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4.NF.B.3d | Problem 1
Act 1: Watch the following video:
A Delicious Mix
.
a. What do you notice? What do you wonder?
b. What fraction of each kind of candy is in the bag?
Problem 2
Act 2: Use the following information to solve.
###IMAGE0###
Problem 3
Act 3: Reveal the answer.
###IMAGE1###
Was your answer reasonable? Why or why... |
6.EE.B.8 | Activity
The purpose of this task is to extend the use of inequalities to describe maximum and minimum possible values, using symbols and determining whether or not a particular value makes an inequality true. Though students are thinking about whether or not a particular value makes an inequality true, the term “solut... |
F-BF.B.3 | Activity
In this activity, students apply the ideas from the warm-up to write a transformed quadratic function in vertex form. Monitor for students who reason via transformations and for those who use their prior knowledge of vertex form to identify the vertex of
\(g\)
. Also monitor for students who wrote different bu... |
F-BF.A.1a | Activity
This task prompts students to build mathematical models to compare two different interest options. Along the way, they need to make assumptions, most notably about the length of the investment as the better investment option may depend on what they assume to be true.
The given rates and compounding intervals a... |
F-LE.A.1 | Activity
This activity is an opportunity to practice deciding between a linear and exponential model based on data given in a table. It is also an opportunity to practice creating a scatter plot using technology. The data is not perfectly linear or exponential, which is addressed in the launch.
Launch
Tell students tha... |
5.NBT.A.2 | Activity
This activity motivates students to find easier ways to communicate about very large and very small numbers, using powers of 10 and working toward using scientific notation. Students take turns reading aloud and writing down quantities that involve long strings of digits, noticing the challenges of expressing ... |
F-LE.A.2 | Task
Albuquerque boasts one of the longest aerial trams in the world. The tram transports people up to Sandia Peak. The table shows the elevation of the tram at various times during a particular ride.
###TABLE0###
Write an equation for a function (linear, quadratic, or exponential) that models the relationship between ... |
5.MD.C | Task
A box 2 centimeters high, 3 centimeters wide, and 5 centimeters long can hold 40 grams of clay. A second box has twice the height, three times the width, and the same length as the first box. How many grams of clay can it hold?
|
2.NBT.A.1 | Narrative
The purpose of this What Do You Know About _____ is to invite students to share what they know about and how they can represent the number 308. Students use place value understanding as they describe the meaning of the digits in 308 and the different ways they can represent the number (MP7).
Launch
Display th... |
A-REI.B.3 | Warm-up
In this activity, students practice recognizing the slope and intercepts of inequalities.
Student Facing
For each inequality:
What is the
\(x\)
-intercept of the graph of its boundary line?
What is the
\(y\)
-intercept of the graph of its boundary line?
Plot both intercepts, and then use a ruler to graph the bo... |
F-IF.A.1 | Problem 1
A piecewise graph is defined below.
###IMAGE0###
###IMAGE1###
Evaluate the values below.
$${f(-8)}$$
$${f(-4)}$$
$${f\left({3\over4}\right)}$$
$${f(3)}$$
$${f(3.01)}$$
$${f(5)}$$
Problem 2
In order to gain popularity among students, a new pizza place near school plans to offer a special promotion. The cost of... |
7.G.B.6 | Warm-up
The purpose of this warm-up is to review important characteristics of prisms, pyramids, and polyhedra. Students should be able to interpret the two-dimensional pictures and three-dimensional objects, understanding that the dotted lines indicate hidden lines and identify all of the parts of the polyhedra.
