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1.OA.D.7 | Narrative
The purpose of this True or False is to give students an opportunity to deepen their understanding of the equal sign. This is the first time that students will do this instructional routine. Because equations are new to students, the teacher should read aloud each equation. When students are more familiar wit... |
F-IF.B.5 | Activity
The mathematical work in this activity centers on interpreting graphical and symbolic representations of a piecewise-defined function.
First, students interpret a graph of a piecewise function and make sense of the rules in terms of a situation. In particular, students consider the meaning of the open and soli... |
7.SP.A | Task
Members of the seventh grade math group have nominated a member of their group for class president. Every student in seventh grade will cast a vote. There are only 2 candidates in the race, so a candidate must receive at least 50% of the vote to be elected. It is expected to be a tight race, so the math group want... |
8.G.A | Task
Find a way to partition a regular hexagon into 2 congruent figures. Explain how you know the 2 figures are congruent.
Find many ways to partition a regular hexagon into 2 congruent figures.
Find a way to partition a regular hexagon into 4 congruent figures. Explain how you know the 4 figures are congruent.
Find a ... |
4.NBT.B.5 | Narrative
The purpose of this warm-up is to elicit students’ understandings of the relationship between the side lengths of a rectangle and its area. These understandings prepare students to reason about an unknown length or width of rectangles in the activities.
Students use their understanding about the relationship ... |
7.EE.B.3 | Activity
This activity offers four word problems. Depending on time constraints, you may have all students complete all four problems or assign a different problem to each group. The problems increase in difficulty. It is suggested that students create a visual display of one of the problems and do a gallery walk or pr... |
G-SRT.C.8 | Samuel is at the top of a tower and will ride a trolley down a zip line to a lower tower. The total vertical drop of the zip line is 40 feet. The zip line’s angle of elevation from the lower tower is 11.5°. Sam’s friend is not going to zip-line but wants to walk along the ground from the tall tower to the lower tower. ... |
5.NF.B.4a | Narrative
The purpose of this activity is for students to relate multiplying a non-unit fraction by a whole number to multiplying a unit fraction by the same whole number. After finding the value of
\(\frac{1}{5} \times 3\)
in a way that makes sense to them, they then consider the value of the products
\(\frac{2}{5} \t... |
A-APR.B.3 | Problem 1
How do the following problems represent differences of two squares? Factor to show the relationships.
$${4x^4-1}$$
$${x^{10}-36}$$
Problem 2
Factor the following functions and name all of the real and complex zeros.
$${18x^4-32}$$
|
K.CC.B.4 | Narrative
The purpose of this warm-up is for students to compare and contrast ways of representing quantities. This warm-up prepares students to represent shapes they sort in a way that makes sense to them.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 ... |
F-IF.B.4 | Task
California is in the fifth year of a drought. Towns have been asked to decrease water use across the state. The graph below shows the water storage in Lake Sonoma, a reservoir in Northern California from 1988, shortly after it was first filled, until February 1, 2015.
What questions do you have looking at the grap... |
K.OA.A.2 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding and subtracting 0 and 1. These understandings help students develop fluency with the count sequence and adding and subtracting within 5.
When students use their knowledge of the count sequence when they add or ... |
7.RP.A.2 | Activity
This activity is intended to further students’ understanding of the graphs of proportional relationships in the following respects:
points on the graph of a proportional relationship can be interpreted in the context represented (MP2)
for these points, the quotient of the coordinates is—excepting
\((0,0)\)
—th... |
6.G.A.3 | Activity
The purpose of this task is for students to practice plotting coordinates in all four quadrants and find horizontal and vertical distances between coordinates in a puzzle. In past activities, students have been told the scale for the distance between grid lines, but here they must determine that each grid squa... |
7.RP.A.2 | Problem 1
A scientist plants a seed in a laboratory and tracks the growth of the plant. The height of the plant in centimeters is proportional to the number of days since it was planted.
###IMAGE0###
a. Explain what point B represents in context of the situation.
b. At what rate is the plant growing? Indicate this ... |
7.G.B.4 | Optional activity
In this activity, students build a trundle wheel and use it to measure distances in the classroom. The trundle wheels need to be stored in the classroom for use in the next lesson. If it is not feasible to store a trundle wheel from every group of 3–4 students, have them combine to form larger groups ... |
G-SRT.C.8 | Task
The goal of this task is to estimate the measure of angles in triangles with integer side lengths.
