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5.NF.B.4 | Narrative
The purpose of this activity is for students to create rectangles from colored paper. Students make identical rectangles that have one side length that is a whole number and one side length that is a fraction greater than 1. Then, as a group they create one mosaic. It is not necessary for students to use all ... |
6.EE.B.6 | Hodan is planting flowers around her apartment building. The total distance around her building is 120 feet, and she wants to plant a flower every
$${4{1\over2}}$$
feet.
Let
$$x$$
represent the number of flowers Hodan plants around her apartment building. Write an equation she can use to determine how many flowers she’... |
4.G.A.2 | Narrative
In this activity, students identify right triangles. They also explain why certain given shapes are not right triangles. As they determine whether a triangle is a right triangle, students may use the corner of an index card or a piece of paper, use a protractor, or trace an angle in a triangle to compare with... |
1.NBT.B | Narrative
The purpose of this activity is to count an organized arrangement of images and write a number to represent the quantity. The arrangement is designed to encourage kids to count by 10 as each row, except the last, has ten cats. Students may determine the number of tens and ones (10 tens 8 ones is 108) or they ... |
G-MG.A.2 | Task
The King of Syracuse reportedly requested Archimedes' advice for determining
if a crown was made with the appropriate mixture of gold and silver. Archimedes
devised a method requiring the following measurements:
the volume $V$ of water displaced by the crown when it is submerged
in water,
the volume $V_1$ of wat... |
3.NF.A.1 | Narrative
This activity extends students’ reasoning about the meaning of numerator and denominator and the size of non-unit fractions to include fractions greater than 1. Students see the size of 1 whole marked in a couple of diagrams and learn that the same size applies to all diagrams. They are prompted to both inter... |
5.NF.B.4b | Warm-up
In this warm-up, students review how to find and record the area of a square with whole-number and fractional side lengths. The first question is open-ended to encourage students to notice many things about the area of each square, the relationships between them, and other geometric ideas they might remember fr... |
6.NS.A.1 | Task
Rosa ran $\frac13$ of the way from her home to school. She ran $\frac14$ mile. How far is it between her home and school?
|
F-IF.B.5 | Activity
In this activity, students choose a graphing window to tell a particular story.
Launch
Continue access to graphing technology. Students may be ready to dive into the activity without much assistance, or may need to engage in a notice and wonder to familiarize themselves with the context and the information enc... |
2.OA.B.2 | Stage 2: Subtract from 20
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 2 Recording Sheet
Narrative
Before playing, students remove the cards that show the number 10 and set them aside.
Each student picks 4 cards and chooses 2 or 3 to subtract from 20 t... |
S-CP.A.5 | Task
A seven-year-old boy has a favorite treat, Super Fruity Fruit Snax.
These "Fruit Snax" come in pouches of 10 snack pieces per pouch, and the pouches are generally sold by the box, with each box containing 4 pouches.
The snack pieces come in 5 different fruit flavors, and usually each pouch contains at least one pi... |
G-CO.A.2 | Translate
$${\overline{GH}}$$
using constructions along vector
$${EF}$$
.
###IMAGE0###
Write the algebraic rule for this translation.
|
F-BF.A.1a | Task
At the beginning of January, Susita had some money in her checking account. At the end of each month she deposits enough to double the amount currently in the account. However, she has a loan to pay off, requiring her to withdraw \$10 from the account monthly (immediately after her deposit).
Assuming January is t... |
2.OA.B.2 | Narrative
The purpose of this activity is for students to learn stage 3 of the Capture Squares center. Capture Squares was introduced in grade 1. In this stage, students spin to get a number (6
–
10) and flip a card (0
–
10) and find the value of the sum. The spinner includes a wild space where students can choose thei... |
F-LE.A.1 | Warm-up
This warm-up prompts students to carefully analyze and compare lists of numbers. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminology students know and how they talk about characteristics of linear change or exponential chan... |
A-REI.C.5 | Task
Lisa is working with the system of equations $x + 2y = 7$ and $2x - 5y = 5$. She multiplies the first equation by 2 and then subtracts the second equation to find $9y = 9$, telling her that $y = 1$. Lisa then finds that $x = 5$. Thinking about this procedure, Lisa wonders
There are lots of ways I could go about so... |
A-CED.A.2 | In Class Launch
Use after Unit 2, Lesson 3
Elicit students’ prior knowledge about the solar system and what it looks like. Sketch a picture like this of the sun and a few planets with their orbital paths.