Digita... |
K.CC.B.4c | Narrative
The purpose of this activity is to find the value of addition expressions with
\(+ 0\)
and
\(+ 1\)
. Students may connect adding 1 to getting the next number in the counting sequence and will likely observe that adding 0 does not change the number (MP7). These connections will be highlighted in the next activ... |
S-IC.B.4 | Activity
The mathematical purpose of this activity is for students to calculate a sample proportion, to estimate the margin of error from a dot plot, and to estimate the margin of error from the mean and standard deviation of the sample proportions resulting from a simulation. In addition, students interpret the meanin... |
3.OA.C.7 | Narrative
The purpose of this activity is for students to self-assess their own fluency with multiplication facts and practice the ones that are less familiar. Students are given a set of expressions. They sort them into categories of “know it right away,” “can find it quickly,” or “don’t know it yet.” Then, they ident... |
F-IF.A.2 | Problem 1
Below is a graph of the amount of gas left in the tank as a function of the amount of miles traveled. Write a function in function notation that describes this situation. Label the axes with the appropriate units.
###IMAGE0###
Problem 2
The school librarian is unpacking books that he has ordered. The number o... |
5.G.B | Narrative
This warm-up prompts students to estimate the measure of an angle in a triangle. This will be important as they classify triangles in this lesson so will need to distinguish acute, right, and obtuse angles. They will not need to measure angles explicitly but recalling angle measure will help them distinguish ... |
A-REI.A.1 | Given:
$${j(x) = (a+b)^2}$$
,
$${h(x) = a^2 + 2ab + b^2}$$
Prove:
$${j(x) = h(x)}$$
|
4.NF.C.6 | Narrative
In this activity, students apply their understanding of equivalent fractions and decimals more formally, by analyzing equations and correcting the ones that are false. The last question refers to decimals on a number line and sets the stage for the next lesson where the primary representation is the number li... |
3.MD.B | Narrative
The purpose of this activity is for students to gather and organize categorical data about their classmates. Students record their classmates’ preferred way to travel and discuss advantages and disadvantages of displaying categorical data in a table.
To make the data collection process faster, students can co... |
3.MD.D.8 | Narrative
The purpose of this activity is for students to draw rectangles with specified perimeters to create their own robot. Students practice with perimeter and also find the area of their robots’ body parts in preparation for discussion during the gallery walk, which centers around the different areas that can be c... |
A-CED.A.2 | Activity
In this activity students use a description of a situation to write a function representing the situation then describe the domain and range of the function and evaluate what input is associated with a given output. In the associated Algebra 1 lesson students use functions and their inverses to answer question... |
8.NS.A.2 | Problem 1
Ten points, A through J, are shown on the number line below.
###IMAGE0###
Which point on the number line
best
approximates the location of each value below?
a.
$$\pi$$
b.
$$\sqrt{3}$$
c.
$$\sqrt{9}$$
d.
$$\sqrt{50}$$
e.
$$-\sqrt{10}$$
f.
$$-\sqrt{5}$$
Problem 2
Estimate the value of each irrational expression... |
S-ID.A.1 | Activity
The mathematical purpose of this activity is to get students thinking about the source of outliers and whether or not it is appropriate to include them when analyzing data. It is important to stress that data should not be removed simply because it is an outlier. If there is any doubt about the reason for the ... |
F-IF.B.4 | Task
A model airplane pilot is practicing flying her airplane in a big loop for an upcoming competition. At time $t=0$ her airplane is at the bottom of the loop 100 feet above the ground. The loop is a supposed to be a perfect circle, at its highest point the airplane is 400 feet above the ground, and it takes her 60 s... |
K.CC.A.3 | Narrative
The purpose of this What Do You Know About _____ is to invite students to share what they know and how they can represent the number 10.
Launch
Display the number.
“What do you know about 10?”
1 minute: quiet think time
Activity
Record responses.
“How could we show the number 10?”
Student Facing
What do you k... |
3.OA.A.4 | Problem 1
Which statements are true? Select the three correct answers.
Problem 2
Determine the value of the unknown in each equation below.
a.
$$a = 7\times 6$$
b.
$$63 \div b = 7$$
|
7.RP.A | Optional activity
In this activity students return to the context of designing a 5K walk-a-thon that was introduced in an earlier lesson. They use a map or satellite image of the school grounds to decide where the path of the 5K course could be and estimate how many laps it would take to complete 5 kilometers. Ideally,... |
8.G.C.9 | Problem 1
Watch this video demonstration:
Cylinder, Cone, and Sphere Volume
. (Note, the beginning of the video reviews the volume of a cone; the demonstration of a sphere's volume starts at 1:30.)
a. What is the relationship between the volume of a cylinder and the volume of a sphere with the same diameter and heigh... |
A-SSE.A.1 | Activity
In this activity, students use a description and table of values to write an equation that represents them. Then, they interpret the equation for negative values of the exponent and produce a graph. They also interpret the numbers in the equation in terms of the context.
