standards stringclasses 554
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2.NBT.B.5 | Narrative
The purpose of this activity is for students to compare different methods for solving problems within 100 using data presented in a bar graph. Students may use whatever method makes the most sense to them. The synthesis focuses on sharing multiple methods that students use to find the difference. Monitor for ... |
8.EE.B.5 | Activity
The purpose of this activity is for students to compare two different proportional relationships represented in different ways using the skills they have worked on over the past three lessons. Working in groups, students compare the relationships, responding to questions about their rate of change, which rate ... |
5.NBT.A.4 | Task
A number $n$ is shown on the number line.
###IMAGE0###
1. The tick marks are evenly spaced. Label them. 2. What is $n$ rounded to the nearest hundredth? 3. What is $n$ rounded to the nearest tenth?
|
6.NS.B.3 | Warm-up
This warm-up prompts students to review the placement of the digits when subtracting decimal numbers using an efficient algorithm. The first question gives students a chance to think about how different placements of the 5 (the first number) affects the subtraction and the difference. It also gives insight to h... |
5.MD.A.1 | Task
What time was it 2011 minutes after the beginning of January 1, 2011?
|
2.OA.C.4 | Narrative
This warm-up prompts students to carefully analyze and compare different arrays. The activity also enables the teacher to hear how they talk about arrays, rows, and columns, and how they find the total number of objects in an array.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready... |
8.G.A.5 | Activity
In the optional activity, students found that the sum of the angles of all the triangles on the cards was 180 degrees and questioned if all triangles have the same angle sum. In this activity, students experiment with the converse: If we know the measures of three angles sum to 180 degrees, can these three ang... |
7.G.A.1 | Activity
In the previous activity, students calculated the scaled distances they would need to create a scale drawing, but did not actually create the scale drawing. In this activity, they create two different scale drawings of the state of Utah and notice how the scale impacts the drawing. One of the reasons choice of... |
6.RP.A.3b | Warm-up
In this activity, students encounter two distance-time ratios in which one quantity (distance) has the same value and the other quantity (time) has different values. Students interpret what the ratios mean in context, i.e., in terms of the speeds of two runners. There are several ways to reason about this with ... |
3.NF.A.3 | Narrative
Previously, students located fractions on number lines and considered their distance and relative position to 1. Here, they think about fractions in relation to
\(\frac{1}{2}\)
. The purpose of this activity is to prompt students to use another benchmark value to determine the size of a fraction.
While studen... |
1.MD.A.2 | Task
You will need various items to measure, a large set of cubes such as unifix or snap cubes, and a recording sheet with 4 sections. In each section would be the words: _______ cubes long with enough space for a small drawing. The students work in pairs. They choose an item to measure. First they line up the cubes al... |
7.EE.B.3 | Activity
This activity is an opportunity to put together the learning of the past several lessons: correspondences between tape diagrams, equations, and stories, and using representations to reason about a solution. The focus of this activity is still contrasting the two main types of equations that students encounter ... |
F-LE.A.1 | Activity
The purpose of this activity is to review how to create a scatter plot using technology and come up with a function to model the data. This work is similar to the work in the associated Algebra 1 lesson, but includes more explicit instructions and steps toward analyzing data and choosing an appropriate model (... |
A-CED.A.3 | Activity
In this activity, students work to solve linear equations and recognize the solution in graphs. This skill will help students when they examine quadratic equations and their solutions in the associated Algebra 1 lesson.
Student Facing
A person is hiking from the top of a mountain into a valley. The function
\(... |
A-SSE.A.1a | Activity
The goal of this activity is for students to reason about what horizontal intercepts a graph of a polynomial must have based on the structure of the factored form of the polynomial (MP7). Students begin by considering a polynomial equation and graph and reasoning about why the graph window is insufficient sinc... |
1.NBT.C.4 | Stage 1: Add Ones
Required Preparation
Materials to Gather
Connecting cubes in towers of 10 and singles
Number cards 0–10
Materials to Copy
Blackline Masters
Target Numbers Stage 1 Recording Sheet
Narrative
Before playing, students remove the cards that show 0 and 10 and set them aside.
Students add a one-digit number... |
7.G.B.4 | Optional activity
The purpose of this activity is for students to create their own stained-glass design for a given amount of money. The activity is purposefully left open to allow students to either tweak the previous design or create something completely new.
