even or odd, respectively. In the following ... |
1.NBT.C.4 | Narrative
The purpose of this activity is for students to learn stage 2 of the Target Numbers center. Students start with 25, choose a number card and decide whether to add that number of tens or ones. Students play six rounds and the student who gets as close to 95 as possible without going over is the winner.
MLR8 Di... |
5.NBT.B.6 | Problem 1
Estimate the following quotient. Then compute it.
$$486\div79$$
Problem 2
Divya is trying to solve
$$369 ÷ 46$$
. She estimates the quotient to be
$$369\div46 \approx 350 \div 50 = 7$$
. She starts to compute below:
###IMAGE0###
a. What do you notice about Divya's work so far? What do you wonder?
b. Based... |
F-LE.A.1a | Task
Complete the table below. Is $\Delta x$ a constant? If so, what constant is it? What do you notice about the 3rd column of the table?
###TABLE0###
Complete the table below. Is $\Delta x$ a constant? If so, what constant is it? What do you notice about the 3rd column of the table?
###TABLE1###
Let $f(x)=a \cdot b... |
7.EE.B.3 | Problem 1
At the candy store, M&Ms and Skittles are sold for $0.50 per ounce. Kevita puts some M&Ms in a bag and then adds 8 ounces of Skittles. The total cost for her bag of candy is $6.50.
Kevita and Mary write the equation
$${0.5(x+8)=6.50}$$
to represent the situation, where
$$x$$
represents the number of ounces of... |
5.NBT.B.7 | Stage 3: Add and Subtract Tenths, Hundredths, and Thousandths
Required Preparation
Materials to Gather
Dry erase markers
Paper clips
Sheet protectors
Materials to Copy
Blackline Masters
Jump the Line Stage 3 Spinner
Jump the Line Stage 3 Gameboard
Narrative
Both players start at 0 on a number line marked by
\(\frac{5}... |
8.F.A.1 | Activity
In this activity students are presented with a series of questions like, “A person is 60 inches tall. Do you know their height in feet?” For some of the questions the answer is "yes" (because you can convert from inches to feet by dividing by 12). In other cases the answer is "no" (for example, “A person is 14... |
3.G.A.1 | Narrative
The purpose of this activity is for students to apply what they’ve learned about quadrilaterals to design a wax print pattern. First, students analyze wax prints that have quadrilaterals incorporated into the pattern. Then, students design their own wax print that incorporates rhombuses, rectangles, or square... |
K.OA.A.1 | Narrative
The purpose of this warm-up is to elicit the idea that there can be a connection between drawings and expressions, which will be useful when students interpret the numbers and symbols in an expression in relation to drawings. While students may notice and wonder many things about the image and expression, the... |
8.F.B.4 | Problem 1
Is the point (
$$6$$
,
$$-1$$
) a solution to the linear equation
$$-2x + 4y = -8$$
? Explain.
Problem 2
Find three solutions to the linear equation
$$2x + 4y = -12$$
and use them to graph the equation.
###IMAGE0###
|
4.NBT.B.5 | Narrative
The purpose of this warm-up is to elicit students’ prior knowledge of area and the idea that a rectangle can be decomposed into smaller rectangular regions. Students look at 4 different area diagrams they used in grade 3. The reasoning here will be useful when students use diagrams to multiply two- and one-di... |
6.RP.A.3c | Warm-up
The purpose of this warm-up is to elicit the idea that tape diagrams can be used to think about fractions of a whole as percentages of the whole, which will be useful when students interpret and draw tape diagrams in a later activity. While students may notice and wonder many things about these images, the impo... |
6.RP.A.1 | Problem 1
In a marching band there are 24 trombones and 15 snare drums.
Heather says, “The ratio of trombones to snare drums is 24:15.” Audrey says, “No, the ratio of trombones to snare drums is 8:5.” Who is right and why?
Problem 2
You are making a mixed bag of walnuts and cashews. The ratio of the number of walnuts t... |
1.NBT.B.3 | Problem 2
Pre-unit
Write \(<\), \(=\), or \(>\) in each box to make the statement true.