For the final question, only an estimat... |
G-CO.C.10 | Optional activity
Students combine their work from this lesson and the previous lesson on triangle centers. They plot 3 centers for the same triangle (medians, altitudes, and perpendicular bisectors) and observe that the centers are collinear. When students are working on their proofs of this observation, monitor for t... |
2.MD.A.1 | Stage 2: Centimeters and Inches
Required Preparation
Materials to Gather
Rulers (centimeters)
Rulers (inches)
Materials to Copy
Blackline Masters
Estimate and Measure Stage 2 Recording Sheet
Narrative
Students choose an object and a unit (inches, feet, centimeters) to measure it with. They estimate the length of the o... |
A-REI.B.4b | Warm-up
Previously, students saw that a function could have two input values that give the same output value (which could be 0). The input values were primarily interpreted in terms of a situation. In this warm-up, students begin to think more abstractly about this process—in terms of finding the solutions to an equati... |
3.NBT.A.2 | Narrative
In this activity, students use their knowledge of base-ten representations and place value to make sense of two addition algorithms. One algorithm shows the addends in expanded form. Both algorithms show the sums of ones, tens, and hundreds separately, but display these partial sums differently. Students noti... |
3.OA.C.7 | Stage 7: Multiply with 6–9
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 7 Gameboard
Capture Squares Stage 7 Spinner
Narrative
Students roll a number cube and spin a spinner and find the product of the two numbers ... |
8.F.B.4 | Activity
In this activity, students work with a graph that clearly cannot be modeled by a single linear function, but pieces of the graph could be reasonably modeled using different linear functions, leading to the introduction of piecewise linear functions (MP4). Students find the slopes of their piecewise linear mode... |
8.F.A.1 | Task
A certain business keeps a database of information about its customers.
Let $C$ be the rule which assigns to each customer shown in the table his or her home phone number. Is $C$ a function? Explain your reasoning.
###TABLE0###
Let $P\,$ be the rule which assigns to each phone number in the table above, the custom... |
G-SRT.C.6 | Problem 1
Below is a set of similar right triangles. Find the ratio of the side lengths within each triangle that describe the side opposite the marked angle divided by the side adjacent to the marked angle.
###IMAGE0###
Problem 2
What is the tangent of 0°, 45°, 60°, and 90°? Describe why the tangent of 90° is undefi... |
8.G.A.1a | Problem 1
Triangle
$${{LMN}}$$
underwent a single transformation to become triangle
$${{PQR}}$$
, shown below.
###IMAGE0###
a. What single transformation maps triangle
$${{LMN}}$$
to triangle
$${{PQR}}$$
? Describe in detail.
b. Name two things that are the same about both triangles.
c. Name two things that are d... |
7.EE.B.3 | Activity
This activity builds on students' previous work with proportional relationships, as well as their understanding of multiplying and dividing signed numbers, to model different historical scenarios involving ascent and descent, and students must explain their reasoning (MP3). While equations of the form
\(y = kx... |
6.NS.B.2 | Problem 1
Find the decimal value of
$${3 ÷ 50}$$
using any strategy. Then find the quotient using long division and show the answers are the same.
Problem 2
After 6 months, you’ve paid $512.34 to your phone company. Assuming you pay the same amount each month, what is your monthly phone bill? Show your work.
|
3.G.A.1 | Using your tetrominoes, make a rectangle that has an area of 24 square units. You can use the same tetromino shape more than once. Then draw your rectangle on the grid below, showing how the tetrominoes fit together.