As students work, monitor and select students who either t... |
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... |
1.MD.C.4 | Narrative
The purpose of this activity is for students to think of questions that can be answered using the data representation they create as they collect data from the class. Although there are two different sets of data, all of the questions students ask should be able to be answered using either data set. Questions... |
6.G.A.2 | Problem 1
A small box measures 5 in. across, 8 in. deep, and 6 in. tall. A book that measures 5
$$\times$$
8
$$\times$$
1 in. fits perfectly into the bottom of the box.
###IMAGE0###
a. What is the volume of one book? How many books will fit into the box? What is the volume of all of the books that will fit into the b... |
6.RP.A.2 | You are shoveling snow from the sidewalks around your neighborhood after a big snowstorm. You work at a steady rate, shoveling 10 feet of sidewalk in 40 minutes.
a. At this rate, how long will it take you to shovel 75 feet of sidewalk?
b. At this rate, how many feet of sidewalk will you have shoveled after 2 hours?... |
6.EE.A.1 | Task
What is the last digit of $7^{2011}$? Explain.
What are the last two digits of $7^{2011}$? Explain.
|
F-TF.C.9 | Problem 1
Prove the cofunction identity of:
$${\mathrm{cos}\left({\pi\over2}-x\right)=\mathrm{sin}x}$$
Using the sum or difference formula.
Problem 2
Solve:
$${\mathrm{sin}\left(x+{\pi\over4}\right)+1=\mathrm{sin}\left({\pi\over4}-x\right)}$$
for
$${0 \leq x \leq 2\pi}$$
.
|
F-TF.B.7 | The estimated size for a population of rabbits and a population of coyotes in a desert habitat are shown in the table. The estimated population sizes were recorded as a part of a long-term study related to the effect of commercial development on native animal species.
###TABLE0###
Below are sketches of each graph, with... |
A-CED.A.2 | When Janaya started working, she researched how income tax was determined. She read that income up to and including $10,000 is taxed at a rate of 10%. Any income over $10,000 and up to and including $40,000 is taxed at a rate of 15%. For example, if Janaya earned $11,000 in one year, the first $10,000 would be taxed at... |
8.F.A | Activity
The purpose of this activity is for students to make connections between different representations of functions and start transitioning from input-output diagrams to other representations of functions. Students match input-output diagrams to descriptions and come up with equations for each of those matches. St... |
4.OA.B.4 | Narrative
The purpose of this activity is for students to create an outline for their artwork. In this activity, students draw lines on graph paper, marking out rectangular areas that will be the basis for their Mondrian-inspired artwork.
Action and Expression: Internalize Executive Functions
. Check for understanding ... |
S-ID.A.1 | Optional activity
This task is provided for optional, additional practice for understanding variability in context.
The mathematical purpose of this activity is to compare data sets, and to interpret the measures of center and measures of variability in the context of the problem.
Launch
Keep students in the same group... |
G-SRT.C.8 | Activity
In this activity students will apply their knowledge of trigonometry to a real-world context. They will use the safe ladder ratio to determine the safe ladder angle. Then they can use this angle to decide if a ladder is long enough for the given scenario.
Choose if students will use the ratio
\(4:1\)
or measur... |
7.SP.C.8b | Warm-up
The purpose of this warm-up is to elicit methods students are already using to organize their understanding of different outcomes. In this lesson, students are asked to use different structures to think about the outcomes of experiments that involve multiple steps, so this activity should give you an idea of ho... |
3.NF.A.3d | Narrative
The purpose of this activity is for students to compare two numbers in context, to explain or show their reasoning, and record the results of the comparisons with the symbols >, =, or < (MP2). The numbers may be fractions with the same numerator or the same denominator, or a fraction and a whole number.
Stude... |
1.OA.C.6 | Stage 1: Add and Subtract within 10
Required Preparation
Materials to Copy
Blackline Masters
Compare Stage 1 Addition Cards to 10
Compare Stage 1 Subtraction Cards to 10
Narrative
Students use cards with addition and subtraction expressions within 10.
|
G-SRT.A.3 | Activity
In this activity, students are building skills that will help them in mathematical modeling (MP4). Students formulate a model by designing a ramp that they think will be accessible. Then they validate their results by comparing them to the Americans with Disabilities Act (ADA) guidelines. Students then use mea... |
G-CO.A.2 | Activity
In this activity students continue to use coordinate transformation notation, but now without the scaffolding of an organizing structure like a table. Students apply transformation rules, then describe the results. One transformation is of a type students have not seen before (the horizontal stretch that is no... |
4.NBT.B.6 | Problem 5
Pre-unit
Find the value of \(3,\!724 \div 7\). Explain or show your reasoning.
|
2.MD.C.8 | Task
Arianna has been saving her chore money all summer. Her mother has allowed her to
spend the money on school supplies of Arianna’s choosing. Here are some of her favorite
items and the price for each:
###IMAGE0###
###TABLE0###
Arianna has four dollars and twenty-five cents to spend.