What are the angle measures in a triangle whose three sides each have length of one unit? Explain.
What are the approximate measures of the three angles in a triangle whose side lengths are 3, 4, and 5 units respect... |
A-REI.A.1 | Activity
In this activity, students see that taking the square root of each side of an equation doesn’t necessarily preserve solutions like other algebraic moves they have used in the past.
Launch
Arrange students in groups of 2. Encourage students to discuss their responses with a partner as they work. If they disagre... |
8.EE.A.1 | Warm-up
The purpose of this Number Talk is to elicit strategies and understandings students have for dividing powers. These understandings help students develop fluency and will be helpful later in this lesson when students investigate negative exponents. While four problems are given, it may not be possible to share e... |
F-LE.A.2 | Task
Suppose $P_1 = (0,5)$ and $P_2 = (3,−3)$. Sketch $P_1$ and
$P_2$. For which real numbers $m$ and $b$ does the graph of a linear function described by the equation $f(x) = mx+b$ contain $P_1$? Explain. Do any of these graphs also contain $P_2$? Explain.
Suppose $P_1 = (0,5)$ and $P_2 = (0,7)$. Sketch $P_1$ and $P_... |
A-REI.A.1 | The basketball team sold t-shirts for a fundraiser. They sold a total of 23 items and made a profit of $246. They made a profit of $10 for every t-shirt they sold and $12 for every hat they sold.
Determine the number of t-shirts and the number of hats the basketball team sold.
|
5.NF.B | Narrative
The purpose of this activity is for students to find the missing value in equations involving a whole number and a fraction. They find missing factors or products to make equations true. Many of the problems encourage students to think in steps, interpreting a fraction
\(\frac{a}{b}\)
in terms of division by ... |
3.OA.A.1 | Narrative
The purpose of this activity is for students to relate drawings of equal groups to arrays. Specifically, students look for arrays that have the same number of objects in each row or column as each drawing has in each group. In some arrays, the equal groups in the drawing are represented as rows, and in some, ... |
4.OA.A.1 | Narrative
The purpose of this warm-up is to elicit comparison language from students, which will be useful when students represent situations that involve “_____ times as many” later in the lesson. While students may notice and wonder many things about the cube images, the language used to compare the two sets of image... |
6.NS.C.6b | Activity
The purpose of this activity is for students to extend the vertical and horizontal axes to include 4 quadrants just as they extended the number line to include negative numbers. Students are introduced to the term
quadrant.
Students plot and label coordinates using ordered pairs and identify their quadrants.
D... |
7.NS.A.1 | Warm-up
In this warm-up, students compare four number line diagrams with arrows. To give all students access the activity, each diagram has one obvious reason it does not belong. Students will use diagrams like these later in the lesson to represent sums of signed numbers, but for this activity, the goal is to just get... |
1.NBT.C.4 | Narrative
The purpose of this activity is for students to learn stage 3 of the How Close center which was introduced in grade 1. In this stage, each student picks 7 cards and chooses 4 of them to create 2 two-digit numbers. Each student adds the numbers and the student whose sum is closest to 100 wins a point for the r... |
5.NBT.B.6 | Narrative
The purpose of this Number Talk is for students to demonstrate strategies and understandings they have for dividing a three-digit number by a two-digit number. These understandings help students develop fluency and will be helpful later in this lesson when students use an algorithm that uses partial quotients... |
K.CC.A.1 | Narrative
The purpose of this warm-up is for students to participate in part of the Questions About Us routine. Students have worked with 5-frames in previous sections and as an option during counting collections. In this activity, 5-frames are introduced as a way to represent how many students are here today. A blackl... |
4.NBT.B.5 | Narrative
The purpose of this warm-up is to draw students’ attention to the first few multiples of 45, which will be helpful as students continue to work with benchmark angles and use a protractor to measure angles. Students have the skills to perform the multiplication in each equation, but computing each product may ... |
6.EE.A.2c | Activity
The purpose of this activity is to give students an opportunity to practice checking whether a particular value is a solution to an equation, and to recall properties of operations and equality that preserve the solution set of an equation.
