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S-ID.B.6 | Problem 1
Each point in the scatterplot below shows one individual’s height, in inches, and weight, in pounds.
The range of the data presented is
$${120 \leq y \leq 190}$$
.
The domain of the data presented is
$${63 \leq x \leq 72}$$
.
###IMAGE0###
Label the axes with the appropriate variables and units, and mark quant... |
7.RP.A.3 | Optional activity
In the previous activity, students relate the distance a wheel travels to the number of rotations the wheel has made. This activity introduces a new quantity, the
speed
the wheel travels. As long as the rate the wheel rotates does not change, there is a nice relationship between the distance the wheel... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to choose from activities that focus on addition and subtraction within 10. Students choose from any stage of previously introduced centers.
Math Stories
Shake and Spill
What’s Behind My Back
Required Materials
Materials to Gather
Materials from previous centers
Re... |
5.G.A.1 | Use the coordinate plane below for Parts (a) and (b).
###IMAGE0###
a. Draw a line through points
M
and
N
.
b. Draw a second line that is perpendicular to
$$\overleftrightarrow{MN}$$
.
|
F-LE.A.4 | Task
Below is a picture of the functions $f(x) = \log_b{x}$ and $g(x) = b^x$. In the application below, the base b varies between 1 and 2 (by hundredths) and pressing the "play" button will run through all possible values of b.
For which values of $b$ do the two graphs appear not to meet?
For which values of $b$ do the... |
4.NBT.B.5 | Stage 3: Two-digit Factors
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Multiplication and Division Stage 3 Gameboard
Narrative
Students multiply using two-digit factors. Partner A chooses two numbers and places a paper clip on each number. T... |
8.EE.A.1 | A new movie is being released and it is expected to be a blockbuster. Use the information below to predict how much money the movie will make in ticket prices over the opening weekend.
The average movie ticket price in the country is $9.
There are approximately
$${4\times10^4}$$
movie screens in the country.
The movie ... |
3.MD.B.4 | Stage 2: Quarter Inches
Required Preparation
Materials to Gather
Paper
Rulers (inches)
Materials to Copy
Blackline Masters
Target Measurement Stage 2 Recording Sheet
Narrative
Students try to draw a line segment as close as possible to the length of the target measurement (in quarter inches).
|
G-CO.A.1 | Warm-up
The purpose of this activity is to prepare students for constructing a perpendicular line through a point on the line. This figure of two circles of the same radius intersecting also plays a role in the angle bisector construction later in the lesson.
Launch
Arrange students in groups of 2. After quiet work tim... |
K.CC.B.5 | Stage 1: Objects
Required Preparation
Materials to Gather
Connecting cubes
Materials to Copy
Blackline Masters
Number Mat 1–5
Narrative
One partner builds a tower with 5–10 cubes. The other partner rolls a cube onto the number mat to figure out how many cubes to subtract. Students work together to figure out how many ... |
5.NF.B | Optional activity
In this activity, students calculate benchmark percentages. Students are likely to calculate the answers quickly They are to spend the majority of the task time discussing how they reason about the questions.
Launch
Give students quiet think time to complete the activity and then time to share their e... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to learn stage 5 of the Target Numbers center. Students subtract two-digit numbers to get as close to 0 as possible. For the introduction of this stage, invite students to count by 10 to 100 and represent their count with base-ten blocks. Then, they take turns roll... |
A-REI.B.3 | Solve the inequalities.
a.
$${|x+2|-5≥8}$$
b.
$${-2 \left| {2\over3} x+4 \right| >-16}$$
|
S-ID.A.1 | What was challenging about developing a statistical question?
How did identifying the variables and choosing a visual representation help you to revise your statistical question?
|
4.NBT.B.4 | Solve. Show or explain your work.
a.
$$\begin{align} 7,396 \\ {–\ 2,145}& \\ \hline \end{align}$$
b.
$$87,625-5,031=$$
______
c.
$$\begin{array}{r} &19,850\\ -\!\!\!\!\!\!&15,761\\ \hline \end{array}$$
|
3.MD.B.4 | Stage 2: Quarter Inches
Required Preparation
Materials to Gather
Paper
Rulers (inches)
Materials to Copy
Blackline Masters
Target Measurement Stage 2 Recording Sheet
Narrative
Students try to draw a line segment as close as possible to the length of the target measurement (in quarter inches).
|
F-IF.C.7c | Task
Sketch the graphs of the functions described by $\displaystyle f(x)=x^2$ and $\displaystyle g(x)=x^4$ on the same axes, being careful to label any points of intersection. Also, find and label $\displaystyle\left(\frac{1}{2}, f(\frac{1}{2})\right)$ and $\displaystyle\left(\frac{1}{2}, g(\frac{1}{2})\right)$.