###IMAGE0###
Using student input and making corrections if necessary, write a list of the planets in order from nea... |
3.NF.A.3a | Narrative
The purpose of this activity is for students to locate fractions on the number line, and find pairs of fractions that are equivalent. Students can use a separate number line for each denominator, but they can also place fractions with different denominators on the same number line to show equivalence. Focus e... |
G-MG.A.3 | Warm-up
In this activity, students notice and wonder about an image similar to others they will use throughout this lesson. When students articulate what they notice and wonder about the image, they have an opportunity to attend to precision in the language they use to describe what they see (MP6). They might first pro... |
4.NBT.B.6 | Problem 1
Three different students solved the problem
$$ 232 \div 8$$
. Your teacher will assign you one of the strategies below. Explain what the student did and whether the strategy they used works. Be prepared to share your thinking.
###TABLE0###
Problem 2
Solve.
###TABLE1###
|
5.G.A.1 | Narrative
The purpose of this Notice and Wonder is for students to discuss the coordinate grid. Students have used a grid in previous grades but this is the first time they have seen the horizontal and vertical axis highlighted and numbered. The expectation is that students will focus their attention on these numbers a... |
4.OA.A.3 | Narrative
In this activity, students solve problems that involve finding multiples that are shared by two different numbers: the number of hot dogs in a package and the number of hot dog buns in a package. They reason about how many of each package to get to make a certain number of servings of hot dogs. As multiple an... |
F-BF.A.1a | Activity
Students now explore the idea of repeated percent change in a banking or savings context. This may be a good time to more formally introduce the term
compounding
. They examine the effect of compounding 1% interest each month for a year. From the previous activity, students should recognize that the result wil... |
8.F.A.1 | Warm-up
The goal of this opening activity is to activate, through a familiar context, what students know about functions from middle school.
Students first encounter a relationship in which two quantities—the number of bagels bought and price—do not form a function. They see that for some numbers of bagels bought, ther... |
4.NBT.A.3 | Stage 2: Any Place
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cards 0–10
Paper clips
Materials to Copy
Blackline Masters
Tic Tac Round Stage 2 Gameboard
Tic Tac Round Stage 2 Spinner
Narrative
Students remove the cards that show 10 before they start. Then they choose six numbe... |
6.RP.A.1 | Warm-up
The purpose of this activity is to notice that rectangles can have the same diagonal length but different areas. The concept of aspect ratio is also introduced in the activity synthesis.
Monitor for students checking whether the diagonals are all the same length by using a ruler, compass, or edge of a piece of ... |
3.NBT.A.2 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for subtracting numbers within 1,000. These understandings help students develop fluency and will be helpful as students relate subtraction algorithms to strategies they have used to subtract within 1,000.
Launch
Display ... |
1.OA.A.2 | Narrative
The purpose of this activity is for students to discuss different ways to solve a three-addend story problem in which none of the addends can be combined to make 10 without being decomposed. Students solve the problem in a way that makes sense to them. Some students may build each number separately on the 10-... |
A-CED.A.2 | Task
Sara's doctor tells her she needs between 400 and 800 milligrams of folate per day, with part coming from her diet and part coming from a multi-vitamin. Each multi-vitamin contains 50 mg of folate, and because of the inclusion of other vitamins and minerals, she can only take a maximum of 8 tablets per day.
What a... |
4.NF.B.3a | Problem 1
a. Estimate whether the following sums will be more or less than 1.
i.
$${{3\over4}+{2\over4}}$$
ii.
$${{5\over6}+{3\over6}}$$
b. Solve for the actual sums in Part (a) above.