###IMAGE0###
|
4.OA.A.3 | Narrative
The purpose of this How Many Do You See routine is to prompt students to decompose a rectilinear figure to find its area and to recognize that there are many ways to do so. Students are also reminded that area is additive. The reasoning here prepares students to reason flexibly about the area of rectilinear f... |
3.OA.A.3 | Narrative
The purpose of this activity is for students to practice solving multiplication problems in which the unknown amount can be the number of groups, the number in each group, or the total. The first three problems have the unknown in each of those locations. The sequence of these problems, the context, and the u... |
8.EE.C.7 | Activity
The goal of this activity, and the two that follow, is for students to solve an equation in a real-world context while previewing some future work solving systems of equations. Here, students first make sense of the situation using a table of values describing the water heights of two tanks and then use the ta... |
6.NS.B.3 | Optional activity
In this activity, students work with decimals by building paper boxes, taking measurements of the paper and the boxes, and calculating surface areas. Although the units are specified in the problem, students need to measure very carefully in order to give an estimate to the nearest millimeter. Next, s... |
F-IF.C | Activity
The purpose of this activity is for students to create another representation of a given sequence and to give them an opportunity to use the vocabulary they have learned for geometric and arithmetic sequences.
Monitor for students who create Mai's graph in order to understand her reasoning and for students who... |
K.MD.A.2 | Narrative
The purpose of this task is for students to compare the capacities of two containers where the comparison is not easy to see visually. Students experiment with filling containers with water to determine which has a greater capacity. Each group of students needs two cups or containers that they can compare the... |
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... |
5.NF.B.4a | Narrative
This warm-up prompts students to carefully analyze and compare different diagrams that represent products of fractions. In making comparisons, students have a reason to use language precisely (MP6). The warm-up also enables the teacher to listen to students as they share their interpretations of the various r... |
7.SP.C.7a | Lucia’s full name is Lucia Andrea Sanchez. For her birthday, her aunt makes cupcakes and writes one letter from Lucia’s full name on each cupcake.
If a cupcake is randomly chosen, what is the probability that:
a. the cupcake has the letter A written on it?
b. the cupcake does not have the letter C written on it?
c.... |
S-ID.A.3 | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings for computing values from expressions of the form
\(a - 1.5\boldcdot b\)
. These understandings will be useful in a later lesson when students use expressions like
\(\text{Q1} - 1.5 \boldcdot \text{IQR}\)
to determine if values are outlier... |
K.CC.B | Task
Materials
A plastic 24 ounce (or larger) cup.
A collection of various counting manipulatives.
Student booklets made from 10 sheets of plain white paper folded in half with a sheet of construction paper folded on the outside and stapled down the folded side (1 per student).
Large paper plates (1 per student with th... |
6.G.A.4 | Activity
After making an estimate of the number of sticky notes on a cabinet in the warm-up, students now brainstorm ways to find that number more accurately and then go about calculating an answer. The activity prompts students to transfer their understandings of the area of polygons to find the
surface area
of a thre... |
N-Q.A.1 | Task
As Felicia gets on the freeway to drive to her cousin's house, she notices that she is a little low on gas. There is a gas station at the exit she normally takes, and she wonders if she will have to get gas before then. She normally sets her cruise control at the speed limit of 70mph and the freeway portion of the... |
A-CED.A.2 | Problem 1
The table below gives the number of bacteria over time, shown in this
video
.
Plot the points in the table on a graph and draw the curve that goes through the points.
###IMAGE0###
###IMAGE1###
Based on the pattern you see in the table of values, extend the graph to 4 seconds.
Problem 2
Below is a graph of an ... |
3.OA.A.3 | Narrative
The purpose of this activity is for students to represent and solve problems involving equal groups. Students can solve the problem first or write the equation first, depending on the order that makes the most sense to them. Students write equations with a symbol standing for the unknown quantity to represent... |
6.RP.A.3 | Task
Jim and Jesse each had the same amount of money. Jim spent $\$58$ to fill the car up with gas for a road-trip. Jesse spent $\$37$ buying snacks for the trip. Afterward, the ratio of Jim’s money to Jesse’s money is $1:4$. How much money did each have at first?