Sketc... |
4.NBT.B.5 | Problem 1
Which of these expressions can be used to find the product
$$20\times41$$
? Select the
two
correct answers.
Problem 2
Solve. Show or explain your work.
$$32\times60$$
|
G-GMD.B.4 | Task
The official diameter of a tennis ball, as defined by the International Tennis Federation, is at least 2.575 inches and at most 2.700 inches. Tennis balls are sold in cylindrical containers that contain three balls each. To model the container and the balls in it, we will assume that the balls are 2.7 inches in di... |
1.OA.A.1 | Narrative
The purpose of this activity is to reintroduce students to Put Together, Total Unknown story problems. In this type of problem, there is no action, so students must recognize the addends must be joined to make up the total. Students were introduced to this type of story problem in kindergarten and solved with... |
6.NS.A.1 | Activity
This activity serves two purposes: to explicitly bridge “how many of this in that?” questions and division expressions, and to explore division situations in which the quotients are not whole numbers. (Students explored similar questions previously, but the quotients were whole numbers.)
Once again students mo... |
8.NS.A.1 | Activity
The purpose of this activity is for students to learn and practice a strategy for rewriting rational numbers with decimal representations that repeat eventually into their fraction representations. Students begin by arranging cards in order that show how the strategy was used to show
\(0.4\overline{85}=\frac{4... |
4.NBT.B.4 | Problem 1
Sets of utensils for lunch come in cartons of ten. Those cartons of ten come in boxes of ten. Those boxes of ten come in packages of ten.
Ms. Ruizdeporras has 4 packages, 2 boxes, 5 cartons, and 9 individual sets. After one week, she has 2 packages, 1 box, 7 cartons, and 1 individual sets left. How many sets ... |
4.MD.A.3 | Narrative
In this activity, students find the perimeter of several shapes and write expressions that show their reasoning. Each side of the shape is labeled with its length, prompting students to notice repetition in some of the numbers. The perimeter of all shapes can be found by addition, but students may notice that... |
5.OA.A.2 | Narrative
The purpose of this activity is for students to find the value of quotients where the divisor is less than 1 and where the dividend is large enough that drawing a complete diagram is cumbersome. Instead, students are encouraged to use a diagram to find
how many divisor sized groups are in 1 whole and then mul... |
S-CP.B.6 | Warm-up
The mathematical purpose of this activity is to explore, formally define, and introduce notation for the concept of
conditional probability.
Launch
Display the image of a deck of cards.
###IMAGE0###
Explain that there are four suits (spades, hearts, diamonds, clubs) with 13 cards in each suit (ace, 2, 3, 4, 5, ... |
3.MD.A.2 | Narrative
The purpose of this activity is for students to write a question that could be answered by given mathematical work and that would make sense in the given situation. When students interpret given student work in terms of the supplied information and decide what question the work might answer, they identify imp... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to use what they know about making a ten to identify which addition expressions are equivalent to
\(10 + n\)
expressions. Students should have access to double 10-frames and connecting cubes or two-color counters.
The Compare Stage 2 Addition Cards will be used aga... |
6.RP.A.3 | Optional activity
This activity gives students a chance to recall and use various ratio strategies in the context of a voting problem. Two classes voted on a yes or no question. Both classes voted yes. Students are asked to determine which class was more in favor (“yessier”). Students need to make sense of the invented... |
G-CO.C.11 | Task
Suppose $\overline{AB}$ is a line segment and $D$ is a point not on $\overline {AB}$ as pictured below:
###IMAGE0###
Let $C$ be the point so that $|CD| = |AB|$, $\overleftrightarrow{CD}$ is parallel to $\overleftrightarrow{AB}$, and $ABCD$ is a quadrilateral.
