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8.EE.C.8 | Optional activity
In this activity, students solve a variety of systems of equations, some involving fractions, some involving substitution, and some involving inspection. This gives students a chance to practice using the methods they have learned in this section for solving systems of equations to solidify that learn... |
2.OA.B.2 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for making a ten to add. When students look for ways to decompose an addend to make 10, students look for and make use of the structure of numbers and the properties of operations (MP7). These understandings help students... |
F-IF.B.4 | Task
An important example of a model often used in biology or ecology to model
population growth is called the logistic growth model. The general
form of the logistic equation is
$$
P(t) = \frac{KP_0e^{rt}}{K+P_0(e^{rt}-1)}.
$$
In this equation $t$ represents time, with $t = 0$ corresponding to when the population in ... |
1.OA.D.7 | Task
Compare the number of circles in each box. If they are equal, write a number sentence. For example:
###IMAGE0###
$$4+3=5+1+1$$
If they are not equal, write "not equal."
###IMAGE1###
###IMAGE2###
###IMAGE3###
###IMAGE4###
###IMAGE5###
###IMAGE6###
|
8.G.B.7 | Optional activity
In the previous activity, students generalized that the diagonals of squares are related to the side length of the square by a factor of about 1.4, or exactly
\(\sqrt2\)
.
In this activity, students apply their generalization about the diagonals of squares to isosceles right triangles. To find the len... |
5.NF.B.7a | Narrative
In this activity, students notice as the divisor increases for a given dividend, the quotient gets smaller. Students may recognize and explain the relationship between multiplication and division. For example, they may notice that dividing one quarter into two equal pieces is the same as finding the product o... |
8.NS.A.2 | Activity
In previous activities and lessons, students found the exact area of a square in order to find an approximation for the square root of an integer. In this activity, students start with a square root of an integer, and draw a square to verify that a given approximation of the square root is reasonable. This is ... |
8.G.A.1a | The two triangles in the picture below are congruent:
###IMAGE0###
a. Give a sequence of rotations, translations, and/or reflections that take
$${\triangle PRQ}$$
to
$${\triangle ABC}$$
.
b. Is it possible to show the congruence in part (a) using only translations and rotations? Explain.
|
F-IF.C.8b | Problem 1
Malik bought a new car for $15,000. As he drove it off the lot, his best friend, Will, told him that the car’s value just dropped by 15% and that it would continue to depreciate 15% of its current value each year.
If the car’s value is now $12,750 (according to Will), what will its value be after 5 years? Com... |
6.RP.A.3 | Task
Joe was planning a business trip to Canada, so he went to the bank to exchange \$200 U.S. dollars for Canadian (CDN) dollars (at a rate of \$1.02 CDN per \$1 US). On the way home from the bank, Joe’s boss called to say that the destination of the trip had changed to Mexico City. Joe went back to the bank to exchan... |
2.NBT.A.2 | Narrative
The purpose of this Choral Count is for students to practice counting on by 5 and to notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson and future lessons when students show their thinking when finding total values of sets of coins.
Launch... |
2.MD.D.10 | Narrative
The purpose of this activity is for students to use a bar graph to compare two quantities and describe the methods they use to find the unknown difference. Monitor for students who draw on the graph and describe ways of finding the difference by counting on or counting back. If students draw on their graph or... |
8.EE.C.7b | Activity
The purpose of this activity is for students to think about what they see as “least difficult” and “most difficult” when looking at equations and to practice solving equations. Students also discuss strategies for dealing with “difficult” parts of equations.
Launch
Keep students in the same groups of 2. Give s... |
6.NS.A.1 | Warm-up
By now students have written many division equations based on verbal descriptions of situations. This warm-up prompts them to go in the other direction: to interpret a division expression and write a fitting question the expression could help answer. Then, they trade descriptions with a partner and reason about... |
8.F.A.2 | Activity
In this activity, students practice making connections between different representations of the same situation. If desired, they can also identify and create any missing representations (this would require removing some cards from the sets you distribute). The practice will be helpful when students make connec... |
5.NF.B.4 | Problem 1
Solve. Show or explain your work.
a.
$${{2\over3} }$$
of
$${{4\over5}}$$
b.
$${{4\over9}}\times \frac{5}{8}$$
Problem 2
A farmer’s land measures
$${{7\over8}}$$
of a mile long and
$${{4\over5}}$$
of a mile wide. What is the area, in square miles, of the farmer’s land?
|
5.NBT.B.7 | Narrative
The purpose of this activity is for students to understand that the standard algorithm for addition can be used with decimals. Students first find the value of a sum of decimals using a strategy that makes sense to them and then see calculations organized using the standard algorithm. They recognize the impor... |
6.RP.A.3b | Activity
In this task, students calculate and interpret both
\(\frac{a}{b}\)
and
\(\frac{b}{a}\)
from a ratio
\(a:b\)
presented in a context. They work with less-familiar units. The term
unit rate
is introduced so that students have a general name for a “how many per 1” quantity.