Select two items she might choos... |
S-ID.A.1 | Below is a sample graph and statistical measures.
###IMAGE0###
###IMAGE1###
|
3.NF.A.3b | Narrative
The purpose of this Choral Count is to invite students to practice counting by
\(\frac{1}{2}\)
and notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson when students recognize and generate equivalent fractions. In the synthesis, students hav... |
G-GPE.B.4 | ###IMAGE0###
Determine the polygon described by the given system of inequalities. Explain your reasoning.
Find the perimeter. Round your answer to the nearest tenth.
Find the area in simplest radical form.
|
2.NBT.B.5 | Narrative
This warm-up prompts students to carefully analyze and compare features of base-ten diagrams. In making comparisons, students look for and make sue of structure as they describe representations of tens, ones, and the value of the base-ten diagrams (MP7). It gives the teacher an opportunity to hear how student... |
A-REI.A.1 | Problem 1
Consider the equation
$${ {|x|=5}}$$
.
This can be thought of as a system of equations, where
$${f(x)=\left | x \right |}$$
$${{g(x)}=5}$$
and
$${f(x)={g(x)}}$$
Graph
$${f(x) }$$
and
$${g(x)}$$
in the coordinate plane. Based on the graph, what are the solutions to
$${|x|=5}$$
?
Problem 2
For each absolute val... |
5.NBT.A.3b | Narrative
The purpose of this activity is for students to compare decimals using the context of distance. Students should have access to hundredths grids, if they choose to use them. Monitor for students who compare the decimals using
place value reasoning to compare the 1 tenth for Diego's throw with the 1 hundredth f... |
F-BF.B.3 | Activity
In the previous lesson, students learned the definition of amplitude and midline by examining sine graphs produced to model the vertical position of a point on a rotating windmill. This activity keeps the windmill context and asks students to interpret both cosine and sine equations. They will need to focus on... |
7.G.B.4 | Warm-up
The purpose of this warm-up is for students to reason about the various measurements of a circle. In each of the pictures, students are given a piece of information about the circle and asked to reason about the other measurements of the circle. Some of these measurements can be found based on the given informa... |
6.G.A.3 | Task
###IMAGE0###
Here is a map of part of Downtown Salt Lake City. You are starting at the corner of 11th Ave. and D St. (on the star).
If you walk East to I St., South to 7th Ave., West to D St. and then North to your starting point, how many blocks will you have walked in total? Describe the shape of your path.
Draw... |
5.NF.B.3 | Narrative
The purpose of this True or False is for students to demonstrate strategies and understandings they have for interpreting a fraction as division of the numerator by the denominator and vice versa. These strategies help students deepen their understanding of the relationship between division and fractions wher... |
1.MD.B.3 | Narrative
The purpose of this activity is to analyze a clock showing a time when it can be difficult to tell the difference between the hour and the minute hand. This activity allows students to discuss how they know where the hands are placed when the time is to the hour.
Launch
Groups of 2
Display the clock in the fi... |
1.MD.A.1 | Narrative
The purpose of this activity is for students to identify objects that are longer or shorter than a given object. Students find two objects that are longer and two objects that are shorter than an unsharpened pencil. The students use the language of “longer than” and “shorter than” and record their findings in... |
A-REI.A.2 | Task
Chase and his brother like to play basketball. About a month ago they decided to keep track of how many games they have each won. As of today, Chase has won 18 out of the 30 games against his brother.
How many games would Chase have to win in a row in order to have a 75% wining record?
How many games would Chase... |
6.EE.A.2b | Warm-up
The purpose of this warm-up is to gather strategies and understandings students have for averaging numbers. Understanding these strategies will help students develop fluency and will be useful later in this unit when students will need to be able to compute averages of values.