Draw a picture of this situation and
show that $ABCD$ i... |
5.OA.A | Task
State the meaning of each of the following expressions and draw a picture that represents it.
$$(3\times5)+4$$
$$3\times(5+4)$$
State the meaning of this expression:
$$3\times5+4$$
How do you know?
State the meaning of each of the following expressions and draw a picture that represents it.
$$(3+5)\times4$$
$$3+(5... |
S-IC.B.4 | Activity
The mathematical purpose of this activity is for students to create and analyze a distribution and estimate the mean for rolls of a number cube. Students should recognize the distribution of sample means to be approximately normal which will be important in understanding the margin of error attached to estimat... |
7.SP.C.8c | Optional activity
Since this activity is mainly included for practice and may take some additional time to complete, it is included as an optional task and including it is up to the teacher’s discretion.
In this activity, students practice doing many trials of multi-step situations to estimate the probability of an eve... |
6.NS.A.1 | Task
Solve each problem using pictures and using a number sentence involving division.
How many fives are in 15?
How many halves are in 3?
How many sixths are in 4?
How many two-thirds are in 2?
How many three-fourths are in 2?
How many $\frac16$’s are in $\frac13$?
How many $\frac16$’s are in $\frac23$?
How many $\fra... |
K.OA.A.1 | Narrative
The purpose of this activity is for students to learn stage 3 of the Shake and Spill center. Students practice counting to find the total of 2 groups of objects and representing addition with an expression.
After they participate in the center, students choose from any stage of previously introduced centers.
... |
7.EE.B.4a | Warm-up
This warm-up parallels the one in the previous lesson. The purpose of this Algebra Talk is to elicit strategies and understandings students have for solving equations. These understandings help students develop fluency and will be helpful later in this unit when students will need to be able to come up with way... |
G-CO.A.1 | Problem 1
Find all the angle measures that equal 127° and all the angle measures that are supplementary to 127°.
###IMAGE0###
Problem 2
In the figure,
$${\overline{AB} \parallel \overline{CD}}$$
and
$${\overline{EF} \parallel \overline{GH}}$$
. Prove that
$${\angle AFE \cong \angle DKH}$$
.
###IMAGE1###
|
N-Q.A.3 | Task
Carbon 14 is a form of carbon which decays exponentially over
time.
The amount
of Carbon 14 contained in a preserved plant is modeled
by the equation
$$
f(t) = 10\left(\frac{1}{2}\right)^{ct}.
$$
Time in this equation is measured in years
from the moment when the plant dies ($t = 0$) and the amount of Carbon 14 re... |
F-BF.A.2 | Problem 1
The formula for an explicit rule for an arithmetic sequence is given by
$${a_n=a_1+d(n-1)}$$
, where
$$d$$
is the common difference and
$$n$$
is the term number.
Write an explicit rule for the number of tiles in each pattern shown below.
a.
###IMAGE0###
b.
###IMAGE1###
c.
###IMAGE2###
Problem 2
An arithmetic ... |
K.OA.A.1 | Problem 3
Pre-unit
Match the pictures with the expressions.
A:
###IMAGE0###
B:
###IMAGE1###
C:
###IMAGE2###
1: \(\hspace{1.5cm}6+2\)
2: \(\hspace{1.5cm}5+3\)
3: \(\hspace{1.5cm}8-3\)
|
7.NS.A.2b | A red-throated loon is a type of diving bird that dives for its food. One particular loon dives for 8 seconds to a depth of 12 feet under the surface of the water.
a. Assume the loon dives at a constant rate. Write an equation that can be used to represent the elevation,
$$y$$
, of the loon after
$$x$$
seconds into t... |
K.OA.A.3 | Narrative
The purpose of this activity is for students to compose and decompose 10 using objects, images, and equations. Students work with equations with the total before and after the equal sign.
MLR8 Discussion Supports.
Synthesis: For each question, invite students to turn to a partner and share their response. Thi... |
N-CN.A.2 | Task
Let $z = 1 + i$ where $i^2 = -1$. Calculate $z^2, z^3,$ and $z^4$.
Graph $z, z^2, z^3,$ and $z^4$ in the complex plane. What do you notice about the positions of these numbers?