In the first half of the task, students... |
5.MD.A.1 | Narrative
The purpose of this activity is for students to convert from meters to centimeters using the context of a standing broad jump, a common test for physical fitness. Students may multiply by 100 to convert from meters to centimeters or divide by 100 to convert from centimeters to meters. Students should be encou... |
5.MD.C.5 | Optional activity
In this activity, students compare the surface areas and volumes of three rectangular prisms given nets that are not on a grid. To do this, they need to be able to visualize the three-dimensional forms that the two-dimensional nets would take when folded.
In grade 5, students had learned to distinguis... |
4.MD.C.5 | Problem 1
What is the measure, in wedges, of the following angle?
###IMAGE0###
A ray that turns all the way around its endpoint and back to its starting place has made a full turn. We say that the ray has turned 360
degrees
.
###IMAGE1###
How many degrees has the ray turned from where it started?
###IMAGE2###
###IMAGE3... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to estimate whole number products in the context of volume. In the next activity students will calculate the smallest and largest volumes within the range recommended for each type of bird. The estimates here may or may not fall within the range, depending on the n... |
2.NBT.A.1 | Narrative
The purpose of this activity is for students to learn stage 2 of the Greatest of Them All center. Students use digit cards to create the greatest possible number. As each student draws a card, they choose where to write it on the recording sheet. Once a digit is placed, it can’t be moved. Students compare the... |
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... |
1.NBT.C.4 | Narrative
The purpose of this activity is for students to add 2 two-digit numbers within 100 and show their thinking with equations. Although some students may write each step of their thinking with equations, it is not required that they do so. Students can write one equation that shows the sum and represent their sol... |
8.G.A.2 | Warm-up
Polygons are special shapes because once we know the vertices, listed in order, we can join them by line segments to produce the polygon. This is important when performing rigid transformations. Because rigid transformations take line segments to line segments, once we track where the vertices of a polygon go, ... |
G-SRT.C.6 | Warm-up
This warm-up helps students recall the use of the Pythagorean Theorem and right triangle trigonometry. They’ll use these concepts in subsequent activities.
Launch
Provide students with access to scientific calculators.
Student Facing
Calculate the height of each solid. Round your answers to the nearest tenth if... |
5.G.B.3 | Task
Decide whether each of these statements is always, sometimes, or never true. If it is sometimes true, draw and describe a figure for which the statement is true and another figure for which the statement is not true.
A rhombus is a square
A triangle is a parallelogram
A square is a parallelogram
A square is a rho... |
1.NBT.C.4 | Narrative
In this activity, students find the value of sums with larger numbers using any method that makes sense to them. They may represent their thinking using connecting cubes, drawings, equations, or words. Monitor for the ways students use methods based on place value, including the language they use to describe ... |
G-SRT.B.5 | Optional activity
In both subsequent lessons and units, students will work extensively with similar right triangles. This activity gives students opportunities to practice the Pythagorean Theorem, and apply similar triangles in a contextual problem.
Launch
If students struggled to use the Pythagorean Theorem in a previ... |
6.RP.A.3 | A tee-shirt store sells long sleeve (LS) and short sleeve (SS) tee-shirts. In the fall, they stock 4 LS tee-shirts for every 3 SS tee-shirts. In the spring, they stock only 2 LS tee-shirts for every 5 SS tee-shirts.
If the store stocks the same number of tee-shirts in the fall and in the spring, and there are 105 SS te... |
4.NBT.A.2 | Problem 1
a. Look at the number line below:
###IMAGE0###
Based on where 0 and 100 are, what number do you think the question mark is on? Explain your choice.
b. Look at the number line below:
###IMAGE1###
Based on where 0 and 1,000 are, what number do you think the question mark is on? Explain your choice.