|
5.G.B | Stage 7: Grade 5 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Quadrilateral Cards Grade 5
Triangle Cards Grade 5
Can You Draw It Stage 5 and 7 Recording Sheet
Narrative
Partner A chooses a shape card and describes it to their partner. If Partner B draws the shape correctly, they keep the card. Shape... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to represent addition and subtraction within 100 on a number line. Students make connections to strategies based on counting on or back by place. The numbers in each subtraction equation are designed to elicit methods that do not require students to explicitly deco... |
6.RP.A.3 | Warm-up
The purpose of this number talk is to reason about a progressive set of percentages from benchmark percentages to 1% to "unfriendly" percentages. The reasoning parallels the reasoning from earlier work where students are guided to find a unit rate and use the unit rate to solve generic percentage problems. In t... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to solve various Add To/Take From and Put Together problems with the unknown in all positions. Problems are presented through the familiar Shake and Spill context and all sums are within 10 so students can attend to making sense of each problem. Students use the co... |
8.EE.C.8b | Activity
Students explore a system of equations with no solutions in the familiar context of cup stacking. The context reinforces a discussion about what it means for a system of equations to have no solutions, both in terms of a graph and in terms of the equations (MP2). Over the next few lessons, the concept of one s... |
3.OA.A.2 | Task
Presley has 18 markers. Her teacher gives her three boxes and asks her to put an equal number of markers in each box.
Anthony has 18 markers. His teacher wants him to put 3 markers in each box until he is out of markers.
Before you figure out what the students should do, answer these questions:
What is happening i... |
G-GPE.A.2 | Task
Suppose $F = (0,2)$ and $\ell$ is the $x$-axis:
###IMAGE0###
Find the point on the $y$-axis equidistant from $F$ and $\ell$. Label this point $P_0$.
Find the point on the line $x=1$ which is equidistant from $F$ and $\ell$. Label this point $P_1$.
Find the point on the line $x = 2$ which is equidistant from $F$ an... |
5.NBT.A | Warm-up
This warm-up prompts students to reason about regrouping and about when the zeros in a decimal affect the number that it represents. The mathematical work of interest is how students combine two decimals (e.g., in analyzing
\(1.009 + 0.391\)
, do they see that
\(0.009 + 0.001 = 0.010\)
?) and how they write the... |
1.NBT.C.4 | Stage 3: Add Two-digit Numbers
Required Preparation
Materials to Gather
Connecting cubes in towers of 10 and singles
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 3 Recording Sheet
Narrative
Students add two-digit numbers to get as close to 95 as possible. Students start by rolling two number c... |
7.NS.A.2c | Optional activity
In this optional activity, students revisit the representation of a multiplication chart, which may be familiar from previous grades; however, in this activity, the multiplication chart is extended to include negative numbers. Students identify and continue patterns (MP8) to complete the chart and see... |
N-RN.A.2 | Find the domain for the following function. Explain your reasoning.
$${h(x)=(2x-4)^{-2\over3}(x+3)^{1\over2}}$$
|
7.RP.A | Task
Jessica gets her favorite shade of purple paint by mixing 1/3 cup of blue paint with 1/2 cup of red paint. How many cups of blue and red paint does Jessica need to make 20 cups of her favorite purple paint?
|
8.F.A.1 | Task
The following table shows the amount of garbage that was produced in the US each year between 2002 and 2010 (as reported by the EPA).
###TABLE0###
Let's define a function which assigns to an input $t$ (a year between 2002 and 2010) the total amount of garbage, $G$, produced in that year (in million tons). To find ... |
K.OA.A.2 | Narrative
The purpose of this activity is for students to learn stage 1 of the Check It Off center. Students take turns picking two number cards (0–5) to make and find the value of an addition expression. Students check off the total and then write the addition expression on the recording sheet.
