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8.EE.A.1 | Warm-up
This warm-up allows students to practice writing equivalent expressions. It prepares students to use this skill as they work with complex expressions arising from linear and exponential functions in this lesson.
Student Facing
For each given expression, write an equivalent expression with as few terms as possib... |
1.NBT.B.3 | Narrative
The purpose of this activity is for students to choose from activities focusing on two-digit numbers. Students are introduced to stage 6 of the Five in a Row center. Then students choose between that center or others previously introduced.
Students choose from any stage of previously introduced centers.
Five ... |
G-GMD.A.3 | Activity
The purpose of this activity is for students to practice solving problems that involve volumes of pyramids and cones. Monitor for various problem-solving strategies—in particular, for the problem in which students find the radius or height of a cone given a particular volume. Some students may substitute value... |
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... |
7.RP.A.2 | Activity
In this info gap activity, students write equations for several proportional relationships given in the contexts of a bike ride and steady rainfall. They use the equations to make predictions.
The info gap structure requires students to make sense of problems by determining what information is necessary, and t... |
G-CO.A.1 | Suppose
$${{\overline{AB}}}$$
is a line segment and
D
is a point not on
$${{\overline{AB}}}$$
as pictured below.
###IMAGE0###
Let
C
be the point so that
$${CD=AB}$$
,
$${\overleftrightarrow {CD} \parallel \overleftrightarrow {AB}}$$
and
ABCD
is a quadrilateral.
Draw
$${\overline {CD}}$$
using constructions.
Explain how... |
8.G.C.9 | Activity
The purpose of this activity is to give students opportunities to find the volumes of some cylinders. By finding the area of the base before finding the volume, students are encouraged to compute the volume by multiplying the area of its base by its height. This way of thinking about volume might be more intui... |
6.RP.A.3c | Warm-up
This warm-up gets students ready to think about making estimates of quotients. Estimation will be central in how students learn about the circumference and area of a circle.
Launch
Instruct students to find a method of estimation other than performing long division.
Student Facing
A student got 16 out of 21 que... |
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... |
3.MD.B.4 | Stage 2: Quarter Inches
Required Preparation
Materials to Gather
Paper
Rulers (inches)
Materials to Copy
Blackline Masters
Target Measurement Stage 2 Recording Sheet
Narrative
Students try to draw a line segment as close as possible to the length of the target measurement (in quarter inches).
|
6.NS.A.1 | Warm-up
This warm-up prompts students to interpret division of fractions in terms of the number of groups of one fraction in the other (i.e., “how many groups of this in that?” question). Students do not calculate the exact value of each expression. Instead, they decide if at least one group the size of the divisor is ... |
6.NS.B | Optional activity
In this Fermi problem, students estimate the total number of tiles needed to cover the Washington Monument.
Monitor for different approaches to solving the problem, and select students to share during the discussion. In particular, look for:
A range of estimates
Different levels of precision in report... |
G-GMD.A.1 | Activity
A sorting task gives students opportunities to analyze representations, statements, and structures closely and make connections (MP2, MP7). In this task, students sort solids based on features of their choosing. The structures students identify will allow them to extend the adjectives
right
and
oblique
to pyra... |
2.NBT.B.5 | Narrative
The purpose of this warm-up is for students to interpret and connect base-ten diagrams and equations and describe how they work. This will be useful when students choose their own representations and methods for subtraction during center activities. Although students may notice and wonder many things about th... |
7.RP.A.2c | Activity
This activity revisits a context seen previously. Students solved problems like this as early as grade 3 without formulating them in terms of ratios or rates (“If 1 cup of rice serves 3 people, how many people can you serve with 12 cups of rice?”). In this activity, they ultimately find an equation for the pro... |
3.MD.C.7c | Task
Part I.
a. How many circles are there in all? Write down a number sentence that shows how you thought about it.
###IMAGE0###
b. Alonso said he figured out how many shaded circles there were first and then how many unshaded circles there were second. Once he knew how many of each, he added them together to find t... |
4.G.A.1 | Narrative
In this warm-up, students practice identifying obtuse angles in an image. They may, for instance, rely on the symmetry of the figure or on a grouping strategy, or otherwise scan the figure in a methodical way.
Launch
Groups of 2
“How many angles do you see? How do you see them?”
Display the image.
1 minute: q... |
3.NF.A.3c | Narrative
This Number Talk encourages students to use what they know about the meaning of fractions and about properties of operations to mentally relate fractions that are equivalent to whole numbers.
Launch
Display one fraction.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quie... |
6.NS.C.6 | Warm-up
The purpose of this warm-up is for students to review plotting and labeling points that include negative coordinates and use repeated reasoning to generalize patterns in the coordinates of points in each quadrant (MP8).