This will be useful when students consider when and why equations have... |
6.EE.A.2 | Problem 1
Sarita has a fish tank in the shape of a rectangular prism. The bottom of the fish tank measures
$${10}$$
inches by
$$8$$
inches. Sarita wants to add some sand to cover the bottom of the tank, and she uses the formula
$${ V=l × w × h}$$
to determine the volume of sand she needs.
a. If the height of the sand... |
2.NBT.B.5 | Stage 3: Add to 100
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 3 Recording Sheet
Narrative
Before playing, students remove the cards that show the number 10 and set them aside.
Each student picks 7 cards and chooses 4 of them to create 2 two-digit nu... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to use a diagram to help calculate the product of a three-digit number and a two-digit number. The diagram helps to organize the individual products that can be used to find the larger product. During the activity synthesis, students connect the diagram to the dist... |
K.CC.C.6 | Stage 1: Groups of Objects
Required Preparation
Materials to Gather
Collections of objects
Connecting cubes
Materials to Copy
Blackline Masters
Less, Same, More Mat
Narrative
Students choose a collection of objects and place the objects in the box at the top of the mat. They complete the mat to show groups that have f... |
4.NF.B.4b | Problem 1
a. Here are two tables with expressions. Find the value of each expression. Use a model if it's helpful. Leave the last two rows of each table blank for now.
###TABLE0###
b. Study your completed tables. What patterns do you see in how the expressions and values are related?
c. In the last two rows of th... |
2.NBT.A.4 | Stage 2: Three-digit Numbers
Required Preparation
Materials to Gather
Dry erase markers
Number cards 0–10
Sheet protectors
Materials to Copy
Blackline Masters
Get Your Numbers in Order Stage 2 Gameboard
Narrative
Students remove the cards that show 10 before they start. Then they choose three number cards and make a t... |
G-MG.A.1 | Task
Amy and Greg are raking up leaves from a large maple tree in their yard and Amy remarks "I'll bet this tree has a million leaves." Greg is skeptical. Amy suggests the following method to check whether or not this is possible:
Find a small maple tree and estimate how many leaves it has.
Use that number to figure ou... |
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... |
1.MD.C.4 | Task
Materials
Completed monthly weather recording sheet
###IMAGE0###
Crayons
Sentence strips with frames (see below)
Student worksheet
Actions
Every day for a month the students record the weather by shading in an appropriate box on the recording sheet (attached).
At the completion of a month of school, the teacher pr... |
2.NBT.B.7 | Problem 4
Pre-unit
Find the value of \(316 + 514\). Explain or show your reasoning.
|
G-CO.B.8 | Warm-up
The purpose of this warm-up is to highlight some basic assumptions about lines in geometry. Basic assumptions can seem obvious, which makes them difficult to discuss. Students only need to begin thinking about the idea here; they will solidify their understanding when they draw conclusions based on these assump... |
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... |
8.EE.C.8 | Activity
In the previous activity, the system of equations was represented in words, a table, and a graph. In this activity, the system of equations is partially given in words, but key elements are only provided in the graph. Students have worked with lines that represent a context before. Now they must work with two ... |
K.OA.A.5 | Narrative
The purpose of this activity is for students to fluently add and subtract within 5. Students look at the expression on their card and move quickly to the corner that is labeled with the correct answer. There are 16 expression cards included in the blackline master.
MLR8 Discussion Supports.
Invite students to... |
G-GMD.A.1 | Task
The goal of this task is to explain why the area enclosed by a circle $C$ of radius $r$ is
$\pi r^2$. Recall that $\pi$ is the ratio of the circumference of a circle to its diameter and that this ratio is independent of the size of the circle.
Draw a picture of a regular octagon $O$ inscribed in $C$. Find a for... |
8.G.A.1 | Activity
The purpose of this activity is for students to give precise descriptions of translations, rotations, and reflections. By the end of the previous lesson, students have identified and sketched these transformations from written directions, however they have not used this more precise language themselves to give... |
5.NBT.B.7 | Problem 1
What is the value of
$$0.24 \div 3$$
?
Problem 2
Estimate
$$3.46 \div 4$$
.
|
2.G.A.1 | Stage 2: Grade 2 Shapes
Required Preparation
Materials to Gather
Paper
Materials to Copy
Blackline Masters
Shape Cards Grade 2
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 shapes. Student... |
4.G.A.3 | Task
Below are pictures of four quadrilaterals: a square, a rectangle, a trapezoid and a parallelogram.