\(90 + 5\) \(\,\boxed{\phantom{\frac{aaai}{aaai}}}\,\) \(70 + 10 + 10 + 10 + 5\)
\(116\) \(\,\boxed{\phantom{\frac{aaai}{aaai}}}\,\) \(100 + 10 + 6\)
\(10 + 10 + 20 + 3\) \(\,\boxed{\phantom{\frac{aaai}{aaai}}}\,\) \(38\)
|
7.RP.A.2 | Warm-up
This warm-up prepares students for the Info Gap activity that follows. First, students brainstorm what information they would need to know to solve a problem that involves constant speed. Then, the teacher demonstrates the process of asking a student why they need a specific piece of information before sharing ... |
4.NBT.B.5 | Narrative
This Number Talk encourages students to think about the strategies they can use to multiply 2 two-digit numbers. Students can decompose factors by place value to multiply by multiples of ten, or they can use a doubling and halving strategy to create an equivalent expression. The strategies elicited here will ... |
G-CO.A.4 | Activity
In this activity, students work together to investigate rotation symmetry and communicate their thinking in a visual display. As you monitor, ask groups if they have found all possible angles of rotation that produce symmetry and to explain how they know these angles apply to all shapes of that type.
Launch
Ar... |
K.CC.A | Task
The teacher will need numeral cards 1–10 and 11–20.
This task can be used with a single student or a small group of students. Each student needs his or her own set of numeral cards.
The teacher asks student(s) to put the numbers in order from the smallest number to the biggest number or in the order they would say... |
6.SP.B.5c | Activity
In the previous activity, students evaluated the performance of three students based on the mean and variability. Here they learn the term
mean absolute deviation (MAD)
as a way to quantify variability and calculate it by finding distances between the mean and each data value. Students compare data sets with t... |
6.G.A.2 | Task
Amy has a fish tank shaped like a rectangular prism that is 20 cm by 20 cm by 16 cm. What is the volume of the tank?
###IMAGE0###
If Amy only fills the tank $\frac34$ of the way, what will be the volume of the water in the tank?
|
7.RP.A.2 | Optional activity
The purpose of this optional activity is to practice using a proportional relationship in another context. The chosen numbers make the unit rate a useful tool to answer the questions.
Launch
Remind students of the value of a quarter and a dime.
Student Facing
4 quarters are equal in value to 10 dimes.... |
6.EE.B | Task
Decide which of the following equations best represents each situation.
###TABLE0###
After Lou poured 2 liters of water into a large jug, the jug contained 10 liters of water. How many liters were in the jug to start?
Clara ran 10 miles, which was twice as far as Nina ran. How far did Nina run?
|
5.NF.B.4 | Problem 1
Act 1: Watch the following video –
The Big Pad (Act: 1)
a. What do you notice? What do you wonder?
b. What is the area, in square centimeters, of the big pad? Make an estimate.
Problem 2
Act 2: Use the following information to solve -
The small pad is a square with a length of
$$7\frac{3}{5}$$
cm.
The big... |
8.G.C | Activity
The purpose of this activity is for students to practice using precise language to describe how they estimated volumes of objects. Starting from an object of known volume, students must consider the difference in dimensions between the two objects. The focus here is on strategies to estimate the volume and uni... |
2.NBT.B.7 | Narrative
The purpose of this activity is for students to add and subtract multiples of 10 and 100 within 1,000. Students interpret situations with base-ten blocks and base-ten diagrams and use equations to represents sums and differences. In the activity synthesis, students relate the situation, base-ten diagram, and ... |
8.EE.C.7 | Problem 1
Is 8 a solution to
$$\frac{3}{8}x-5=-2$$
? Show or explain why or why not.
Problem 2
Is
$$-2$$
a solution to
$$10-2x=4+x$$
? Show or explain why not.
Problem 3
Write an equation with
$$x=9$$
as a solution.
Problem 4
Write an equation with
$$x=0$$
as a solution.
|
6.EE.A.2c | Activity
This task contains two distinct parts. Depending on what students need and time constraints, you could decide to do either or both.
In the associated Algebra 1 lesson, students will need to evaluate the functions
\(6x^2\)
and
\(3^x\)
for different input values. The purpose of the first part is to prepare them ... |
K.OA | Narrative
The purpose of this warm-up is to elicit the mathematical questions that students produce about shapes composed of pattern blocks, which will be useful when students create and ask questions about shapes in a later activity. While students may notice and wonder many things about the shape, the questions that ... |
4.G.A.1 | Narrative
The purpose of this activity is for students to practice drawing and describing figures with points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.