Problem ... |
8.F.B.4 | Activity
In this activity, students investigate how the height of water in a graduated cylinder is a function of the volume of water in the graduated cylinder. Students make predictions about how the graph will look and then test their prediction by filling the graduated cylinder with different amounts of water, gather... |
5.NBT.B.7 | Problem 1
Use the fact that 221 ÷ 17 = 13 to solve the following.
22.1 ÷ 17
2.21 ÷ 17
221 ÷ 1.7
221 ÷ 0.17
22.1 ÷ 1.7
2.21 ÷ 0.17
How did you determine where the decimal point would be in the quotients in Part (a) above? Why does that make sense?
Problem 2
Solve. Show or explain your work.
51 ÷ 6
45.2 ÷ 5
3.7 ÷ 20
14.0... |
3.G.A.1 | Sort these shapes (cut out from
Polygons Template
) into groups. You may sort them any way you want and into as many groups as you want. Be prepared to explain how you sorted the shapes.
Sort them another way.
|
G-GMD.B.4 | Activity
This task combines concepts of decomposition, cylinder and cone volume formulas, and solids of rotation.
If students choose to use 3D graphing technology, reviewing the Axis of Rotation lesson may be helpful. Making this technology available gives students an opportunity to choose appropriate tools strategical... |
2.MD.C.8 | Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet
Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.
|
8.F.B | Optional activity
This activity is optional. This activity is similar to the previous (optional) one from a function point of view, but now students investigate the volume of a cylinder instead of a rectangular prism. Students continue working with functions to investigate what happens to the volume of a cylinder when... |
F-IF.A | Warm-up
The goal of this warm-up is to review the meaning of a function presented graphically. While students do not need to use function notation here, interpreting the graph in terms of the context will prepare them for their work with functions in the rest of the unit.
Launch
Tell students to close their books or de... |
8.EE.B.5 | Task
Lena paid \$18.96 for 3 pounds of coffee.
What is the cost per pound for this coffee?
How many pounds of coffee could she buy for \$1.00?
Draw a graph in the coordinate plane of the relationship between the number of pounds of coffee and the total cost.
In this situation, what is the meaning of the slope of the li... |
7.EE.A.1 | Activity
In this activity students continue the work of generating equivalent expressions as they decide where to place a set of parentheses and explore how that placement affects the expressions.
Launch
Arrange students in groups of 2. Tell students to first complete both questions independently. Then, trade one of th... |
5.NBT.B.7 | Warm-up
The purpose of this Number Talk is to elicit strategies and understandings students have for determining how the size of a quotient changes when the decimal point in the divisor or dividend moves. These understandings help students develop fluency and will be helpful later in this lesson when students will need... |
2.MD.C.8 | Task
Materials
Coins and dollar bills
Problem with table of costs displayed
###TABLE0###
How much money would you spend if you purchased one of each animal at the pet shop?
If you have \$3 to spend at the pet shop, what animals would you buy?
What two animals could you buy if you have \$2 to spend? How much change will... |
1.NBT.B.2c | Narrative
The purpose of this Choral Count is to invite students to practice counting by 10 and notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson when students count collections with a number of objects that is a multiple of 10.
In this warm-up, st... |
6.RP.A.2 | Task
2 bottles of water cost $5.00.
Fill in the table that shows the costs for 4, 6, and 8 bottles. Find the cost for a single bottle in each case.
###TABLE0###
5 granola bars cost $4.00
Fill in the table that shows the costs for 10, 15, and 20 granola bars. Find the cost for a single granola bar in each case.
###TABLE... |
7.RP.A.2a | Problem 1
Is the perimeter of a square proportional to the side length of a square?
Is the area of a square proportional to the side length of a square?
Justify your answer to each question using tables, graphs, and/or equations.
Problem 2
At Sunny’s Market, soda water costs $2.55 for 3 liters.