###IMAGE0###
For each quadrilateral, find and draw all lines of symmetry.
|
8.EE.B.6 | Samantha found the slope of the line that passed through the points
$${(2, 6)}$$
and
$${(-4, 8)}$$
. Her work is shown below.
$${{8-6\over {2-(-4)}} = {2\over 2+4 }= {2\over 6} = {1\over3}}$$
Samantha made an error in her work. Describe the error and then find the correct slope of the line through the two given points.... |
1.OA.A.1 | Narrative
The purpose of this warm-up is to elicit the idea that students can create stories from a picture, which will be useful when students tell their own story problems in a later activity.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss ... |
6.G.A.4 | Activity
This activity encourages students to apply strategies for finding the area of polygons to finding the
surface area
of rectangular prisms. Students use 12 cubes to build a prism, think about its surface area, and use isometric dot paper to draw their prism.
As students build their prisms, notice those with diff... |
K.OA.A.1 | Narrative
The purpose of this activity is for students to create stories and relate the action in the stories to the action of adding or taking away counters. While in the first activity, the story was provided, in this activity students create the action in the story, which is an opportunity to hear what language stud... |
5.NBT.B.7 | Stage 8: Add Tenths or Hundredths
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 8 Recording Sheet
Narrative
Students add hundredths and tenths to get as close to 1 as possible. Students start their first equation with 0 and take turns rolling a number cu... |
8.NS.A | Activity
This activity is the third of three activities in which students investigate the value of
\(\sqrt{2}\)
. In the previous activity, students saw that
\(\frac75\)
is a pretty good approximation for
\(\sqrt2\)
.
\(\sqrt2\)
is a number when multiplied by itself equals 2, and
\(\frac75\)
multiplied by itself is pre... |
8.SP.A.1 | Warm-up
The purpose of this warm-up is to elicit the idea that data can appear in clusters, which will be useful when students work with a variety of scatter plots in the future. While students may notice and wonder many things about these graphs, how the data are clustered is the important discussion point.
When stude... |
G-CO.A.1 | Warm-up
This activity invites students to think carefully about the definition of congruence. Students can use any rigid motion to demonstrate all points are congruent.
Student Facing
If
\(A\)
is a point on the plane and
\(B\)
is a point on the plane, then
\(A\)
is congruent to
\(B\)
.
Try to prove this claim by explai... |
3.NBT.A.1 | Stage 1: Nearest Ten or Hundred
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cards 0–10
Paper clips
Materials to Copy
Blackline Masters
Tic Tac Round Stage 1 Gameboard
Tic Tac Round Stage 1 Spinner
Narrative
Students remove the cards that show 10 before they start. Then they cho... |
6.G.A.1 | Activity
This activity gives students opportunities to find areas of regions using a variety of strategies. When working with a grid, students may start by counting squares, as they had done in earlier grades. However, the figures have been chosen to elicit the strategies listed in the Lesson Narrative.
Figure A can be... |
K.G.B.5 | Stage 2: Describe the Flat Shape
Required Preparation
Materials to Gather
Play dough or modeling clay
Straws
Materials to Copy
Blackline Masters
Build Shapes Stage 1 and 2 Cards
Narrative
Students choose a shape card and describe the shape to their partner, who builds the shape based on the description.
Additional Inf... |
6.RP.A.3a | Activity
This activity prompts students to compare and contrast two representations of equivalent ratios. Students work collaboratively to observe similarities and differences of using a double number line and using a table to express the same situation. Below are some key distinctions:
###TABLE0###
You will need The I... |
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 ... |
3.OA.B.5 | Rishi is trying to find the total number of clouds in the following array.
###IMAGE0###
Rishi says "I know 3 × 9 = 27, so I can use that to help me solve."
a. Mark the array above to show how Rishi is thinking about it.
b. Use the fact that
$$3\times9=27$$
to find the total number of clouds in the array.
|
8.F.A.1 | Task
A function machine takes an input, and based on some rule produces an output.
###IMAGE0###
The tables below show some input-output pairs for different functions. For each table, describe a function rule in words that would produce the given outputs from the corresponding inputs. Then fill in the rest of the table ... |
2.NBT.A.2 | Narrative
The purpose of this Choral Count is to invite students to practice counting by 1 beyond 120 and notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson when students will need to use centimeters and meters to record lengths. For example, some s... |
4.MD.A.1 | Narrative
In this activity, students work with customary units of capacity for liquids (gallon, quart, and cup). The task prompts them to discern the relationship between the units, express the relationships with multiplicative comparison statements, and perform conversions to solve problems. When they identify the rel... |
S-CP.A.3 | Problem 1
There are four red envelopes, four blue envelopes, and four $1 bills, which will be placed in four of the eight envelopes.
