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7.RP.A.2 | Optional activity
In this activity, students make a visual display of their scenarios from the previous activity (after sharing their rough draft with another group and getting some feedback).
When the posters are complete and displayed around the room, students view each others' work and use sentence starters to give ... |
6.SP.B.4 | A city planner for a neighborhood of Boston is trying to determine if a new park should be built in the neighborhood. She goes around the neighborhood, knocking on doors, asking, “How many children under the age of 7 live in this household?” The data she collected from 28 households is shown in the frequency table belo... |
7.SP.C.6 | Warm-up
The purpose of this warm-up is for students to use their intuition to think about the upcoming unit on probability. In particular, students guess what type of fish might be caught after knowing the results of the previous 10 fish caught. Although no answer can be given with absolute certainty, the results being... |
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... |
4.NF.B.4 | Stage 2: Multiply a Fraction by a Whole Number
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Rolling for Fractions Stage 2 Recording Sheet
Narrative
Students roll 3 number cubes to generate a multiplication expression with a whole number and a fraction and compare the value ... |
8.G.B.7 | Task
Below are pictures of an equilateral triangle, a square, a regular hexagon, and a circle each having
the same perimeter:
###IMAGE0###
Find the area of the equilateral triangle whose perimeter is $1$ unit.
Find the area of the square whose perimeter is $1$ unit.
Find the area of the regular hexagon whose perimeter ... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to find the unknown addend in an equation in a way that makes sense to them and compare their methods. In the launch, students are introduced to base-ten blocks and compare them to connecting cubes. During the launch, students should be given time to observe the im... |
5.NBT.B.7 | Activity
In this activity, students perform decimal operations and estimate with money in a real-world context. They are asked to plan a dinner party for 8 guests with a \$50 budget. Students use an actual grocery store price list, select the foods they wish to serve, and determine an appropriate amount of each item. I... |
4.NBT.B.6 | Narrative
This Number Talk encourages students to look for and make use of the structure of numbers in base-ten to mentally solve division problems. The reasoning elicited here will be helpful later in the lesson when students divide large numbers using increasingly more abstract strategies.
Launch
Groups of 2
Display ... |
1.NBT.B.2 | Narrative
The purpose of this activity is for students to use their understanding of place value to make an equation true when a digit in a two-digit number is “missing.” Students consider the values of the digits in order to justify their thinking. Students may use connecting cubes in towers of 10 and singles, create ... |
8.SP.A.4 | A random group of 6th and 8th grade students at a school are asked the question: Do you prefer to complete your homework on a computer or on paper?
Of the 56 sixth graders, 18 answered computer and 38 answered paper.
Of the 60 eighth graders, 52 answered computer and 8 answered paper.
a. Create a two-way table to rep... |
A-CED.A.2 | Below is a graph of the height of a toy rocket over time. This is modeled by a quadratic function.
###IMAGE0###
Describe the features of the function in terms of the intercepts, intervals where the function is increasing/decreasing, and intervals where the rate of change is constant/increasing/decreasing. Describe what... |
F-BF.B.3 | Activity
In this activity, students again apply what they learned about quadratic expressions and their graphs. This time, they solve a contextual problem. Students consider how to change the parameters of a quadratic expression that models the movement of a digitally animated object—a peanut—such that it travels in a ... |
6.G.A | Activity
This activity is comprised of two major parts: finding the total wall area to be painted and estimating needed supplies and associated costs. Students use a floor plan of a bedroom and a list of its features and measurements to calculate the room’s total wall area. They then use the square footage to make purc... |
K.CC.B.4 | Stage 1: Explore
Required Preparation
Materials to Gather
Picture books
Narrative
Students look at picture books and identify groups of objects. They may recognize small quantities or count to figure out how many.
Additional Information
Each group of 2 needs at least one picture book that shows groups with different n... |
2.OA.B.2 | Stage 4: Subtract within 20
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cards 0–10
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 4 Gameboard
Capture Squares Stage 4 Spinner
Narrative
Students spin to get a number (16–20) and flip a card (0–10). They subtract the n... |
6.SP.A.1 | Warm-up
The purpose of this warm-up is to connect the analytical work students have done with dot plots in previous lessons with statistical questions. This activity reminds students that we gather, display, and analyze data in order to answer statistical questions. This work will be helpful as students contrast dot pl... |
5.NBT.B.7 | Solve.