What is $z^{100}$? Explain.
|
F-BF.A.2 | Problem 1
Consider the sequence below.
$${1, \space1,\space 2,\space 3,\space 5,\space 8,\space 13,\space 21, \space34, …}$$
a. Describe the pattern that you notice. How is each next term determined?
b. This pattern is famously called the Fibonacci sequence. Write a recursive formula to represent the Fibonacci sequ... |
7.EE.A.1 | Problem 1
a. Write two equivalent expressions to represent the total area of the rectangle shown. Justify that your two expressions are equivalent.
###IMAGE0###
b. Expand the expression below using a rectangular array.
$${\frac{1}{3}(9x-12y-18)}$$
Problem 2
a. What could be the missing dimensions of the rectangul... |
4.NF.C.6 | Problem 1
Match each value written in unit form with its equivalent value written in fraction form and decimal form.
###IMAGE0###
Problem 2
Draw an area model to match each decimal below.
a. 0.9
b. 0.2
|
K.OA | Narrative
The purpose of this activity is for students to develop mathematical questions about their school community. This walk could also take place on the playground or in the local community.
MLR8 Discussion Supports.
Synthesis: As students share their questions, include a drawing or annotation to clarify any quest... |
5.MD.C.5 | Explain or show how the expression
$$2\times3\times4$$
represents the volume of the prism below.
###IMAGE0###
|
F-IF.B.4 | Activity
This activity presents students with two graphs without numerical values assigned to any points on the graphs. The only labeled point is where the two graphs intersect. Students will need to use their understanding that tripling each day is a greater growth factor than doubling each day. This is their only mea... |
K.CC.A.1 | Narrative
The purpose of this warm-up is for students to count by 10 to 100. Although students see the written sequence of numbers, they are not required to identify numbers beyond 20 until Grade 1.
Launch
“Let’s count to 100 by 10.”
Record as students count.
Count to 100 by 10 2-3 times.
Activity
“What patterns do you... |
8.EE.A.1 | Activity
The goal of this activity is to help students flexibly transition between different notations for powers of 10 and introduce the property of multiplication of values with the same base. Students observe that
\(10^n \boldcdot 10^m = 10^{n+m}\)
for values of
\(n\)
and
\(m\)
that are positive integers. The second... |
6.EE.B.6 | Task
A penny is about $\frac{1}{16}$ of an inch thick.
In 2011 there were approximately 5 billion pennies minted. If all of these pennies were placed in a single stack, how many miles high would that stack be?
In the past 100 years, nearly 500 billion pennies have been minted. If all of these pennies were placed in a s... |
A-REI.C.5 | Warm-up
In this warm-up, students reason about whether and when the sums of equations are true. The work here prepares students for the next activity, where they begin to think about why the values that simultaneously satisfy two equations in a system also satisfy the the equation that is a sum of those two equations.
... |
S-ID.C.7 | Activity
In this activity, students are asked to interpret in context the slope and vertical intercept of a linear model given a scatter plot and the equation for a linear model that fits the data well. The linear model is also used to interpolate and extrapolate information about the data in context.
Monitor for stude... |
A-REI.B.4b | Optional activity
This activity is optional because it goes beyond the depth of understanding required by the standards.
The purpose of this activity is to connect graphs of quadratic functions with solutions to related quadratic equations to tell how many solutions an equation has, and whether those solutions are real... |
4.NBT.B.5 | Problem 1
Mr. Wynn now wants to cover a part of the gym with butcher paper to work on a large painting. He covers a section of the gym that is 30 feet long and 35 feet wide. Then he realizes he needs a bit more space for the painting and adds a section of butcher paper that is 4 feet long and 35 feet wide.
a. How man... |
3.NBT.A.3 | Narrative
This Number Talk prompts students to use place value and properties of operations to multiply single-digit numbers by multiples of ten. The strategies elicited here help students develop fluency.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute... |
S-IC.B.6 | Warm-up
The purpose of this warm-up is to elicit the idea that there are different ways to collect and represent data. This will be useful when students examine statistical designs in a later activity. While students may notice and wonder many things about these images, how the data are represented (or misrepresented) ... |
4.NBT.B.5 | Solve.
a. 7 × 10 = _______
b. 100 × 7 = _______
c. _______ = 7 × 1,000
d. 10 × 3 = _______
e. 1,000 × 30 = _______
f. _______ = 10 × 30
g. 100 × 14 = _______
h. _______ = 10 × 25
i. 54 × 1,000 = _______
|
6.SP.A.2 | Activity
In this activity, students continue to develop their understanding of what could be considered typical for a group as well as variability in a data set. Students compare distributions with the same mean but different spreads and interpret them in the context of a situation. The context given here (basketball s... |
6.EE.A.1 | Activity
In this activity, students use what they know about finding the area of a square from a given side length to think about the converse problem: how do you find the side length of a square with a given area? Students solve this problem in general in the next lesson, but this lesson sets them up for that work.