Which stores below sell ... |
3.OA.C.7 | Stage 2: Factors 1–9
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Multiplication and Division Stage 2 Gameboard
Narrative
Students multiply using factors of 1–9. Partner A chooses two numbers and places a paper clip on each number. They multi... |
4.NBT.A.2 | Narrative
In this activity, students approach 10,000 by counting up in different ways. Each count ends by reaching 10,000. Students count by different amounts and describe patterns and relationships between numbers. The activity is designed to highlight familiar counting patterns as a way to support naming and writing ... |
F-BF.A.1 | Task
On June 1, a fast growing species of algae is accidentally introduced into a lake in a city park. It starts to grow and cover the surface of the lake in such a way that the area covered by the algae doubles every day. If it continues to grow unabated, the lake will be totally covered and the fish in the lake will ... |
4.NF.B.4 | Narrative
The purpose of this How Many Do You See is to elicit ideas about equal groups of fractional amounts and to prepare students reason about multiplication of a whole number and a fraction. Students may describe the oranges with a whole number without units or without specifying “halves” (for instance, they may s... |
F-LE.A.2 | Optional activity
This optional activity gives students an additional opportunity to apply what they know about key characteristics of an exponential function and use it to model real-world data. Unlike previous activities, the data have not been adjusted to perfectly fit an exponential model. Students will need to mak... |
S-ID.B.6 | Warm-up
The mathematical purpose of this activity is for students to match bivariate data with its context. Students should think about whether they might expect a strong correlation or not as well as whether the relationship has a positive or negative correlation. Monitor for students who discuss linear relationships ... |
S-ID.A.4 | Activity
In this activity, students work through a case in which looking at all the possible combinations of regrouping experimental data is too much to consider. In many cases, even the simulations are too many to use to find exact proportions of mean differences to compare with the original difference in means. In th... |
6.EE.A.1 | Activity
This activity uses the context of a genie who gives a magic coin that doubles in number each day. This context reminds students about the need for exponential notation in thinking about problems involving repeated multiplication. For the sake of simplicity, the problem was written so that the exponent is equal... |
3.MD.C.7d | Warm-up
This activity prompts students to use reasoning strategies from earlier lessons to compare the areas of two figures. It is also an opportunity to use (or introduce) tracing paper as a way to illustrate
decomposing
and
rearranging
a figure.
As students work, look for students who are able to explain or show how ... |
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... |
4.NF.A.1 | Narrative
In this activity, students continue to use the idea of partitioning a number line into smaller increments to reason about and generate equivalent fractions. Through repeated reasoning, students begin to see regularity in how the process of decomposing parts on a number line produces the numbers in the equival... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to add and subtract within 1,000. Students begin the activity by analyzing different expressions without adding or subtracting to determine which values they think would be the least and most challenging to find. In the synthesis, students share different reasons w... |
G-C.A.2 | Problem 1
Based on the definition of each feature of a circle below, label the circle with the appropriate vocabulary words.
Arc:
Part of any curve
Central angle:
An angle formed by two radii with the vertex as the center of the circle
Chord:
A line segment containing two points on a curve
Diameter:
A line segment conn... |
A-REI.C.5 | Warm-up
The purpose of this warm-up is to give students an intuitive and concrete way to think about combining two equations that are each true.
Students are presented with diagrams of three balanced hangers, which suggest that the weights on the two sides of each hanger are equal. Each side of the last hanger shows th... |
G-SRT.C.8 | Given right triangle
$${A{BC}}$$
with hypotenuse
$${AB=8.5}$$
and
$${m\angle A=55^\circ}$$
, find
$${AC}$$
and
$${BC}$$
to the nearest hundredth.
###IMAGE0###
|
7.SP.C.5 | Activity
The last activity in this lesson moves one more step closer to quantifying likelihood of scenarios by ordering them individually rather than into groups. Some of the scenarios have a numerical probability expressed as a percentage, some in decimal form, some as a fraction, and some do not have a numerical prob... |
A-SSE.B.4 | Task
Susan has an ear infection. The doctor prescribes a course of antibiotics. Susan is told to take 250 mg doses of the antibiotic regularly every 12 hours for 20 days.
Susan is curious and wants to know how much of the drug will be in her body over the course of the 20 days. She does some research online and finds o... |
3.OA.D.9 | Narrative
This activity prompts students to examine patterns in multiples of 10 and 9, and to notice that the digits in the multiples of 9 can be reasoned in relation to the more-familiar multiples of 10. Students use what they know about the place value and operations to explain the patterns in these multiples (MP7). ... |
1.NBT.C.6 | Narrative
The purpose of this activity is for students to learn stage 2 of the Check It Off center. Students take turns picking two number cards that are multiples of 10 (0–90) and choose whether to make an addition or subtraction expression. Students check off the value of the sum or difference (0–90) and then write t... |
8.EE.B | Activity
In this task, students are presented with a situation that leads to a linear relationship that is not proportional because there is a non-zero starting amount. By trying to answer the question, “How many cups are needed to get to a height of 50 cm?” the students explore the rate of change, which is the increas... |
4.OA.C.5 | The first number in a pattern is 5. The pattern rule is to add 6.
a. Fill in the blanks below to write up to the seventh term in the pattern.