Digital
Launch
Arrange students in groups of 4. Assign each person in a group a different qu... |
3.MD.D.8 | Stage 4: Area and Perimeter
Required Preparation
Materials to Gather
Folders
Materials to Copy
Blackline Masters
Can You Draw It Stage 4 Recording Sheet
Narrative
Partner A draws a rectangle and tells Partner B either the area or the perimeter of their shape. Partner B tries to draw the rectangle. They earn two point... |
3.NBT.A.3 | Narrative
The purpose of this How Many Do You See is for students to use grouping strategies to describe the images they see.
When students use grouping to find the total in a multiple of tens, they look for and make use of structure (MP7).
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash the image.... |
8.EE.A.1 | Optional activity
This activity is optional because it revisits below grade-level content. In this activity, students decide which values of an exponent will make an equation true. The word
solve
is purposely avoided to encourage students to look for and make use of the structure of exponential expressions rather than ... |
7.NS.A | Warm-up
The purpose of this warm-up is for students to reason about numeric expressions using what they know about operations with negative and positive numbers without actually computing anything.
Launch
Explain to students that we sometimes leave out the small dot that tells us that two numbers are being multiplied. ... |
S-CP.A.1 | Optional activity
The mathematical purpose of this activity is to compare probabilities calculated through experimentation to probabilities calculated by using the sample space. The activity is optional to offer students additional practice with creating sample spaces, calculating probability, and comparing hands-on ex... |
F-BF.B.4a | Problem 1
Complete the table below to determine the process for finding the inverse of a function. The price of hats is written as a function of the number of hats,
$$h$$
, produced.
###IMAGE0###
Problem 2
Below is a graph of a relation,
$$f$$
, represented as individual points.
###IMAGE1###
Explain why the relation
$$... |
7.RP.A.3 | Optional activity
In this activity, students measure lengths and determine possibilities for actual lengths. There are two layers of attending to precision (MP6) involved in this task:
Deciding how accurately the pencils can be measured, probably to the nearest mm or to the nearest 2 mm, but this depends on the eyesigh... |
6.RP.A.3d | Task
Malik is using a cookbook to make a recipe, but he can not find his measuring cups! He has, however, found a tablespoon. Inside the back cover of the cookbook, it says that 1 cup = 16 tablespoons.
Explain how he could use the tablespoon to measure out the following ingredients:
2 cups of flour
½ cup sunflower seed... |
4.MD.C.7 | Narrative
This warm-up prompts students to visualize the idea of arranging angles around a point and adding their measurements as more pieces are added. The angles are familiar angles:
\(90^\circ\)
,
\(180^\circ\)
, and
\(270^\circ\)
. Students previously arrived at these benchmarks by decomposing a full turn or
\(360^... |
4.NBT.A | Narrative
In the second round of analysis and design, students use their knowledge of operations and expressions to complete a Which One Doesn’t Belong set with two missing items. Students first study the attributes of the given items. They articulate why the items all belong to a set and why each one has a reason not ... |
8.SP.A.1 | Task
Is there an association between the weight of an animal’s body and the weight of the animal’s brain? 1. Make a scatterplot using the following data.
###TABLE0###
Do there appear to be outliers in this data? Which animals appear to be outliers? Explain how you identified these outliers.
Removing the outliers from t... |
5.NBT.A.4 | Narrative
The purpose of this activity is for students to round to the nearest tenth and hundredth. Students have rounded in earlier grades but this is the first time they round to tenths or hundredths. This is a direct extension of rounding to the nearest ten, hundred, thousand, and other whole number values. Locating... |
8.G.A.3 | Task
Below is a picture of a triangle on a coordinate grid:
###IMAGE0###
Draw the reflection of $\triangle ABC$ over the line $x = -2$. Label
the image of $A$ as $A^\prime$, the image of $B$ as $B^\prime$ and
the image of $C$ as $C^\prime$.
Draw the reflection of $\triangle A^{\prime}B^{\prime}C^\prime$ over the line ... |
A-REI.B.4b | Activity
Earlier, students noticed that when an expression
\(kx+m\)
is squared and written in standard form
\(ax^2+bx+c\)
, the value of
\(b\)
is
\(2km\)
and the value of
\(c\)
is
\(m^2\)
. In this activity, they use these observations to complete expressions to make them perfect squares and then write them as squared ... |
6.G.A.2 | Warm-up
This warm-up reviews the volume work students had done previously to prepare for the work in this lesson. It reinforces the idea of using unit cubes and fractional-unit cubes as a way to measure the volume of a rectangular prism.
Launch
Give students 2–3 minutes of quiet work time. Follow with a class discussio... |
3.MD.A.2 | Narrative
The purpose of this warm-up is to elicit the idea that there are many mathematical contexts at a state or county fair, and to familiarize students with some possible situations before they solve problems in upcoming activities.