Students draw two-dimensional figures and then describe it to their partner. Their partner attempts to draw the ... |
5.G.B.3 | List one attribute that each of the following pairs of shapes have in common. There may be more than one correct answer.
a. Square and rhombus
b. Square and rectangle
c. Square and parallelogram
d. Square and trapezoid
e. Square and quadrilateral
|
2.MD.D.10 | Narrative
The purpose of this activity is for students draw their own picture graphs to represent given data. Each student receives a data table to use. After drawing their own graphs, they share their graph with a partner and receive feedback on what is clear and what they could improve. As students represent the data... |
3.NBT.A.2 | Narrative
The purpose of this activity is for students to play a game that enables them to practice using strategies and algorithms to subtract within 1,000. Students decide whether they will try to make the smallest or greatest difference, then spin a paper clip on a spinner to generate two three-digit numbers. Studen... |
5.NBT.A.2 | Activity
Students extend their understanding of exponents to include negative exponents and explain patterns in the placements of the decimal point when a decimal is multiplied by 10 or
\(\frac{1}{10}\)
. Students use repeated reasoning to recognize that negative powers of 10 represent repeated multiplication by
\(\fra... |
3.OA.A.2 | Narrative
The purpose of this activity is for students to determine whether a situation is about an unknown number of groups or an unknown number of objects in each group. After sorting the situations, students write a division expression to represent each situation. The fact that the structure of the expressions is th... |
5.OA.B.3 | Narrative
The purpose of this Choral Count is to invite students to notice patterns and relationships in two different counts. These understandings help students develop fluency with multiples and will be helpful when students identify relationships between corresponding terms in two patterns in the next several lesson... |
5.MD.C.5b | Narrative
The purpose of this warm-up is for students to notice that each face of a prism can be the base, which will be useful when students use a base of a prism to find the prism’s volume in a later activity. While students may notice and wonder many things about these images, the relationship between the images of ... |
K.G.A.2 | Narrative
The purpose of this activity is for students to identify and name shapes in the environment. The shape walk can take place in the playground, library, or another area of the school. It may be easier for students to use their recording sheet if it is on a clipboard.
When students recognize mathematical feature... |
6.EE.B.6 | Activity
In this activity, students see how an equation can represent a situation with an unknown amount. Students are presented with three stories. Each story involves the same three quantities: 5, 20, and an unknown amount
\(x\)
. Students think about the actions (running a number of miles, splitting up cups of cat f... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to find the value of differences within 10. Students are encouraged to think about how patterns in subtraction problems and knowing sums within 10 can help them find the value of the differences. Students may use take away or counting on methods. The problems are w... |
K.CC.C.6 | Narrative
The purpose of this warm-up is to allow students to connect language to mathematical representation, which will be useful when students need to compare quantities and numbers in later activities. In the synthesis, students have the opportunity to practice using the language “more” to compare quantities.
This ... |
6.G.A.1 | Task
Mrs. Lito asked her students to label a base $b$ and its corresponding height $h$ in the triangle shown.
###IMAGE0###
Three students drew the figures below.
Raul
###IMAGE1###
Mark
###IMAGE2###
Kiki
###IMAGE3###
Which students, if any, have correctly identified a base and its corresponding height? Which ones have n... |
5.NBT.B.7 | Warm-up
This activity allows students to review decimal work in a money context. This activity also offers insights into how they estimate and calculate sums, differences, and products of decimals. Both questions allow multiple paths of reasoning.
Monitor how students reason about situations involving adding, subtracti... |
6.EE.A.2a | For each verbal expression below, write an algebraic expression.
a. Four times the difference of 8 and
$$x$$
.
b. Twice
$$m$$
increased by the square of
$$n$$
.
c. The sum of 10 and the quotient of
$$x$$
and 4.
d. The product of the square of
$$n$$
and
$$m$$
, subtracted from 5.
|
8.SP.A | Optional activity
Students interpret the slope and intercepts in the context of the situation. They also discuss limitations of the mathematical model.
This activity can be extended by having students investigate if temperature on other continents or across continents fits the same pattern that we found for North Ameri... |
6.EE.A.2c | Warm-up
The purpose of this algebra talk is to elicit strategies and understandings students have for evaluating an expression for a given value of its variable. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to evaluate expressions.