While 3 problems are given, it may... |
7.RP.A.2 | Activity
This activity requires students to work with larger numbers, which is intended to encourage students to use an equation and notice the efficiencies of doing so. It also emphasizes the interpretation of the constant of proportionality in the context. In this case, the constant represents the cost of a single ti... |
8.EE.A.3 | Activity
This task is analogous to a previous activity with positive exponents. The number line strongly encourages students to think about how to change expressions so they all take the form
\(b \boldcdot 10^k\)
, where
\(b\)
is between 1 and 10, as in the case of scientific notation. The number line also is a useful ... |
3.NBT.A.2 | Narrative
The purpose of this activity is for students to try the algorithms they saw earlier in the lesson. The important thing is that they combine hundreds and hundreds, tens and tens, and ones and ones, which should be a familiar idea from grade 2. The synthesis provides an opportunity to show a different way of re... |
3.MD.C.5 | Stage 1: Rectangles
Required Preparation
Materials to Gather
Folders
Grid paper
Inch tiles
Materials to Copy
Blackline Masters
Can You Build It Stage 1 Directions
Narrative
One partner builds a rectangle so that their partner can’t see it. They describe the rectangle to their partner who tries to build the same rectan... |
4.NBT.A.1 | Problem 4
Pre-unit
What is the value of the 6 in 618,923?
How many times greater is the value of the 6 in 618,923 than the 6 in 27,652?
|
7.RP.A.3 | Optional activity
Students measure their proposed 5K courses with their trundle wheels. They compare their measurements with their estimates and make final adjustments to their proposed courses. Then they draw a finalized version of their course on the map (or a second copy of the map) including all the details necessa... |
8.EE.A.1 | Simplify the following expressions:
a.
$$(2^5)^7$$
b.
$$(91^3\times 19\times 103^8)^4$$
c.
$$(p^4q^5r)^9$$
d.
$$2^7\over 3^7$$
|
F-IF.C.7b | Activity
This activity allows students to see how changing the target number in a guessing game changes the absolute guessing errors and changes the scatter plot of the data.
Here, students see that they are still finding the difference between the guesses and a number, that the absolute guessing errors are still all p... |
S-CP.A.1 | Warm-up
The purpose of this warm-up is to elicit the idea that Venn diagrams can be used to represent events of a sample space, which will be useful when students describe events as a subset of a set of a sample space using characteristics of the outcomes, and as unions, intersections, or complements of other events in... |
6.EE.B.7 | Activity
Students are presented with four hanger diagrams and are asked to match an equation to each hanger. They analyze relationships and find correspondences between the two representations. Then students use the diagrams and equations to find the unknown value in each diagram. This value is a solution of the equati... |
8.EE.B.5 | Task
The graphs below show the distance two cars have traveled along the freeway over a period of several seconds. Car A is traveling 30 meters per second.
###IMAGE0###
Which equation from those shown below is the best choice for describing the distance traveled by car B after $x$ seconds? Explain.
$y = 85x$
$y = 60x$
... |
6.SP.B.4 | Activity
Now that students have some experience drawing and interpreting histograms, they use histograms to compare distributions of two populations. In a previous activity, students compared the two dot plots of students in a keyboarding class—one for the typing speeds at the beginning of the course and the other show... |
8.EE.A.2 | Warm-up
The purpose of this warm-up is for students to analyze symbolic statements about square roots and decide if they are true or not based on the meaning of the square root symbol.
Launch
Display one problem at a time. Tell students to give a signal when they have an answer and a strategy. After each problem, give ... |
4.NBT.B.4 | Narrative
The purpose of this activity is for students to analyze strategies for adding and subtracting numbers to the ten-thousands place. Students look at addition problems that require composing new units, when the sum of the digits in a particular place value exceeds 10. The subtraction problems do not require stud... |
8.EE.A.3 | Activity
Students use scientific notation as a tool to understand the relative scale of different units (MP2). They practice modeling skills by identifying essential elements of the problems and gathering relevant information before computing (MP4).
Launch
Arrange students in groups of 2. Instruct students to first rea... |
5.G.A.1 | Narrative
The purpose of this warm-up is for students to discuss the patterns they see in points plotted on a coordinate grid, which will be useful when students graph ordered pairs consisting of corresponding terms from two patterns in a later activity. While students may notice and wonder many things about this image... |
7.NS.A.1 | Warm-up
The purpose of this warm-up is to have students reason about an equation involving positive and negative rational numbers using what they have learned about operations with rational numbers.