Fi... |
5.NF.B.7b | Narrative
The purpose of this Number Talk is for students to demonstrate strategies and understandings they have for dividing a whole number by a unit fraction. These understandings will be helpful later in this lesson when students match situations to equations and solve the equations.
Launch
Display one expression.
“... |
F-IF.C | Activity
In this activity, students use equations to find values and complete tables. In the associated Algebra 1 lesson, students examine functions in different representations including equations and tables such as these.
Student Facing
Use the equations to complete the tables.
\(y = 3x - 2\)
###TABLE0###
\(y = 5-2x\... |
6.RP.A.3c | Activity
The purpose of this activity is for students to study and make sense of tape diagrams that can be used to see benchmark percentages in terms of fractions. The first question shows a percentage as a part of the whole, and the second shows a comparison between two quantities. Both situations can be described in ... |
F-BF.B.3 | Problem 1
Show students Graph 21 from
Which One Doesn't Belong: Graphs and Equations
.
Problem 2
Do this Desmos activity,
Sine Transformations
, with students.
Problem 3
Write both a sine and cosine function that model the graph shown below.
###IMAGE0###
|
G-GPE.B.5 | Task
On graph paper, sketch a line segment with end points $A=(0,2)$ and $B=(0,6)$. Plot all points $C=(x,y)$ such that the triangle ABC has an area of 6 square units.
What two basic geometric theorems are needed to solve this problem?
|
4.NBT.B.4 | Narrative
This warm-up prompts students to analyze an example of subtraction using both the standard algorithm and expanded form. The numbers require decomposing multiple units, which are shown in both strategies. The observations here prepare students to later reason with similar subtraction problems in which more tha... |
6.NS.C.7a | Problem 1
Fill in each blank using a
$${<}$$
or
$${>}$$
inequality symbol
a.
$$5$$
_______
$$8$$
b.
$${11.3}$$
_______
$${11.13}$$
c.
$${\frac{2}{3}}$$
_______
$${\frac{3}{4}}$$
d.
$${-0.6}$$
_______
$${0.3}$$
e.
$$\frac{11}{8}$$
_______
$$-\frac{11}{8}$$
Problem 2
Here are the low temperatures (in Celsius) for one wee... |
K.OA.A.5 | Narrative
The purpose of this activity is for students to play Stage 4 in the Shake and Spill center, which was introduced in an earlier unit. This activity supports students in finding the missing part of an equation in a later activity.
Students use 3, 4, or 5 counters. They see some of the counters and determine how... |
8.NS.A.1 | Activity
Students first encountered irrational numbers at the start of this unit as a way to denote the side lengths of squares. They also spent time attempting to find a number of the form
\(\frac{a}{b}\)
, where
\(a\)
and
\(b\)
are integers, that is equal to
\(\sqrt{2}\)
only to have it revealed that
\(\sqrt{2}\)
is ... |
8.G.B.7 | Task
A square is inscribed in a circle which is inscribed in a square as shown below. Note that the vertices of the inner square meet the midpoints of the outer square's sides.
###IMAGE0###
Consider the area of the region left by removing the interior of the small square from the interior of the big square. Is the area... |
G-CO.B.8 | Task
Suppose $\triangle ABC$ and $\triangle DEF$ share three corresponding congruent sides as pictured below:
###IMAGE0###
Show that $\triangle ABC$ is congruent ot $\triangle DEF$ as follows:
Apply a translation to move $\triangle ABC$ to $\triangle A^\prime B^\prime C^\prime$ with $A^\prime = D$.