Launch... |
6.EE.B.7 | Warm-up
This warm-up prompts students to compare four equations. It encourages students to explain their reasoning, hold mathematical conversations, and gives you the opportunity to hear how they use terminology and talk about the equations in comparison to one another. To allow all students to access the activity, eac... |
F-IF.C | Activity
In this activity, students compare the values of a function with different
\(x\)
-coordinates using equations and graphs. In the associated Algebra 1 lesson, students use the vertex form of a quadratic equation to find the maximum or minimum. This work supports students by focusing on the values of the equatio... |
6.RP.A.3 | Task
Kendall bought a vase that was priced at \$450. In addition, she had to pay 3% sales tax. How much did she pay for the vase?
|
2.OA.B.2 | Narrative
The purpose of this activity is for students to apply conservation of length by measuring with a tool that does not start at zero. Until now, students have focused on measuring by lining up the edge of an object with zero. In this activity, students consider how the units on a ruler, and in later lessons, a n... |
6.RP.A.3c | Warm-up
The purpose of this warm-up is to encourage students to reason about properties of operations in equivalent expressions. While students may evaluate each expression to determine if the statement is true or false, encourage students to think about the properties of arithmetic operations in their reasoning.
Launc... |
5.NF.A.2 | Narrative
The purpose of this activity is for students to think about different activities they might participate in during free time, to define a smaller set of categories, and to collect data. A significant part of this activity is the definition of the categories, which is an important aspect of mathematical modelin... |
1.OA.C.6 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for making a ten when adding within 20. The numbers chosen lend themselves to making a ten to find the value of the sum. These understandings help students develop fluency and will be helpful later in this lesson when stu... |
8.SP.A.2 | Warm-up
The mathematical purpose of this activity is for students to be able to visually assess the best line that fits data among a set of choices. Students are given a scatter plot and 2 lines that may fit the data. Students must select the line that better fits the data. The given lines address many common errors in... |
7.NS.A.1c | Activity
Students learn that we can still organize our work with the distributive property in a familiar way, even with negative numbers where thinking in terms of area breaks down.
Launch
Display the image and ask students to write an expression for the area of the big rectangle in at least 3 different ways.
###IMAGE0... |
3.MD.B | Narrative
The purpose of this activity is for students to interpret a scaled picture graph and write questions that can be asked based on the data represented in a scaled picture graph.
MLR8 Discussion Supports.
Use multimodal examples to show the meaning of a symbol. Use verbal descriptions along with gestures, drawin... |
4.NF.A.1 | Narrative
In this activity, students see that they can find equivalent fractions by dividing the numerator and denominator by a common factor. They connect this strategy to the process of grouping unit fractions on a number line into larger equal-size parts. The result is a fewer number of parts, and smaller numbers fo... |
3.MD.A.2 | Problem 1
List something that has a volume of about 1 milliliter.
Problem 2
List something that has a volume of about 1 liter.
Problem 3
Does the object you listed in #1 have a volume that is more or less than the volume of the object you listed in #2? Why?
|
5.MD.C.5 | Narrative
The purpose of this activity is for students to estimate the number of shipping containers on a fully loaded cargo ship. Then they make many assumptions about the arrangement of the containers on the boat to come up with a better estimate.
Launch
Groups of 2
Display image.
“How many containers are on the carg... |
3.OA.A | Narrative
The purpose of this activity is for students to facilitate the Notice and Wonder they created in the previous activity. Each group takes turns facilitating their Notice and Wonder for another group (or two groups, if time permits).
MLR8 Discussion Supports.
During group work, invite students to take turns sha... |
4.OA.B.4 | Narrative
In this activity, students examine the rectangles drawn by their classmates and learn the term
factor pairs
. Students recognize the side lengths of each rectangle as a factor pair of its area.
This activity uses
MLR7 Compare and Connect
.
Advances: representing, conversing
Launch
Groups of 2
Activity
5–7 min... |
6.SP.B.5 | Activity
In this info gap activity, students practice analyzing box plots and thinking carefully about what questions they could help to answer. They connect features of box plots to information about IQR, range, median, and minimum and maximum values of several data sets on sea turtles (MP7). Along the way, they see t... |
A-CED.A.2 | Task
It takes Clea 60 seconds to walk down an escalator when it is not operating, and only 24 seconds to walk down the escalator when it is operating. How many seconds does it take Clea to ride down the operating escalator when she just stands on it?
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.