Below is a tree diagram we can use to answer the questions that follow. Write in the probabilities described.
Suppose one $1 bill is placed in a blue envelope, and the three remaining $1 ... |
S-IC.B.3 | Task
A student interested in comparing the effect of different types of music on short-term memory conducted the following study: 80 volunteers were randomly assigned to one of two groups. The first group was given five minutes to memorize a list of words while listening to rap music. The second group was given the ... |
3.OA.B.5 | Is the following equation true or false? Explain your thinking.
6 × 9 = 18 × 3
|
6.G.A.4 | Activity
This activity serves two goals: to uncover the defining features of
prisms
and
pyramids
as well as to introduce
nets
as two-dimensional representations of polyhedra.
Students first analyze prisms and pyramids and try to define their characteristics. Next, they learn about nets and think about the polygons need... |
7.EE.B.4a | Activity
The purpose of this activity is to work toward showing students that some situations can be represented by an equation of the form
\(p(x+q)=r\)
(or equivalent). In this activity, students are simply tasked with drawing a tape diagram to represent each situation. In the following activity, they will work with c... |
4.NBT.B.5 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for subtracting multi-digit numbers when the minuend is a multiple of 100. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to interpret studen... |
F-IF.B.5 | Optional activity
Previously, students made sense of the domain of functions in concrete contexts. This optional activity is an opportunity to reason about domain more abstractly. Students evaluate an expression that defines a function at some values of input and notice a value that produces an undefined output. They g... |
2.NBT.A | Narrative
The purpose of this activity is for students to learn stage 2 of the Mystery Number center. Students pick 3 cards and make a mystery three-digit number. Students give clues based on the sentence starters and their partner tries to guess their number. Students should remove cards that show 10 from their deck. ... |
A-REI.B.4a | Problem 1
Solve the equation by completing the square. Show each step clearly.
$${3x^2-5x+1=0}$$
Problem 2
A quadratic equation is written below in standard, general form.
$${ax^2+bx+c=0}$$
Solve for
$$x$$
by completing the square as you did in Anchor Problem #1.
Problem 3
Recall the equation from Anchor Problem #1:
$$... |
5.OA.A.2 | Narrative
The goal of this activity is for students to examine different ways to write the product of a three-digit number and a two-digit number as a sum of partial products. Students match sets of partial products which can be put together to make the full product. Students are provided blank diagrams, familiar from ... |
1.MD.A.2 | Narrative
The purpose of this activity is for students to write numbers between 95 and 120. Groups create posters that show a drawing of how they counted their animal measurements from the last activity. Groups should not write a number for the final measurement on the poster. Students do a gallery walk to interpret ea... |
5.NF.A.1 | Narrative
The purpose of this True or False is for students to demonstrate strategies they have for using equivalent fractions to add and subtract fractions with different denominators. These mental calculations prepare students for working with more complex common denominators during this lesson.
Launch
Display one st... |
8.NS.A.2 | Activity
The purpose of this activity is for students to use rational approximations of irrational numbers and to match irrational numbers to equations they are solutions to. To do this, students sort cards into sets of three consisting of:
A square or cube root value
An equation of the form
\(x^2=p\)
or
\(x^3=p\)
that... |
G-C.A.2 | Circle
$$A$$
is shown below.
###IMAGE0###
Draw two diameters of the circle.
Identify the shape defined by the end points of the two diameters.
Explain why this shape is always the result.