a. 54.37 – 16.5 = __________
b. 8 – 0.26 = __________
|
5.MD.A.1 | Stage 3: Compare Units in a Given System
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 3 Spinner
Would You Rather Stage 3 Recording Sheet
Narrative
The first partner spins to get a measurement and a unit. They write a question that compares the amount they spun to a quantity reported ... |
3.NBT.A.2 | Narrative
The purpose of this activity is for students to add within 1,000 using any strategy that makes sense to them. The expressions in this activity give students a chance to use different strategies, such as adding hundreds to hundreds, tens to tens, and ones to ones, reasoning with numbers close to a hundred, or ... |
F-IF.C.7c | Task
Many computer applications use very complex mathematical algorithms. The faster the algorithm, the more smoothly the programs run. The running time of an algorithm depends on the total number of steps needed to complete the algorithm. For image processing, the running time of an algorithm increases as the size of ... |
G-MG.A.1 | Task
Milong and her friends are at the beach looking out onto the ocean on a clear day and they wonder how far away the horizon is.
About how far can Milong see out on the ocean?
If
Milong climbs up onto a lifeguard tower, how far is the horizon in Milong's view?
Mount Shishaldin lies on a narrow peninsula in Alaska a... |
7.EE.B.3 | Problem 1
For Simon’s birthday, he and his family go out to eat at a restaurant.
a. The amount of tax is $3.40, which is 5% of the food bill. How much was the food bill not including the tax?
b. If Simon wants to leave a 20% tip on the amount of the food bill before tax, how much should he leave for a tip?
c. Wha... |
8.F.A.2 | Activity
In this partner activity, students take turns finding a set of representations that represent the same function. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
Launch
Arrange students in groups of 2... |
5.NF.B.7a | Narrative
The purpose of this activity is for students to solve a contextual problem about dividing a fractional amount by a whole number. Students draw a diagram to represent the situation and relate the diagram to a division expression. Because of earlier work in this unit, students may draw one of the familiar squar... |
3.NBT.A.2 | Narrative
The purpose of this activity is for students to analyze the connections between algorithms and base-ten diagrams that represent subtraction. In particular, students relate how the two strategies show a hundred decomposed into tens and a ten into ones in order to facilitate subtraction.
As students work, encou... |
N-RN.A.2 | Activity
In this activity, students match equivalent expressions involving exponents and radicals. This is the first time they see negative rational exponents, so expect a lot of discussion around those expressions. Students will have more chances to interpret negative exponents, so it is not crucial for them to show m... |
8.SP.A.4 | Activity
Now that students are more familiar with two-way tables showing relative frequency, they are ready to create their own segmented bar graphs. In this activity, students create two segmented bar graphs based on the same two-way table by considering percentages of the rows and columns separately. After creating t... |
K.CC.C.6 | Narrative
The purpose of this activity is for students to learn stage 3 of the Less, Same, More center. Students draw groups that have more, fewer, or the same number of images as a given group. Consider using a sheet protector or laminating the mats for students to use with dry erase markers. Otherwise, make multiple ... |
2.NBT.A.1 | Narrative
The purpose of this activity is for students to order numbers. Students estimate the location and label numbers on a number line, and then write them in order from least to greatest or greatest to least. For the third set of numbers, students may order the numbers using any method that makes sense to them. St... |
6.SP.B.5d | Optional activity
In this activity, students compare and contrast different measures of center and variability for data sets that have gaps and are not symmetrical. They interpret mean, MAD, median, and IQR in the context of a situation. Unlike many of the data sets students have seen so far, this one shows values that... |
4.MD.B.4 | Ms. Siva's class recorded how much water, in liters, they drank over the course of the day in the table below.
Make a line plot of the data. Include a title and the correct labels.
###TABLE0###
|
6.SP.A.1 | Task
Last night, Jennifer and her family went out for dinner. The questions below came up on their way to the restaurant or during the meal. Decide whether or not each question is a statistical question, and justify your decision.
How far are we from the restaurant?
How long will it be until we get there?
Would Jennife... |
4.MD.A.1 | Optional activity
The previous activity included only units of length, which are the most familiar to students since they started working with length in second grade and because rulers, yardsticks, and meter sticks are common classroom tools. This activity expands the list to include units of volume, weight, and mass. ... |
F-TF.A | Warm-up
The purpose of this warm-up is to prepare students for “unwrapping” the unit circle in the next activity and seeing what the graphs of
\(y=\cos(x)\)
and
\(y=\sin(x)\)
look like for the first time in this unit. Part of thinking of cosine and sine as functions is understanding their input and output. The prompts ... |
5.G.B | Stage 6: Shapes on the Coordinate Grid
Required Preparation
Materials to Copy
Blackline Masters
Can You Draw It Stage 6 Recording Sheet
Explore the Coordinate Grid Cards
Narrative
Partner A picks a card and describes it to their partner. Partner B earns two points if their rectangle matches the one Partner A described... |
7.NS.A.2d | Task
Use long division to find the repeating decimal that represents $\frac{29}{13}$
Take the number obtained by including only the first two digits after the decimal point, and multiply that by $13$.