Apply a rotation to ... |
8.EE.A.1 | Warm-up
The purpose of this warm-up is for students to reason about powers of positive and negative numbers. While some students may find the numeric value of each expression to make a comparison, it is not always necessary. Encourage students to reason about the meaning of the integers, bases, and exponents rather tha... |
5.NF.B.7c | Problem 1
Jenny buys 2 feet of string. If this is one-third the amount she needs to make a bracelet, how many feet will she need?
a. Draw a diagram to represent the problem.
b. Write an expression to represent the problem.
c. Find how many feet of string Jenny needs.
Problem 2
a. Match each division expression ... |
5.NBT.A.1 | Narrative
The purpose of this activity is for students to make sense of and then use exponential notation to represent large numbers, namely 1 million and 1 billion. Students should be encouraged to say the names of the numbers in a way that makes sense to them. Contexts, in the form of human populations, are provided ... |
5.G.B | Stage 5: Grade 5 Shapes
Required Preparation
Materials to Gather
Paper
Materials to Copy
Blackline Masters
Quadrilateral Cards Grade 5
Triangle Cards Grade 5
Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students write an attribute that is shared by b... |
8.EE.A.4 | Activity
In this activity, students match cards written in scientific notation with their decimal values. The game grants advantage to students who distinguish between numbers written in scientific notation from numbers that superficially resemble scientific notation (e.g.
\(0.43 \times 10^5\)
).
Launch
The blackline m... |
8.NS.A | Task
Jessica evaluates $\sqrt{2}$ on her calculator which shows a value of
$$
1.4142136.
$$
She then writes
$$
\sqrt{2} = 1.4142136.
$$
Is Jessica correct? Explain.
Explain, in terms of the structure of the expression $(1.4142136)^2$, why
it can not be equal to $2$.
Use the reasoning of part (b) to explain why $\sqrt{... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to interpret and solve a story problem by adding or subtracting within 100. Students solve an Add To, Start Unknown problem, one of the more difficult problem types from grade 1. Students begin the activity by looking at the problem displayed, rather than in their ... |
7.RP.A.2 | Task
Nia and Trey both had a sore throat so their mom told them to gargle with warm salt water.
$\hskip30pt$ Nia mixed 1 teaspoon salt with 3 cups water.
$\hskip30pt$ Trey mixed $\frac12$ teaspoon salt with $1 \frac12$ cups of water.
Nia tasted Trey’s salt water. She said,
“I added more salt so I expected that mine wou... |
G-GPE.B.7 | In the following figure,
$${\overline{AE}}$$
and
$${\overline{BD}}$$
are segments.
###IMAGE0###
a) Show that
$${{{{\triangle ABC}}}}$$
and
$${{{{\triangle CDE}}}}$$
are similar.
b) What is the scale factor of similarity transformation that takes
$${{{{\triangle ABC}}}}$$
to
$${{{{\triangle CDE}}}}$$
?
c) What is the va... |
5.NF.B.4 | Narrative
The purpose of this activity is for students to practice multiplying fractions. The structure of the activity is identical to the previous one except that the goal is to have the smallest product. Monitor for students who identify the common structure with the previous game and place the larger numbers in the... |
8.EE.B.6 | Activity
In the previous lesson, students found an equation satisfied by the points on a line using properties of slope triangles and a general point, labeled
\((x,y)\)
, on the line. In this activity, they pursue this work but the scaffold of the given slope triangles has been removed. Once students draw appropriate s... |
1.OA.D.8 | Stage 1: Within 10
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Addition and Subtraction Stage 1 Gameboard
Number Puzzles Digit Cards
Narrative
Students work together to use digit cards to make addition and subtraction equations within 10 true. Each digit card may only be used one time on a ... |
8.SP.A.1 | Problem 1
Which scatter plot shows a positive nonlinear relationship? Explain how you know.
###IMAGE0###
Problem 2
Sketch a scatter plot in the coordinate plane below so that the following statements are true about your scatter plot:
There is a negative linear relationship between the variables.
There is a cluster of d... |
6.NS.B.2 | Activity
In this activity, students use long division to divide whole numbers whose quotient is not a whole number. Previously, students found the quotient of
\(62 \div 5\)
using base-ten diagrams and the partial quotients method. Because the long division is a particular version of the partial quotients method, and be... |
3.MD.C.5 | Problem 1
Which rectangle has an area of 24 square units?