Problem 2
Cary computes
$$\frac{9}{10} + \frac4{10}$$
using a different strategy. Here is her reasoning:
###IMAGE0###
“First I brok... |
5.NF.B.3 | Narrative
The purpose of this activity is for students to match different diagrams and expressions representing the same product. In the previous several lessons, students have studied different ways to find products of a whole number and a fraction using arithmetic properties such as the distributive property. Earlier... |
4.NF.A.1 | Problem 1
The model below represents one whole.
###IMAGE0###
Which fraction is equivalent to the one represented by the shaded part of the model?
Problem 2
A point is shown on the number line diagram below.
###IMAGE1###
Write three equivalent fractions for the location of this point.
Problem 3
Use the number line to ex... |
6.NS.A.1 | Draw a visual model to represent the solution to the division problem
$${6 \div \frac{2}{3}}$$
.
Then, use your model to explain why this can also be solved with the multiplication problem
$${6 \times \frac{3}{2}}$$
.
|
6.SP.B.5c | Warm-up
This warm-up reminds students of the meanings of mean and MAD by comparing two sets of data with similar but different values and asking whether they will have the same means or MADs or both.
Launch
Explain to students that the pairs of data sets are: A and B, X and Y, and P and Q.
Student Facing
Without calcul... |
F-TF.C.9 | Problem 1
Find
$${\mathrm{sin}(u-v)}$$
given
$${\mathrm{sin}(u)={8\over17}}$$
with
$${0\leq u \leq {\pi\over2}}$$
and
$${\mathrm{cos}(v)=-{24\over25}}$$
with
$${\pi \leq v \leq {3\pi\over2}}$$
.
Problem 2
Evaluate:
$${\mathrm{sin}(-15^{\circ})}$$
$${\mathrm{cos}(15^{\circ})}$$
|
1.NBT.C.4 | Narrative
The purpose of this activity is for students to practice adding a one-digit number and a two-digit number in a way that makes sense to them. Students may choose to use methods shared in the previous activity. Give half of the class one-digit numbers and the other half two-digit numbers. Students pair up to cr... |
G-CO.A.2 | Translate the line segment formed by the endpoints
$${E(0, 2)}$$
$${F (1,-4)}$$
according to the rule
$${(x,y) \rightarrow (x+5, y+4)}$$
.
Find the endpoints of the translated image algebraically.
Verify the translation on the coordinate plane.
Show the translation vector on the coordinate plane.
|
7.RP.A.2 | Activity
This activity is intended to help students interpret features of graphs in terms of the proportional relationships they represent. This task highlights two fundamental ideas:
The steeper the graph, the greater the constant of proportionality.
If the graph represents distance of an object vs. time, the constant... |
8.EE.B.5 | Problem 1
At a market, long-grain rice can be purchased in any weight, measured in pounds. The cost and weight are proportional, for example, 5 pounds of rice costs $4.
a. Write an equation to represent the cost,
$$y$$
, to purchase
$$x$$
pounds of long-grain rice.
b. Determine the cost of 1, 10, and 15 pounds of r... |
8.G.C | Activity
In this activity, students think about a hemisphere fitting inside the smallest possible box (or rectangular prism). Students reason that the smallest box in which a hemisphere can fit has a square base with edge length that is the same as the diameter of the hemisphere, and its height will be the radius of th... |
6.RP.A.2 | Activity
The purpose of this task is to give students a good reason to compute a rate “per 1.” Since the task statement doesn't provide all the information needed to answer the question and does not suggest a solution pathway, it is an opportunity for students to make sense of the problem (MP1) and engage in some aspec... |
7.NS.A.2b | Activity
The purpose of this activity is to understand that the division facts for rational numbers are simply a consequence of the multiplication done previously. Students work several numerical examples relating multiplication to division, and then articulate a rule for the sign of a quotient based on the signs of th... |
7.EE.B.4a | Warm-up
The purpose of this warm-up is to reactivate students’ understanding of tape diagrams to make it more likely that tape diagrams are accessible as a tool for them to choose in this lesson. The diagram was deliberately constructed to encourage some students to write an equation like
\(24=3(a+2)\)
and others like
... |
F-IF.B.4 | Problem 1
All of the four quadrants represent the same function but use a different representation. Explain how you know that each of these quadrants represents the same function.