Take the number obtained by including only the first four digits after the decimal point, and multiply that by $13$.
Ta... |
8.EE.C.7 | Activity
The purpose of this lesson is to increase fluency in solving equations. Students will solve equations individually and then compare differing, though accurate, solution paths in order to compare their work with others. This will help students recognize that while the final solution will be the same, there is m... |
5.NBT.B.7 | Narrative
The purpose of this activity is for students to analyze a common error when using the standard algorithm to subtract decimals. This activity is recommended if students need additional practice with the standard algorithm when the two numbers do not have the same number of decimal places. The standard addition... |
3.MD.D.8 | Stage 4: Area and Perimeter
Required Preparation
Materials to Gather
Folders
Materials to Copy
Blackline Masters
Can You Draw It Stage 4 Recording Sheet
Narrative
Partner A draws a rectangle and tells Partner B either the area or the perimeter of their shape. Partner B tries to draw the rectangle. They earn two point... |
4.MD.B.4 | Stage 3: Eighth Inches, Add and Subtract
Required Preparation
Materials to Gather
Objects of various lengths
Rulers (inches)
Materials to Copy
Blackline Masters
Creating Line Plots Stage 3 Recording Sheet
Narrative
Students measure up to eight objects to the nearest
\(\frac{1}{8}\)
inch. They work with a partner to cr... |
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}... |
7.EE.A.1 | Warm-up
The purpose of this algebra talk is to remind students that expressions can be written in different, equivalent ways, and to give them an opportunity to recall relevant terminology like “distributive property.”
Launch
Display one problem at a time. Give students 30 seconds of quiet think time for each problem a... |
K.OA.A.5 | Stage 1: Make 5
Required Preparation
Materials to Gather
5-frames
Counters
Number cards 0–10
Materials to Copy
Blackline Masters
Find the Pair Stage 1 Recording Sheet
Narrative
Before playing, students remove the cards that show numbers greater than 5 and set them aside.
Partner A asks their partner for a number that ... |
1.OA.C.6 | Narrative
The purpose of this lesson is for students to learn stage 1 of the center, How Close? Students pick a given number of digit cards and then choose a subset of those to make an expression that yields a number as close as possible to 20.
Required Materials
Materials to Gather
Connecting cubes or two-color counte... |
7.G.B.6 | Problem 1
The three shapes below represent the bases of three different prisms. Each grid is 1 unit
$$\times$$
1 unit, and each prism has a height of 10 units.
###IMAGE0###
What is the volume of each prism?
Problem 2
A triangular prism has the measurements shown below.
###IMAGE1###
If the volume of the prism is 270 cub... |
G-CO.C.10 | Task
Below is an isosceles triangle $ABC$ with $|AB| = |AC|$:
###IMAGE0###
Three students propose different arguments for why $m(\angle B) = m(\angle C)$.
Ravi says
If I draw the bisector of $\angle A$ then this is a line of symmetry for $\triangle ABC$ and so $m(\angle B) = m(\angle C)$.
Brittney says
If $M$ is the mi... |
N-RN.B.3 | Activity
Students ended the previous activity wondering whether solutions that look like
\(7 \pm \sqrt2\)
and
\(4\sqrt5\)
are rational or irrational. In this activity, they pursue that question and experiment with adding and multiplying different types of numbers. The goal here is to make conjectures about the sums and... |
7.SP.B.4 | Activity
This activity continues the work begun in the previous activity for this lesson. Students compute the means for sample ages to determine what shows might be associated with each sample (MP2). They also consider the variability to assess the accuracy of population estimates. A sample from a population with less... |
5.NBT.B.7 | Problem 1
Two different sports teams are doing fundraising to be able to afford their uniforms. The softball team needs to raise $90 between the twelve players on the team. The hockey team needs to raise $174 between the 24 players on the team. If each player raises the same amount of money, does each softball player o... |
F-BF.B.4a | The function,
$$f$$
, defines the cost of supplies for a lemonade stand as a function of the number of cups of lemonade you expect to sell.
$$f(x) = .5x + 10$$
Write
$$f^{-1}$$
algebraically and define the domain and range for both
$$f$$
and
$$f^{-1}$$
in the context of the problem.
|
F-BF.A.2 | Activity
The purpose of this task is to provide students with practice working with geometric sequences and identifying the growth factor of a sequence.