5, ___, ___, ___, ___, ___, ___
b. Why are all of the numbers in the pattern in Part (a) odd?
|
4.NBT.A.2 | Problem 1
Write 500,000 + 20,000 + 6,000 + 100 + 4 in standard and word form.
Problem 2
Write three hundred forty thousand, seventy-eight in standard and expanded form.
Problem 3
Write 73,906 in word and expanded form.
|
6.SP.A.2 | Activity
This activity is designed to expand both students’ exposure to various features of distributions and the language they could use to describe distributions. Students sort histograms based on features such as symmetry, gaps, clusters, and unusual values. In earlier grades, students used the term “symmetry” to de... |
A-REI.A.1 | Problem 1
Which strategy would you use to solve each of the following problems? Justify your answer. (You do not need to solve them.)
$${\left\{\begin{matrix}2x-6y=24 \\ x+4y=16 \end{matrix}\right.}$$
$${\left\{\begin{matrix}4x-3y=15 \\ 2x+9y=32 \end{matrix}\right.}$$
Problem 2
Greg wants to buy a new car. He looks at ... |
7.SP.A.1 | Warm-up
The purpose of this warm-up is for students to compute the fraction of individuals whose responses fall in a specified category. This activity gives students time to think about how to compute these fractions from categorical data.
For the second and third questions, students may debate whether to include the 1... |
2.NBT.B.5 | Narrative
The purpose of this Number Talk is to elicit the ways students look for to use the structure of two-digit numbers to subtract (MP7). These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to find the difference between the estimate and ac... |
8.G.A.5 | Activity
The goal of this task is to experiment with rigid motions to help visualize why alternate interior angles (made by a transversal connecting two parallel lines) are congruent. This result will be used in a future lesson to establish that the sum of the angles in a triangle is 180 degrees. The second question is... |
5.NBT.B.7 | Stage 7: Multiply Fractions and Whole Numbers to 5
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 7 Recording Sheet
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 6 cards and chooses 3 of them to c... |
4.MD.C.5 | Narrative
In this activity, students identify and sketch angles in their environment—in the text, graphics, and shapes in their physical surroundings—and reinforce the idea of an angle as a figure made up of two rays that share an endpoint.
In future lessons, students will look more closely at the properties of angles ... |
S-IC.A.1 | Problem 1
Part A: Predict the shape of the graph at 2,000 trials.
###TABLE0###
Part B: At 1,799 trials, the graph looks like this:
###IMAGE0###
The mean of the data is approximately 6, and the standard deviation is 1.7. The blue lines around the graph are what should be the "ideal" normal distribution.
Describe what th... |
K.CC.B | Narrative
The purpose of this activity is for students to experience center choice time for the first time. Students choose from activities that offer practice counting up to 20 objects or adding within 10. Students choose from previously introduced centers and are encouraged to choose the center that will be most help... |
S-CP.A.3 | Activity
The mathematical purpose of this activity is to use a two-way table as a sample space to decide if events are independent and to estimate conditional probabilities. Listen for students mentioning the concept of conditional probability.
Launch
Arrange students in groups of two. Give students quiet time to work ... |
G-CO.C.10 | Activity
In later lessons, students will encounter situations in which they need to figure out if they have enough information to be sure two triangles are similar, based on angle measure alone. This activity introduces that concept as students grapple with whether the given information is enough to figure out that at ... |
F-LE.A.1 | Activity
This is the first of two activities where students define sequences with equations and use their equations to answer questions about the context (MP2). The population values were purposefully chosen in order for students to focus on creating representations (like tables and graphs) and not on calculating “best... |
5.NBT.B.7 | Naja brought $20 to the corner store.
She spent $3.49 on candy.
She spent $5.79 on a Jamaican beef patty.
How much money did Naja have left?
|
G-GMD.B.4 | Activity
Students combine their experience with solids of rotation and their understanding of cylinder volume.
No specific directions are given in regard to specifying how students should express their volume answer. Monitor for students who leave their answers in terms of
\(\pi\)
and those who found an approximate dec... |
G-MG.A.1 | Task
Global Positioning System or GPS devices receive input from satellites and use
this information to locate our position on the planet. The information received from
each individual satellite gives the distance from the GPS device to that satellite and the location of the satellite. The set of points at a fixed ... |
6.RP.A.1 | Warm-up
The purpose of this warm-up is to quickly remind students of different ways to write ratios. They also have an opportunity to multiply the number of each type of shape by 2 to make two copies of the flower, which previews the process introduced in this lesson for making a double batch of a recipe.