Launch
Arrange students in groups of 2. Give students 30 seconds of quiet think time and ask them to give a signal when t... |
7.NS.A.3 | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for mental subtraction. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to compute interquartile range.
Launch
Display one problem at a time. Give... |
4.OA.A.3 | Narrative
This activity develops students’ understanding of the vertical method of recording partial quotients and their ability to use it to perform division. One of the quotients here involves a remainder, prompting students to interpret it. Students are reminded that the term “remainder” is used to describe “leftove... |
2.OA.C.3 | Narrative
The purpose of this activity is for students to describe patterns in the sequence of even and odd numbers when they count by 1. Students notice that even numbers are numbers that you count when you skip-count by 2 (MP7).
In order for all students to visualize the sequence, perform the activity where the whole... |
4.NBT.A.1 | Fill out the following chart.
###TABLE0###
|
1.OA.C.5 | Stage 2: Subtract 1 or 2
Required Preparation
Materials to Gather
Number cards 0–10
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Addition and Subtraction Stages 1 and 2 Gameboard
Narrative
Students choose a number card 0-10 and choose to subtract 1 or 2 from the number on their card and then pl... |
4.NF.C.5 | Narrative
This optional activity allows students to practice adding tenths and hundredths (and to reinforce their ability to compare fractions) through a game. Students use fraction cards to play a game in groups of 2, 3, or 4. To win the game is to draw pairs of cards with the greater (or greatest) sum, as many times ... |
5.NF.B.5 | Task
The fifth grade teachers are in charge of planning the annual Davis Elementary Fun Run. The teachers decide that each adult should run $\frac{6}{4}$ as far as each student in grade 5 and each student in grade 1 should run $\frac{3}{4}$ as far as each student in grade 5.
Who has to run the longest distance? Who h... |
S-IC.B.4 | Activity
The mathematical purpose of this activity is to collect samples from a population and to use the mean and standard deviation of the sample proportions to estimate the population proportion and its associated margin of error. Students collect samples by drawing slips of paper from a bag and computing the propor... |
6.EE.A.1 | Activity
In this activity, students first encounter exponential expressions with variables.
Launch
Recall with students that when we write
\(6x^2\)
, we mean to multiply 6 by the result of
\(x^2\)
. Remind them that the number part of such a product is called the
coefficient
of the expression, so in this example, 6 is ... |
7.G.A.2 | Activity
Students continue to practice drawing triangles from given conditions and categorizing their results. This activity focuses on the inclusion of a single angle and two sides. Again, they do not need to memorize which conditions result in unique triangles, but should begin to notice how some conditions (such as ... |
7.RP.A.3 | Activity
This activity gives students an opportunity to put into practice some things they already know about finding percent rates. Additionally, the idea of a fraction of a percent appears for the first time. Encourage students to use any representation they would like to calculate the percentage of appetizers, entre... |
N-RN.A.2 | Task
In each of the following problems, a number is given. If possible, determine whether the given number is rational or irrational. In some cases, it may be impossible to determine whether the given number is rational or irrational. Justify your answers.
$ 4 + \sqrt{7} $
$ \displaystyle \frac{\sqrt{45}}{\sqrt{5}} $
$... |
1.NBT.C.4 | Stage 5: Add within 100 without Composing
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Addition and Subtraction Stage 5 Gameboard
Narrative
Partner A chooses two numbers and places a paper clip on each number. They add the numbers and place a... |
N-RN.B.3 | Provide a written explanation for each question below.
a. Is it true that
$${\left(1000^{1\over3}\right)^3=(1000^3)^{1\over3}}$$
? Explain or show how you know.
b. Is it true that
$${\left(4^{1\over2}\right)^3=(4^3)^{1\over2}}$$
? Explain or show how you know.
c. Suppose that
$$m$$
and
$$n$$
are positive integers... |
G-GPE.B.5 | Activity
In this activity students use the structure of the coordinate plane to examine the observation that the altitudes of a triangle all intersect at a single point. Students practice writing equations for perpendicular lines as they represent altitudes algebraically. Then they solve the system of equations (a fair... |
K.NBT.A.1 | Narrative
The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. Encourage students to make an estimate without counting each cube.