Launch
Action and Expression: Provide Access for Physical Action.
Provide access to tools and assistive technologies such as a calculator, or graphing software. Some s... |
6.NS.B.3 | Optional activity
This activity continues using partial products and area diagrams to compute products of decimals and connect area diagrams with vertical calculations. In these problems, the side lengths and areas of the rectangle are left blank. Students fill in these fields by decomposing the factors by place value ... |
2.NBT.A.2 | Narrative
The purpose of this Choral Count is for students to practice counting by 10 and 100 and notice patterns in the count. This is the first time students are introduced to the number 1,000. Although students in grade 2 do not need to understand the unit of a thousand, students will work with 1,000 on a number lin... |
3.OA.A.1 | Problem 1
For each of the following problems,
Decide if it can be solved using multiplication or division. Explain your thinking.
For each word problem that can be solved using multiplication or division, represent it using an equation with a letter standing for the unknown quantity.
Solve.
a. Nadeem is reading a boo... |
3.NBT.A.1 | Task
Plot the following numbers on the number line:
80
328
791
###IMAGE0###
Round each number to the nearest 100. How can you see this on the number line?
Round each number to the nearest 1000. How can you see this on the number line?
|
7.G.B.6 | Activity
In this activity, students practice mentally dissecting a prism with a non-rectangular base into simpler prisms. The dissection corresponds to a dissection of the base into simpler figures. This expands on students’ ability to calculate the area of a base of a figure that has a rectangular base because here th... |
S-ID.A.1 | Activity
The mathematical purpose of this activity is to introduce students to curves representing normal distributions. Students compare normal curves with different means and standard deviations to determine how those statistics affect the curve. In particular, ensure students understand that normal curves are entire... |
7.NS.A | Warm-up
This warm-up prompts students to use what they know about operations and properties of operations to create related expressions. While many warm-ups encourage students to work mentally and verbally, students will write their responses to this prompt. Since many different responses are possible, the task is acce... |
6.EE.A.1 | Task
Here are some different ways to write the value $16$:
###TABLE0###
Find at least three different ways to write each value below. Include at least one exponent in all of the expressions you write.
81
$2^5$
$\frac{64}{9}$
|
3.NBT.A.2 | Stage 7: Subtract Hundreds, Tens, or Ones
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 7 Recording Sheet
Narrative
Students subtract hundreds, tens, and ones to get as close to 0 as possible. Students start their first equation with 1,000 and take turns... |
7.G.B.5 | Activity
This activity is a culmination of all the work students have done with angles in this unit. With less support than in previous activities, students come up with equations that represent the relationships between angles in a figure. Then, students solve their equation to find each unknown angle measure.
Launch
... |
2.NBT.B.8 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for mentally subtracting a multiple of 10 from a number. Building on their understanding of place value, students subtract tens from tens. These understandings help students develop fluency and will be helpful in later le... |
6.NS.A.1 | Activity
This is the final task in a series that leads students toward a general procedure for dividing fractions. Students verify previous observations about the steps for dividing non-unit fractions (namely, multiplying by the denominator and dividing by the numerator) and contrast the results with those found using ... |
1.NBT.B.2c | Narrative
The purpose of this activity is for students to solve two story problems involving adding or subtracting multiples of 10. Students are presented with a familiar context from a previous lesson in which students counted cubes in different bags. The quantities of cubes are described using representations that st... |
8.SP.A.1 | Activity
A scatter plot is shown and the points interpreted in context. Later, a linear model is graphed with the scatter plot to help students see an obvious outlier (MP7). In the discussion, the term outlier is introduced.
Digital
Launch
###IMAGE0###
Ask students, “What do you notice? What do you wonder?” Ideally, th... |
3.MD.D.8 | Problem 1
a. Create as many rectangles as you can with an area of 12 square units. Find the perimeter of each rectangle that you created. Then record the length, width, area, and perimeter of each rectangle in the table below:
###TABLE0###
b. What do you notice about the rectangles you created? What do you wonder?