###IMAGE0###
Problem 2
Myra tiled this figure with unit squares.
###IMAGE1###
What is the area of the figure?
|
4.G.A.3 | Task
Each shape below has a line of symmetry. Draw a line of symmetry for each shape.
###IMAGE0###
Not every shape has an line of symmetry. Which of the four shapes below have a line of symmetry? Draw a line of symmetry on them.
###IMAGE1###
Some shapes have many lines of symmetry. Draw all the lines of symmetry you ca... |
5.NBT.B.7 | Problem 1
Josie makes 1.7 liters of lemonade. Josie’s mom tells her to split it evenly with her brother. How much lemonade, in liters, will Josie and her brother each get?
Problem 2
Here is how Mai used base-ten diagrams to calculate 0.62 ÷ 5. She started by representing 0.62.
###IMAGE0###
She then made 5 groups, each ... |
G-CO.C.11 | Task
Rhianna has learned the SSS and SAS congruence tests for triangles and she wonders if these tests might work for parallelograms.
Suppose $ABCD$ and $EFGH$ are two parallelograms all of whose corresponding sides are congruent, that is $|AB| = |EF|, |BC| = |FG|, |CD| = |GH|,$ and $|DA| = |HE|$. Is it always true t... |
6.G.A.2 | Task
A rectangular tank is $50\text{ cm}$ wide and $60\text{ cm}$ long. It can hold up to $126$ $\ell$ of water when full. If Amy fills $\frac23$ of the tank as shown, find the height of the water in centimeters. (Recall that $1$ $\ell = 1000\text{ cm}^3$.)
###IMAGE0###
|
1.G.A.1 | Stage 1: Grade 1 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Centimeter Dot Paper - Standard
Flat Shape Cards Grade 1
Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students draw a shape that has a shared attribute with the two sha... |
2.MD.A.2 | Warm-up
Students begin by thinking about length in terms of non-standard units—9-cm and 6-cm Cuisenaire rods—and consider how the size of units affects the number of units needed to express a length. If Cuisenaire rods are not available, modify the task to say: Does it take more large paper clips or small paper clips l... |
K.MD | Narrative
The purpose of this activity is for students to explore geoblocks. Students have an opportunity to explore the geoblocks before they are asked to use them to represent mathematical situations in later lessons. As students explore, observe whether students sort the geoblocks, count them, or use geometric langu... |
5.NBT.A.3a | Problem 1
a. Ms. Britton bought a bottle of water at Stop and Shop. She didn’t have any cash so she wrote a check to pay for it. How should she write the cost in the red box?
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b. Use similar reasoning to write the following values in standard and expanded form.
Four thousand nine and seventy-three thous... |
5.NF.B.4b | Task
Chavone is remodeling her bathroom. She plans to cover the bathroom floor with tiles that are each 1 square foot. Her bathroom is $5\frac12$ feet wide and $8\frac14$ feet long.
How many tiles will she need to cover the floor? Give an exact answer that includes the fractions of a tile she will need. Each unit sq... |
4.MD.A.1 | Problem 1
Use a gallon, quart, pint, and cup container and water to answer the following questions.
What do you notice about the relationship between the capacity of a gallon and the capacity of a quart?
What do you notice about the relationship between the capacity of a quart and the capacity of a pint?
What do you no... |
2.OA.B.2 | Stage 3: 20 Cubes
Required Preparation
Materials to Gather
Connecting cubes
Materials to Copy
Blackline Masters
What's Behind My Back Stage 3 Recording Sheet
Narrative
Students work with 20 cubes, organized into two towers of 10 cubes. One partner snaps the towers and puts one part behind their back and shows the othe... |
F-TF.A.3 | A Ferris wheel is 50 meters in diameter and rotates once every three minutes. The center axle of the Ferris wheel is 30 meters from the ground.
a. Using the axes below, sketch a graph to show how the height of a passenger will vary with time. Assume that when the wheel starts rotating when the passenger is at the botto... |
1.NBT.A.1 | Narrative
The purpose of this activity is for students to learn stage 2 of the Write Numbers center. Like the last stage of this center, students take turns writing the next one, two, or three numbers. The player who writes the last number on the board wins. Students may choose to count forward or backward. In this sta... |
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