|
G-CO.A.3 | Task
Lisa makes an octagon by successively folding a square piece of paper as follows. First, she folds the square in half vertically and horizontally and also along both diagonals leaving these creases:
###IMAGE0###
Next, Lisa makes four more folds, identifying each pair of adjacent lines of symmetry for the square u... |
8.G.C.9 | Optional activity
In this optional activity, students use colored pencils (or pens or highlighters) to label the radius and height on different pictures of cylinders. Then they sketch their own cylinders and label the radius and heights of those. The purpose of this activity is for students to practice identifying the ... |
7.G.A.1 | Warm-up
This activity encourages students to notice characteristics of scale drawings by observing examples and counterexamples, and to articulate what a scale drawing is. Though students are not expected to come up with precise definitions, they are likely able to intuit that scale drawings are accurate two-dimensiona... |
K.CC.A.1 | Narrative
The purpose of this warm-up is for students to extend the verbal count sequence to 30. Students also see the numbers written as they say each number to help connect the number names to the written numbers. In the synthesis, students determine the next number in a count, which prepares them to count on from a ... |
S-ID.A.1 | Activity
The mathematical purpose of this activity is for students to understand that approximately normal distributions have a similar proportion of area in regions described by the mean and standard deviations. Students are given a data set including the number of words for 200 submitted short stories. They are asked... |
S-ID.A.4 | Warm-up
The mathematical purpose of this activity is for students to reason about the area under a normal curve using what they know about composition and decomposition of areas.
If students are using a table of values with
\(z\)
-scores for this lesson, this work will be essential to finding the desired areas in many ... |
K.CC.B.4 | Narrative
The purpose of this activity is for students to count their collection in a way that makes sense to them. Students are provided with 10-frames and counting mats to help them organize their collections. Students use appropriate tools strategically as they choose which tools help them count their collections (M... |
3.OA.C.7 | Stage 3: Multiply within 100
Required Preparation
Materials to Copy
Blackline Masters
Compare Stage 3 Multiplication Cards
Compare Stage 3-8 Directions
Narrative
Students use cards with multiplication expressions within 100.
|
F-IF.A.3 | Optional activity
The purpose of this task is for students to write a recursive definition for a sequence that represents a mathematical context and to create other representations of the sequence.
Monitor for groups who create their recursive definitions in different ways to share during the whole-class discussion. Fo... |
3.NF.A.3b | Problem 4
Pre-unit
Explain or show why \(\frac12\) and \(\frac24\) are equivalent fractions.
|
4.NBT.B.6 | Problem 1
An incomplete calculation of 392 ÷ 7 is shown below. Fill in the boxes to write the missing numbers that would make the calculation complete.
###IMAGE0###
Problem 2
Solve. Then check your work.
$$596\div3$$
Problem 3
Chris baked 128 cookies to sell at his bakery. He put the cookies in boxes that can each hold... |
6.RP.A | Activity
In the previous unit, students studied scale drawings of real-world objects. In grade 8, they will study dilations and similarity. The purpose of this activity is to use students’ recent study of scale drawings as a transition to the study of proportional relationships. Initially, students may describe the dif... |
F-LE.A.4 | Optional activity
This is the second of two optional activities in which students explore pH ratings as an application of logarithmic functions. In the first activity, students noticed a pattern in the concentration of positive hydrogen ions to pH ratings and described it informally. In this activity, they represent th... |
4.NF.B.3a | Narrative
This optional activity gives students an additional opportunity to practice using number lines to decompose fractions into sums of other fractions and to record the decompositions as equations.
The fractions on the cards (shown here) contain no whole numbers or mixed numbers, but some students may use them to... |
F-TF.A.2 | Draw and label a figure on the circle that illustrates the relationship of the trigonometric tangent functions
$${\mathrm{tan}=\frac{\mathrm{sin}(\theta^\circ)}{\mathrm{cos}(\theta^\circ)}}$$
and the geometric tangent line to a circle through the point
$${(1,0)}$$
when
$${\theta=60}$$
. Explain the relationship, labeli... |
6.RP.A.1 | Your school's office manager surveyed the entire sixth grade to find out what transportation students use to get to school. She determined that the ratio of students who took the bus to students who walked to school to students who got a ride was 5:3:2.
If 27 students walked to school, how many students are in the sixt... |
3.G.A.1 | Stage 3: Grade 3 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Centimeter Grid Paper - Standard
Shape Cards Grade 3
Quadrilateral Cards Grade 3
Can You Draw It Stage 3 Directions
Narrative
Partner A chooses a shape card and describes it to their partner. If Partner B draws the shape correctly, they k... |
G-GPE.B.5 | Task
Three unit squares and two line segments connecting two pairs of
vertices are shown. What is the area of $\triangle ABC$?
###IMAGE0###
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8.G.C.9 | Activity
In this activity, students use different solid figures to estimate an upper and lower bound for the volume of a hemisphere. For the upper bound, the hemisphere fits snugly inside a cylinder whose height and radius are equal to the radius of the hemisphere. For the lower bound, the cone fits snugly inside the h... |
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