... |
7.G.A.1 | Activity
This activity introduces students to graphic scales. Students interpret them, use them to find actual measurements (heights of tall buildings), and express them non-graphically. In earlier lessons, students used markings on an index card or sheet of paper to measure a drawing and create scaled copies. Here, th... |
K.CC.A.2 | Narrative
The purpose of this activity is for students to use their knowledge of the number sequence to find the number that matches clues with one more and one less. Numbers 1–20 are displayed around the room. The numbers may be displayed in order, or the sequence of numbers can be mixed up for more of a challenge. Th... |
1.OA.A.2 | Narrative
The purpose of this activity is for students to use given information to ask and answer different questions. Students may ask Put Together or Compare problems using the given information. A representation of the information is also provided. This representation is a precursor to the tape diagrams students wil... |
6.RP.A.3c | Warm-up
In this warm-up, students are asked to name the shaded portion of a 10-by-10 grid, which is equal to 1. To discourage students from counting every square, flash the image for a few seconds and then hide it. Flash it once more for students to check their thinking. Ask, “How did you see the shaded portion?” inste... |
F-IF.C.7e | Activity
This activity prompts students to graph equations to solve problems and think about appropriate values of their variables. The context is the thickness and the area of a sheet of paper that is repeatedly folded.
For both equations, only whole numbers make sense as inputs. Students consider why this makes sense... |
F-LE.B.5 | Activity
In a previous lesson, students used equations defining functions to reason about graphs. Here they work in the opposite direction, analyzing graphs and creating corresponding equations. In the first question, the coordinates given are not of two consecutive values of
\(x\)
, so students need to reason about th... |
6.G.A.1 | The diagram below shows the space where a new garden will be developed. Each square unit in the grid is 1 square foot. What is the area of the new garden?
###IMAGE0###
|
G-CO.A.1 | Problem 1
Bisect the following angle using constructions. Write your steps for construction.
$${\overline{CA}\cong \overline{AB}}$$
###IMAGE0###
Problem 2
You and your partner will be provided with a list of steps (in random order) needed to copy an angle using a compass and straightedge. Your task is to place the step... |
A-CED.A.2 | Activity
In this activity, students get a chance to practice applying their skills at connecting multiple representations of the same linear relationship.
They can use the structure of the card-matching task to check their thinking and make sense of the concepts they are practicing, as wrong matches will make some pile... |
A-REI.C.6 | Task
Without graphing, construct a system of two linear equations where $(-2,3)$ is a solution to the first equation but not to the second equation, and where $(5,-2)$ is a solution to your system.
After you have created your system of equations, graph your system. Explain how your graph shows that your system satisfie... |
F-BF.B | Activity
This activity focuses on a specific aspect of the previous activity: combining two functions to make a new function. Here, students sketch the graph of the function defined as the sum of two original functions. To help students make generalizations about the process, in each question one of the starting functi... |
5.NF.B.4a | Narrative
The purpose of this activity is for students to notice structure in a series of diagrams and the expressions that represent them. They investigate how these expressions vary as the number of rows and columns in the diagram change. Students see how the diagram represents the multiplication expression and also ... |
6.G.A.1 | Warm-up
In this warm-up, students compare and contrast two ways of decomposing and rearranging a parallelogram on a grid such that its area can be found. It serves a few purposes: to reinforce the work done in the previous lesson; to allow students to practice communicating their observations; and to shed light on the ... |
1.OA.A.1 | Narrative
The purpose of this activity is for students to make sense of an Add To, Change Unknown story problem and identify the answer within an equation. Students are presented with a drawn representation and an equation to interpret. Students consider what each number in the equation means in relation to the story p... |
G-C.A.2 | Problem 1
In the diagram below,
$$\angle CAB$$
is a central angle,
$$\angle CDB$$
is an inscribed angle, and
$$\widehat{CB}$$
is an intercepted arc.
###IMAGE0###
What do you notice about the inscribed angle and the central angle in relation to the intercepted arc?
The two diagrams below also show that
$$\angle CAB$$
is... |
7.NS.A.1b | Problem 1
Point
A
is located at
$$-4.5$$
, and point
B
is
$$3.25$$
units from point
A
. Write two addition equations that could be used to determine the location of point
B
. Model this on the number line below.
###IMAGE0###
Problem 2
Find the sums.
a.
$${-3+ \left (-2 {1\over4} \right )}$$
b.
$${5.7 + (-12.2)}$$
c.
$$... |
1.G.A | Narrative
The purpose of this activity is for students to participate in a gallery walk in which they see a variety of ways the flat shapes have been sorted. Student discuss with their partner what they notice about how their classmates sorted the shapes (MP3).