After they participate ... |
4.MD.A.1 | Narrative
The goal of this activity is to build students’ intuition for 1 pound, 1 ounce, and the relationship between the two units. Students use labels on food packaging to reason about how pounds and ounces are related, and then use what they learn to convert pounds to ounces. Students reason abstractly and quantita... |
G-GPE.A.2 | Problem 1
Below are three forms of the same quadratic function.
$${f(x)=-4(x-3)^2 +4}$$
$${f(x)=-4(x-2)(x-4)}$$
$${f(x)=-4x^2 +24x -32}$$
Without graphing, describe the features of the quadratic function.
Problem 2
Given the points below that represent the intercepts, vertex, and
y
-intercept, write the equation of the... |
8.NS.A.2 | Task
For each pair of numbers, decide which is greater without using a calculator. Explain your choices.
$\pi^2$ or $9$
$ \sqrt{50}$ or $\sqrt{51}$
$\sqrt{50}$ or $8$
$-2\pi$ or $-6$
|
4.NBT.B.5 | Narrative
This activity prompts students to make sense of base-ten diagrams for representing multiplication. The representation supports students in grouping tens and ones and encourages them to use place value understanding and to apply the distributive property (MP7).
This activity is an opportunity for students to b... |
6.SP.A.1 | Warm-up
This warm-up allows students to practice creating a box plot from a five-number summary and think about the types of questions that can be answered using the box plot. To develop questions based on the box plot prompts students to put the numbers of the five-number summary into context (MP2).
As students work, ... |
G-GMD.A.3 | Activity
Students use concepts of volume and unit conversion to enhance their understanding of density.
Launch
Tell students that 1 cubic meter is equal to 1,000,000 cubic centimeters and 1 kilogram is equal to 1,000 grams. Suggest that students pay careful attention to units as they work through this task.
Monitor for... |
6.RP.A.3b | Activity
Students use and compare rates per 1 in a shopping context as they look for “the best deal.” The purpose of this activity is to remind students how unit price contexts work and to start to nudge them toward more efficient ways to compare unit prices.
While this task considers “the best deal” to mean having the... |
5.NF.B.4 | Problem 1
Some of the problems below can be solved by multiplying
$$\tfrac{1}{8}\times\tfrac{2}{5}$$
, while others need a different operation. Select the ones that can be solved by multiplying these two numbers. For the remaining, tell what operation is appropriate. In all cases, solve the problem (if possible) and in... |
4.OA.C.5 | Problem 1
Giovanni’s Pizza can seat groups of different sizes at their tables. The square tables at Giovanni’s Pizza seat 4 people each. For bigger groups, square tables can be joined by pushing them together so that they share a side. Two tables pushed together seat 6 people. Three tables pushed together can seat 8 pe... |
5.G.A.1 | Problem 1
The New England Aquarium rescues sea animals that are in danger, like sea turtles. On a recent rescue mission, two boats left different docks at the New England Aquarium and headed toward Harbor Island. They want to take parallel paths to the island so that they don’t risk running into each other.
###IMAGE0##... |
7.RP.A.3 | Launch
Arrange students in groups of 3--4. Provide each group with a set of newspaper clippings involving percentage increase and decrease.
Tell students to take turns sorting the clippings into the piles representing percentage increase and percentage decrease and explaining the decision. If there is a disagreement, p... |
K.CC.B.4b | Narrative
The purpose of this activity is for students to count groups of up to 10 images and notice that the order counted does not change the number of images. This understanding develops over time with repeated experiences counting objects and groups of images in different arrangements (MP8).
Set up stations for stu... |
G-CO.B.7 | Activity
In this activity, students prove the Side-Angle-Side Triangle Congruence Theorem. They are encouraged to use an example of a proof that they can repurpose for this situation. This puts the focus on looking for and making use of structure (MP7), rather than coming up with the right words to justify that their s... |
5.NF.A.2 | Task
Alex, Bryan, and Cynthia are about to eat lunch, and they have two sandwiches to share.
Draw a picture to show how they could equally share the sandwiches. How much of a sandwich does each person get?
Write an equation involving addition to show how together these parts make up the 2 sandwiches. Explain how the e... |
3.NF.A.3a | Narrative
The purpose of this activity is for students to use fraction strips to identify equivalent fractions and explain why they are equivalent. Highlight explanations that make clear that the parts that represent the fractions are the same size and the parts of the fractions refer to the same whole.