Required Materials
Materials to Gather
10-frames
Connecting cubes
Required Preparation
Make a tower ... |
7.SP.A.1 | Activity
In this activity, students analyze data from samples of viewers for different TV shows. The data in this activity is used to begin the analysis as well as to get students thinking about the different shows the sample could represent. The purpose of the activity is to get students thinking about how measures of... |
K.G.B | Narrative
The purpose of this activity is to introduce stage 2 of the Connecting Cubes center. Students use connecting cubes to make objects pictured on cards. As they work, observe whether students match the connecting cubes to the image or count the number of connecting cubes in the image to create their own object (... |
3.OA.A.2 | Narrative
In this activity, students recall what they know about division from grade 3. The context allows students to connect lived experiences to the math of the activity. By inviting students to consider treats that they enjoy in their homes or neighborhoods, they share experiences and foster connections that build ... |
2.NBT.B.9 | Narrative
The purpose of this activity is for students to use their knowledge of base-ten diagrams and place value to make sense of a written method. They describe how numbers, words, and equations can be used to represent the steps they have used with other representations (MP2). Students will explore other ways to us... |
3.MD.D.8 | Warm-up
The purpose of this warm-up is for students to recognize important parts of solids in anticipation of computing volume and surface area. The figure used in the next activity is introduced in this warm-up as a way for students to start thinking about parts of solids and how we use them to compute surface area or... |
2.NBT.B.7 | Problem 6
Pre-unit
Find the value of each expression.
\(206 + 543\)
\(327 + 181\)
\(674 - 129\)
|
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... |
5.NF.B | Task
Nicolas is helping to paint a wall at a park near his house as part of a community service project. He had painted half of the wall yellow when the park director walked by and said,
This wall is supposed to be painted red.
Nicolas immediately started painting over the yellow portion of the wall. By the end of the ... |
F-LE.A | Optional activity
This activity is optional. Use this activity to allow students to practice analyzing graphs of exponential functions involving
\(e\)
and setting an appropriate graphing window on their graphing technology in order to produce useful graphs.
Students have graphed exponential functions and analyzed the g... |
3.NF.A.2 | Problem 1
Mark and label a point for each fraction below on the number line to its right.
a.
###TABLE0###
b.
###TABLE1###
c.
###TABLE2###
Problem 2
Determine the location of each of the following points.
a.
###IMAGE0###
b.
###IMAGE1###
Problem 3
Erin walked 1 mile from her house to the library. Along the way, she passe... |
3.OA.C.7 | Narrative
The purpose of this activity is for students to practice division within 100 by playing a game called Race to 1. The goal of the game is to repeatedly divide numbers until they reach one.
Engagement: Develop Effort and Persistence.
Check in and provide each group with feedback that encourages collaboration an... |
N-Q.A.1 | Task
The price of copper fluctuates. Between 2002 and 2011, there were times when its price was lower than \$1.00 per pound and other times when its priace was higher than \$4.00 per pound. Copper pennies minted between 1962 and 1982 are 95% copper and 5% zinc by weight, and each penny weighs 3.11 grams. At what price ... |
G-MG.A.1 | Task
Amy and Greg look for a method to estimate the number of leaves on a $35$ foot tree in their yard. Greg notices that the tree blocks almost all of the sunlight beneath its leaves so he thinks of the following way to estimate how many leaves are on the tree:
We can first measure the area of the ground covered by th... |
K.OA.A.3 | Narrative
The purpose of this activity is for students to learn stage 1 of the What’s Behind My Back center. Students find multiple decompositions of a number. Students snap a tower of connecting cubes into 2 parts and record each decomposition with a drawing and an expression. It may be helpful to give each group of s... |
5.NBT.B.6 | Problem 1
a. Shani calculated
$$81\div3$$
using an area model by finding the length of a rectangle whose area is 81 square units and width is 3 units.
###IMAGE0###
The value being divided has 8 tens. The area model has only 6 tens in the leftmost region. Why?
Where did the 21 ones come from in the area model?
b. Al... |
6.G.A.2 | Task
A rectangular tank is $24\text{ cm}$ wide, and $30\text{ cm}$ long. It contains a stone and is filled with water to a height of $8\text{ cm}$. When Amy pulls the stone out of the tank, the height of the water drops to $6\text{ cm}$. Find the volume of the stone.
###IMAGE0###
|
8.NS.A.2 | Activity
In this activity, students determine the length of a “diagonal” line segment on a grid. Students can give an exact value for the length of the line segment by finding the area of a square and writing the side length using square root notation. The goal of this activity is for students to connect values express... |
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