Required Materials
Materials to Gather
Materials from a pr... |
4.NF.B.3c | Problem 1
What is the value of
$$10\frac16-\frac56$$
? Select the
two
correct answers.
Problem 2
Solve. Show or explain your work.
a.
$$6\frac9{10}-3\frac7{10}$$
b.
$$8\frac15-2\frac35$$
|
N-CN.A.2 | Activity
The purpose of this activity is to introduce the idea that sums of complex numbers can be rewritten as a single complex number in the form
\(a+bi\)
, where
\(a\)
and
\(b\)
are real numbers. In previous lessons, students have used the complex plane to visualize complex numbers, and now they continue that work u... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to facilitate the Estimation Exploration they created in the previous activity for another group in the class. Each group should be paired with another group and they will take turns facilitating their Estimation Exploration for the other group. If time allows, stu... |
F-BF.A.1a | Activity
The motion of a falling object is commonly modeled with a quadratic function. This activity prompts students to build a very simple quadratic model using given time-distance data of a free-falling rock. By reasoning repeatedly about the values in the data, students notice regularity in the relationship between... |
S-ID.B.5 | Task
The 54 students in one of several middle school classrooms were asked two questions about musical preferences: “Do you like rock?” “Do you like rap?” The responses are summarized in the table below.
###TABLE0###
Is this a random sample, one that fairly represents the opinions of all students in the middle school?
... |
4.OA.A.3 | Warm-up
The purpose of an Estimation warm-up is to practice the skill of estimating a reasonable answer based on experience and known information, and also help students develop a deeper understanding of the meaning of standard units of measure. It gives students a low-stakes opportunity to share a mathematical claim a... |
4.G.A.1 | Problem 1
Draw a right scalene triangle.
Problem 2
Draw an acute isosceles triangle.
Problem 3
True or false: all triangles have at least 2 acute angles.
|
F-IF.C | Activity
In this activity, students examine key features of the graph of a quadratic, including intercepts, vertex, and line of symmetry. In the associated Algebra 1 lesson, students begin working with quadratic equations in vertex form. Students use appropriate tools strategically (MP5) when they use graphing technolo... |
F-IF.A.3 | Activity
The pattern in this activity creates the Fibonacci sequence. One purpose of this task is for students to understand that sometimes it is straightforward to define a sequence recursively and difficult to determine a definition for the
\(n^{\text{th}}\)
term. This task also challenges students to expand their no... |
A-SSE.B.3 | Activity
Students have seen quadratic expressions in both standard form and factored form since the beginning of the unit. In this activity, they learn to distinguish the expressions by their forms and to refer to each form by its formal name. Refining their language about the different forms prepares students to be mo... |
2.MD.A | Warm-up
This warm-up prompts students to attend to precision in measurements, which will be important in upcoming work.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet think time to estimate the size of their own foot in centimeters or inches, and a moment to share their estimate with a partner.... |
7.G.B.4 | Problem 1
The circumference of a circle is
$$32\pi$$
cm. What expression represents the exact area of the circle? If needed, draw a diagram to assist you.
Problem 2
Find the area and perimeter of the colored part of each figure below. The figures are composed of small squares with side length 1 unit and curves that are... |
S-IC.B.3 | Problem 1
You would like to know whether the number of minutes that a train is delayed correlates to the number of violent acts that occur on the platform or in the train.
Which would result in the most reliable data?
Delay trains, on purpose, by 5 minutes, 10 minutes, and 20 minutes and track the number of violent act... |
5.MD.B.2 | Irene is training to run a marathon. The list below shows the number of miles she ran each day for 2 weeks.
$$8\frac{1}{4}, \ 7, \ 7\frac{1}{2}, \ 7\frac{3}{4}, \ 8\frac{3}{4}, \ 8, \ 7\frac{3}{4}, \ 8\frac{1}{4},
\ 7\frac{2}{4}, \ 7\frac{3}{4}, \ 8\frac{1}{4}, \ 8, \ 8\frac{1}{2}, \ 8\frac{3}{4}$$
Make a line plot of ... |
3.OA.A.3 | Narrative
The purpose of this activity is for students to write equations for multiplication situations and diagrams using a symbol for the unknown number. When students write an equation to represent a situation, including a symbol for the unknown number, they model a situation with mathematics (MP4).
Students find an... |
5.NF.B.7b | Task
Julius has 4 blue marbles. If one third of Julius' marbles are blue,
how many marbles does Julius have? Draw a diagram and explain.
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