###IMAGE0###
Problem 2
Describe a characteristic that each of the quadrants shown below does not share with the rest.
###IMAGE1###
You shoul... |
7.EE.A.1 | Activity
This activity is an opportunity for students to practice rewriting expressions using the distributive property. It is a step up from the same type of work in grade 6 because arithmetic with signed numbers is required.
The row with
\(6a-2b\)
is designed to allow students to figure out how to factor by reasoning... |
3.MD.A.2 | Problem 1
Estimate the mass of the following objects in grams or kilograms, depending on which is more appropriate. Then measure their actual mass using your tool(s).
a. Pair of scissors
b. Thumbtack
c. Ruler
d. Textbook
Problem 2
What is the mass of each of the following objects, according to the reading on th... |
K.CC.B | Narrative
The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students compare groups of images in the synthesis. Adjust the context to better reflect students’ interests and experiences as needed. For example, the question can be adjusted to ask students to choose between ... |
6.RP.A.3d | Warm-up
The goal of this warm-up is to review expressions in the context of conversions. This lesson will examine in depth equivalent scales, that is, scales that lead to the same size scale drawing. Checking whether or not two scales are equivalent often involves converting quantities to common units.
Student Facing
T... |
3.OA.A.1 | Problem 1
Leah made sandwiches for her and her siblings every day during a week. She made 4 sandwiches each day. How many sandwiches did Leah make over the course of the week?
Problem 2
Jose and his two friends have 24 markers altogether. If they each have the same number of markers, how many markers does Jose have?
Pr... |
A-SSE.A.1 | Activity
This activity is the first time students study a rational function with a non-zero horizontal asymptote. The first part of the activity is for students to make sense of the context while reasoning about input-output pairs. The questions in the activity and the following discussion ask students to reason about ... |
S-ID.B.6 | Activity
The mathematical purpose of this activity is for students to describe how two variables are related, and to determine whether or not there is a
causal relationship
. Students should begin to recognize that some variables may be related, but one does not cause the other to change. At this point, the mathematics... |
7.RP.A.2c | Optional activity
This activity gives students more practice writing an equation that represents the proportional relationship examined in a previous lesson: the amount of flour and honey in a recipe. Students can then use their equation to answer additional questions about the situation.
Launch
Tell students that this... |
G-SRT.C.8 | Problem 1
Brandon and Madison use different triangles to determine the slope of the line shown below.
###IMAGE0###
Brandon started at (0,-1) and drew a right triangle going up 2 units and right 3 units.
Madison started at (-3,-3) and drew a right triangle going up 6 units and right 9 units.
Draw and label both triangle... |
K.OA.A.2 | Narrative
The purpose of this activity is for students to compare a Put Together, Total Unknown story problem and a Put Together/Take Apart, Both Addends Unknown story problem with a similar context. This is the first time that students have worked with a Put Together/Take Apart, Both Addends Unknown story problem.
Rep... |
1.OA.C.6 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding on to 10. These understandings help students develop fluency and will be helpful later in this lesson when students write equivalent expressions.
Launch
Display one expression.
“Give me a signal when you have a... |
3.NF.A.1 | Lola made lasagna for a church potluck. Below represents how much of the two pans of lasagna were eaten.