Launch
Arrang... |
8.NS.A | Warm-up
The purpose of this warm-up is for students to reason about square roots by estimating the value of each expression. The values given as choices are close in range to encourage students to use the square roots they know to help them estimate ones they do not. These understandings will be helpful for students in... |
A-SSE.B.4 | Warm-up
The purpose of this warm-up is to elicit the idea that the number of triangles added at each iteration of the snowflake follows a pattern, which will be investigated further in the following activity (MP1). While students may notice and wonder many things about these images, the relationship between the total n... |
6.EE.A | Task
Sadie computes the perimeter of a rectangle by adding the length, $l$, and width, $w$, and doubling this sum. Eric computes the perimeter of a rectangle by doubling the length, $l$, doubling the width, $w$, and adding the doubled amounts.
Write an expression for Sadie’s way of calculating the perimeter. Write an e... |
F-IF.C.8a | Find all of the roots of the following quartic equation:
$${h(x)=x^4-2x^3-9x^2-18x}$$
|
F-LE.B.5 | Task
Suppose a can of cold soda is left in a warm room on a summer day. The graph below shows the temperature of the soda as it gradually increased:
###IMAGE0###
The function that describes the temperature, $F$, of the soda (in degrees Fahrenheit) after $t$ minutes can be expressed by
$$F(t)=C - R e^{-kt},$$
for some ... |
7.G.B.4 | Problem 1
Describe the relationship between the circumference of a circle and its diameter.
Problem 2
The top of a can of tuna is in the shape of a circle. If the distance around the top is approximately 251.2 mm, what is the diameter of the top of the can of tuna? What is the radius of the top of the can of tuna?
|
K.NBT.A.1 | Narrative
The purpose of this activity is for students to compose and decompose numbers 11–19 as 10 ones and some more ones. Students work with groups of 11–19 objects to represent a context about students in a classroom where there is room for 10 students to sit at a table and the rest of the students sit on a rug. To... |
7.G.A.2 | Activity
The purpose of this activity is to relate the process for
building
a triangle given 3 side lengths (using cardboard strips and metal fasteners) to the process for
drawing
a triangle given 3 side lengths (using a compass). Students use the cardboard strips as an informal compass for drawing all the possible loc... |
6.RP.A.1 | Activity
Students continue to use diagrams to represent the ratio of ingredients in a recipe as well as mixtures that contain multiple batches. They come to understand that a change in the number of batches changes the quantities of the ingredients, but the end product tastes the same. They then use this observation to... |
1.NBT.B.3 | Narrative
The purpose of this activity is for students to choose from activities that offer practice working with two-digit numbers. Students choose from any stage of previously introduced centers.
Target Numbers
Five in a Row
Get Your Numbers in Order
Required Materials
Materials to Gather
Materials from previous cent... |
3.OA.B.5 | Narrative
Previously, students multiplied two factors where one factor was a whole number and the other a teen number. The purpose of this activity is for students to make sense of multiplication of a one-digit number and a two-digit number greater than 20. Students analyze representations used to find
\(4 \times 23\)
... |
5.NF.B.7a | Narrative
The purpose of this Estimation Exploration is for students to think about dividing a unit fraction into smaller pieces. In the lesson, students will be given extra information so they can determine the exact size of shaded regions like the one presented here.
Launch
Groups of 2
Display the image.
“What is an ... |
5.NF.B.3 | Narrative
The purpose of this activity is for students to use a method of their choice, likely multiplication or division, to solve a contextual problem about equal sharing of the longest noodle ever made. The numbers in this activity are larger than the numbers students have worked with in previous lessons on division... |
5.NF.B.3 | Narrative
The purpose of this activity is for students to apply what they learned in earlier lessons to represent a division situation. During the synthesis, students connect what they know about division to multiplication when they see that the situation of 2 people equally sharing the distance in a 3 mile race can al... |
4.NF.A.2 | Narrative
This activity prompts students to compare multiple fractions and put them in order by size. The work gives students opportunities to look for and make use of structure (MP7) in each set of fractions and make comparisons strategically. For instance, rather than comparing two fractions at a time and in the orde... |
6.RP.A.3d | Activity
This activity is an opportunity to apply insights from the previous activity in a different context. In this activity, students convert between pounds and kilograms. The conversion factor is not given as a unit rate. As a result of the work in the previous activity, some students may compute and use unit rates... |
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