Required Materi... |
4.MD.C.5 | Narrative
In this activity, students work with a partner to replicate images of angles. One partner describes the figure and the other draws based on the verbal descriptions. The purpose of the activity is to draw students’ attention to how they use the vocabulary they have learned from previous lessons to describe the... |
A-SSE.A.2 | Activity
This activity aims to solidify students’ observations about the structure connecting the standard form and factored form. Students find all pairs of factors of a number that would lead to a positive sum, a negative sum, and a zero sum. They then look for patterns in the numbers and draw some general conclusion... |
4.MD.C.7 | Narrative
In this activity, students use their knowledge of
\(90^\circ\)
,
\(180^\circ\)
, and
\(360^\circ\)
and paper cutouts of some acute angles to determine the measurements of those angles. They then use those measurements to compose and find the measurements of larger angles.
No explicit directions for finding th... |
A-REI.B.4b | Warm-up
This warm-up prompts students to think about substituting non-real complex numbers for variables in quadratic equations for the first time. Up until this point, students have only substituted real numbers for variables. This opens up the possibilities for what numbers could be solutions to equations. This idea ... |
F-IF.B.4 | Task
Below are 4 verbal descriptions, 3 graphs, and 3 tables of values. Match each of the following descriptions with an appropriate graph and table of values. Create the missing graph and the missing table of values.
1. The weight of your jumbo box of cereal decreases by an equal amount every week.
2. The value of the... |
8.F.B.4 | Activity
This activity begins connecting proportional relationships, which students learned in previous grades, to functions. Students use function language with proportional relationships and make connections between what they know about functions and what they know about proportional relationships. Students use simil... |
G-C.B.5 | Problem 1
Below is a diagram of a yard and its sprinkler system. The sprinklers are placed at point
$$C$$
and point
$$A$$
spraying in an arc as shown by the dark shaded area on the diagram.
###IMAGE0###
Assuming each unit is a foot, what is the area of the yard that is
not
watered by the sprinklers?
Problem 2
Amy wante... |
F-IF.C.7a | Warm-up
This warm-up reminds students about features of the graph that are visible in the different forms of expressions defining a quadratic function.
Student Facing
These expressions each define the same function.
\(x^2 + 6x +8 \qquad (x+2)(x+4) \qquad (x+3)^2-1\)
Without graphing or doing any calculations, determine... |
G-GPE.B.5 | Task
Suppose $\ell$ and $k$ are lines with slopes $m$ and $-\frac{1}{m}$ respectively where $m$ is a non-zero real number. The goal of this task is to show that $\ell$ and $k$ are perpendicular. Below is a sample picture of $\ell$ and $k$ along with several marked points.
###IMAGE0###
In this picture, $\overleftrightar... |
6.NS.C.7c | Problem 1
Ms. Miller checked her bank account balance and saw she had a balance of −$50.
a. What is the magnitude of Ms. Miller's debt?
b. If Ms. Miller’s balance changes to be lower than −$50, would she then have more or less debt?
c. If Ms. Miller’s debt decreases, then what happens to her account balance?
Prob... |
6.NS.B.3 | Activity
In this activity, students practice calculating quotients of decimals by using any method they prefer. Then, they extend their practice to calculate the division of decimals in a real-world context. While students could use ratio techniques (e.g., a ratio table) to answer the last question, encourage them to u... |
4.MD.C.5 | Narrative
Previously, students sorted angles in ways that made sense to them. In this activity, students reason about how to compare angles based on a measurable attribute. They are asked to sort the angles from smallest to largest. Students may interpret this prompt in many ways, but all students must begin to reason ... |
5.NBT.B.7 | Problem 1
Act 1: Watch the first 27 seconds of the following
video from the 2016 Olympics
.
a. What do you notice? What do you wonder?
b. Who won the relay race? By how much? Make an estimate.
Problem 2
Act 2: Use the following information to determine who won the relay race and by how much.
###TABLE0###
Problem 3
... |
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