###IMAGE0###
Lola says
$$3\over 4$$
of the lasagna was eaten. Milton, Lola’s brother, says
$$6\over 4$$
of the lasagna was eaten. Who is correct? Explain your answer.
|
2.MD.A | Narrative
The purpose of this warm-up is to elicit ideas about length and distance on maps, which will be useful as students measure the distance between cities on maps throughout the lesson activities. While students may notice and wonder many things about the map and map features, comments about the distance between ... |
2.NBT.A.1 | Narrative
The purpose of this activity is for students to make sense of different methods they can use to compare three-digit numbers. They analyze the thinking of others and make connections across representations (MP2, MP3). Although students have compared numbers using different representations in prior units, this ... |
G-GMD.A.1 | Activity
In this activity students build off the specific calculations from the previous lesson to generalize the perimeter of a polygon inscribed in a circle of radius 1. The relatively unstructured presentation of this activity is purposeful. Students work with their groups to determine what information they need, ho... |
8.EE.A.3 | Task
An ant has a mass of approximately $4 \times 10^{−3}$ grams and an elephant has a mass of approximately 8 metric tons.
How many ants does it take to have the same mass as an elephant?
An ant is $10^{−1}$ cm long. If you put all these ants from your answer to part (a) in a line (front to back), how long would the l... |
7.NS.A.2c | Optional activity
In this optional activity, students revisit the representation of a multiplication chart, which may be familiar from previous grades; however, in this activity, the multiplication chart is extended to include negative numbers. Students identify and continue patterns (MP8) to complete the chart and see... |
1.NBT.B.2a | Narrative
This warm-up prompts students to compare four images. It gives students a reason to use language precisely (MP6). It provides an opportunity for the teacher to hear how students use mathematical language to describe characteristics of the items in comparison to one another.
Launch
Groups of 2
Display the imag... |
K.G.B.4 | Narrative
This warm-up prompts students to carefully analyze and compare attributes of flat shapes. 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 attributes of shapes.
Launch
Groups of ... |
3.MD.B.4 | Narrative
The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. In the synthesis, discuss what students know about Estimation Explorations and what they need to think about to create one like this example.
Launch
Groups of 2
Displa... |
6.RP.A.2 | For lunch, you order a pizza and drink some milk.
The pizza is cut into 8 slices, and you eat 3 of the slices. The pizza box says that the serving size is 2 slices, and there are 570 calories per serving.
The milk is in a quart container, and you drink 1 cup of it. The milk carton says that there are 580 calories in th... |
5.NF.B.4a | Problem 1
a. Kyle has 6 Skittles.
$${{1\over3}}$$
of them are red. How many of Kyle's Skittles are red?
b. Samantha also has 6 Skittles.
$${{2\over3}}$$
of them are red. How many of Samantha’s Skittles are red?
Problem 2
a. Find the value of each of the following.
###TABLE0###
b. What do you notice about the so... |
4.OA.A.3 | Problem 1
Solve the following problems. Think about the main differences between each one.
a. A teacher has 21 batteries. Each calculator uses 4 batteries. How many calculators can the teacher fill with batteries?
b. Four children can ride in a car. How many cars are needed to take 21 children to the museum?
c. M... |
N-CN.A.2 | Activity
The purpose of this activity is for students to build fluency expressing the product of two complex numbers in the form
\(a+bi\)
, where
\(a\)
and
\(b\)
are real numbers. In order to do this, students must use the fact that
\(i^2=\text-1\)
.
Look for students who answer the last question as
\(13+0i\)
as oppose... |
2.G.A.1 | Stage 3: Grade 2 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Shape Cards Grade 2
Narrative
Students lay out the shape cards face up in rows. One partner chooses a shape. The other partner asks questions to figure out what shape they chose. Students work with triangles, quadrilaterals, and hexagons.... |
5.NBT.B.6 | Narrative
The purpose of this activity is for students to use a strategy that makes sense to them to solve a division problem.
Students may apply understanding developed in a previous course about the relationship between multiplication and division and place value, including using partial quotients to divide. They may... |
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... |
2.MD.A.2 | Narrative
The purpose of this activity is to introduce the foot as a length unit in the U.S. customary system. Students learn that a foot is longer than an inch and is the same length as 12 inches. They use the length of 12-in rulers as a tool to measure lengths in feet by iterating the length of a ruler, or, more prec... |
3.G.A.1 | Stage 4: Grade 3 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Shape Cards Grade 3
Triangle Cards Grade 3
Quadrilateral Cards Grade 3
Narrative
Students lay out the shape cards face up in rows. One partner chooses a shape. The other partner asks questions to figure out what shape they chose. Student... |
4.NBT.B.5 | Narrative
In this activity, students use rectangular diagrams and similar reasoning as in earlier activities to represent the multiplication of 2 two-digit numbers. They analyze a progression of diagrams, starting with those that represent multiplication of two-digit and one-digit numbers (18 and 6), a two-digit number... |
8.F.B | Activity
In this activity, students continue to develop their understanding of square roots. Students first find the areas of three squares, estimate the side lengths using tracing paper, and then write the exact side lengths. Then they make a table of side-area pairs. They then graph the ordered pairs from the table a... |
3.OA.B.5 | Problem 1
Katia and Gerard are stocking shelves at the grocery store. Katia stocks 3 shelves with 7 boxes of cereal on each shelf. Gerard stocks 7 shelves with 3 boxes of cereal on each shelf.
Katia says they put the same number of cereal boxes on each shelf. Gerard says they didn’t, since they stocked a different numb... |
3.MD.B.4 | Problem 4
Pre-unit
Here are the lengths of some lizards in inches. Use the lengths to complete the line plot.
\(2\frac{1}{4}\)
\(1\frac{1}{2}\)
\(2\frac{2}{4}\)
3
\(3\frac{2}{4}\)
2
\(2\frac{1}{4}\)
\(2 \frac{1}{4}\)
\(2\frac{3}{4}\)
2
\(2\frac{1}{4}\)
3
###IMAGE0###
|
8.G.A.1 | Activity
The goal of this activity is to practice applying the definition of rotation. In this activity, students rotate a segment around its endpoint to create an isosceles triangle. By rotating a segment around one endpoint, students can observe that the distance between the center of rotation and a point is the same... |
A-REI.A.1 | Problem 1
In equations (a)–(d) below, the solution,
$$x$$
, to the equation depends on the constant,
$$a$$
. Assuming
$$a$$
is positive, what is the effect of increasing
$$a$$
on the solution? Does it increase, decrease, or remain unchanged?
Give a reason for your answer that can be understood without solving the equat... |
3.MD.C.6 | Warm-up
In this warm-up, students compare figures and sort them into categories.
Launch
Display the image for all to see. Give students 1 minute of quiet think time followed by 2 minutes of partner discussion.
Student Facing
###IMAGE0###
Think of different ways you could sort these figures. What categories could you us... |
8.EE.C.8a | A system of linear equations is represented in the graph below.
###IMAGE0###
a. Write the two equations that represent this system.
b. What is the solution to the system? Prove this algebraically.
|
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... |
7.NS.A.2 | Task
A water well drilling rig has dug to a height of –60 feet after one full day of continuous use.
Assuming the rig drilled at a constant rate, what was the height of the drill after 15 hours?
If the rig has been running constantly and is currently at a height of –143.6 feet, for how long has the rig been running?
|
3.MD.A.2 | Problem 1
Choose the best estimate for the volume of the paint in a paint can.
Problem 2
How much liquid is in each container? For any measurement that is not exact, make an estimate. Be sure to include units, milliliters or liters, in your answer.
a.
###IMAGE0###
b.
###IMAGE1###
c.
###IMAGE2###
|
F-BF.A.1 | Suppose Brett and Andre each throw a baseball into the air. The height of Brett's baseball is given by
$${h(t)=-16t^2+79t+6}$$
where
$$h$$
is in feet and
$$t$$
is in seconds. The height of Andre's baseball is given by the graph below.
###IMAGE0###
Brett claims that his baseball went higher than Andre’s, and Andre says ... |
6.SP.B.4 | Task
In Mrs. Sanchez' math classroom, more people sit on the right-hand side of the room than the left. The students on the right-hand side of the classroom received the following scores on an exam worth 100 points:
$$ 85,\, 90,\, 100,\, 95,\, 0,\, 0,\, 90,\, 70,\, 100,\, 95,\, 80,\, 95 $$
The students on the left rec... |
F-IF.A.2 | Activity
This task prompts students to carefully interpret a description and some expressions representing exponential decay. It further reinforces the distinction between how exponential and linear functions change over intervals of time, which was explored in the previous activity.
The decay factor is not given for a... |
N-CN.A.2 | Warm-up
This warm-up prompts students to compare four expressions. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another.
Launch
Arrange students in groups of 2–4. Disp... |
4.NBT.A.2 | Narrative
The purpose of this How Many Do You See is to allow students to use place value language to describe the value of the base-ten blocks they see. Students may provide answers that indicate the number of blocks they see, while others may indicate the value of the blocks.
If students do not bring it up, ask about... |
8.G.C.9 | Activity
In this activity, students calculate the surface area to volume ratios of animals with different shapes and think about how this ratio might be important in biology. Note that this is the first time students will be using formulas for the surface area and volume of a sphere, and that these formulas are given w... |
S-ID.B.6 | Warm-up
The modeling activities in this lesson center on electronic devices. This warm-up activates students’ knowledge and personal experience with such devices, preparing them for the mathematical work ahead.
Students may not have a good sense for the answer to the last question (about comparing the lengths of chargi... |
8.G.A.1 | Activity
Students have seen images showing a sequence of transformations in the first lesson of this unit, however they have not heard the term sequence of transformations. They have also not been asked to describe the moves in the sequence using precise language. The launch of this activity introduces this term and gi... |
K.CC | Narrative
The purpose of this How Many Do You See is for students to begin recognizing quantities represented on fingers without having to count. In this warm-up, students see numbers greater than 5, requiring 2 hands to represent. Students show the number with their fingers before answering, “How many do you see?" At ... |
3.OA.A | Warm-up
In this warm-up, students determine the number of dots in an image without counting and explain how they arrive at that answer. The activity also gives students a chance use decomposition and structure to quantify something, in a setting that is slightly different than what they have seen in this unit. To arriv... |
6.RP.A.3d | Activity
In groups, students rotate through five different stations, where they measure one or more quantities using different units, and answer a series of summary questions afterward. Here are the quantities being measured and the units used at each station:
Station 1:
Volume of a box, in cubic inches and cubic centi... |
S-ID.B.6 | Task
Jerry forgot to plug in his laptop before he went to bed. He wants to take the laptop to his friend's house with a full battery. The pictures below show screenshots of the battery charge indicator after he plugs in the computer.
###IMAGE0###
When can Jerry expect that his laptop battery is fully charged?
At 9:27 A... |
A-APR.A.1 | Problem 1
Find the product.
$${(x-3)(x^2-2x+3)}$$
Once we find the product, how would we work backwards to get both factors again?
Problem 2
What is the other factor you would multiply
$${x-2}$$
by to get the polynomial
$${x^4-4x^2-5x+10}$$
?
|
8.SP.A | Optional activity
To close the unit, students practice using the methods they have learned. Students begin by collecting data in small groups and then analyzing the data for the entire class. They create a scatter plot and two-way tables to look for patterns in the data (MP2). Although it is expected there is a very we... |
5.MD.B.2 | A coffee shop has 8 bags full of used coffee grounds. They weighed the amount of grounds in each bag and recorded their weight in the line plot below.
###IMAGE0###
Weight (in pounds)
The coffee shop wants to put the same amount, in pounds, of coffee grounds in the 8 bags to donate to local farmers to use as fertilizer.... |
5.NF.B.4b | Optional activity
This activity also revisits grade 5 work on finding the area of a rectangle with fractional side lengths. Students interpret and match numerical expressions and diagrams. Because the diagrams are unlabeled, students need to use the structure in the expressions and in the diagrams to make a match (MP7)... |
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