Launch
Groups of 2
Display the images.
“What do you notice? What do you wonder?”
1... |
2.MD.D.9 | Narrative
The purpose of this warm-up is to have students consider a new type of data representation, the line plot. While students may notice and wonder many things about the two data representations, describing the differences between the data represented in a bar graph (categorical) and the data represented in a lin... |
A-REI.B.4b | Task
The first three steps of three visual patterns are shown below.
###IMAGE0###
###IMAGE1###
###IMAGE2###
Here are functions that define how many tiles are in step $n$, in no particular order: $$f(n)=3n^2$$ $$g(n)=n^2+4$$ $$h(n)=n^2-1$$
Decide which function defines which pattern.
One of these patterns has a step wit... |
7.SP.C | Activity
In this activity, students have the opportunity to design their own simulations that could be used to estimate probabilities of real-life events (MP4). Students attend to precision (MP6) by assigning each possible outcome for the real-life experiment to a corresponding outcome in their simulation in such a wa... |
7.RP.A | Task
Angel and Jayden were at track practice. The track is $\frac25$ kilometers around.
Angel ran 1 lap in 2 minutes.
Jayden ran 3 laps in 5 minutes.
How many minutes does it take Angel to run one kilometer? What about Jayden?
How far does Angel run in one minute? What about Jayden?
Who is running faster? Explain your ... |
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 and notice that the number of objects stays the same when a collection is counted multiple times (MP8). Students are provided with 10-frames and counting mats to help them organize their collections. Stude... |
A-APR.C.4 | Activity
The purpose of this activity is to bring together identities and the work students did earlier with rational equations. For each question, students first rewrite the fraction
\(\frac{2}{15}\)
using the given formula and then prove that the formula is an identity.
The whole-class discussion at the end of the ac... |
7.RP.A.3 | Activity
The purpose of this activity is to give students practice using the language of percent error. The problems here are similar in structure to percent increase or decrease problems, but the language is different. Students may need some help interpreting the language used for percent error and drawing parallels t... |
5.MD.C.5c | Narrative
The purpose of this activity is for students to find the volume of a figure in different ways. The given figure can be decomposed in two ways into rectangular prisms by making different cuts. However, it can also be found using a single, larger rectangular prism by removing a smaller rectangular prism. This p... |
8.EE.C.7a | Activity
In this activity students solve a variety of equation types; both in form and number of solutions. After solving the 10 equations, groups sort them into categories of their choosing. The goal of this activity is to encourage students to look at the structure of equations before solving and to build fluency sol... |
8.G.A.1 | Activity
The purpose of this activity is to have students identify corresponding parts in congruent triangles.
Identify students who:
make general statements such as “The lines look parallel.”
make arguments based on properties of rotations
make arguments based on alternate interior angles being congruent
Making dynami... |
K.G.B.4 | Stage 3: Describe and Find
Required Preparation
Materials to Gather
Geoblocks
Solid shapes
Narrative
Students describe solid shapes so their partner can identify the shape out of a set of 4–6 solid shapes.
|
F-BF.B.3 | Problem 1
Given
$${f(x)=x^2}$$
shown on the graph below, perform the necessary transformations and graph such that
$${ g(x)=-2(x-1)^2+2}$$
.
###IMAGE0###
Problem 2
Analyze the function below in terms of:
Interval(s) where the function is increasing
Interval(s) where the function is decreasing
Zeros
Maximum value
Domain... |
N-Q.A.2 | Below is an illustration of an aquarium. There are four possibilities of changes that affect the water level: addition/removal of a rock, insertion/removal of a plug, turn on/off the faucet, use the bucket to add/remove water.
###IMAGE0###
The graph below shows the height of the water in the aquarium over a 17-minute t... |
A-CED.A.3 | Warm-up
Students will answer questions about similar situations in their Algebra 1 class, and later in this lesson. The contexts of bank accounts and insurance purchases may be unfamiliar to students, especially English learners and students whose communities are not well served by banks or whose families do not have c... |
4.G.A.3 | Task
Mr. Watkins asked his students to draw a line of symmetry for a circle
with center $O$ pictured below:
###IMAGE0###
Lisa drew the picture below. Is Lisa correct?
###IMAGE1###
Brad drew the picture below. Is Brad's picture correct?
###IMAGE2###
How many lines of symmetry does a circle have? Explain.
Explain why ea... |
3.MD.C.5b | Warm-up
This warm-up activates and refines students' prior knowledge of area. It prompts students to articulate a definitionof
area
that can be used for the rest of the unit. This definition of area is not new, but rather reiterates what students learned in grades 3–5.
Before this lesson, students explored tiling and t... |
F-IF.C.8b | Task
A preserved plant is estimated to contain $1$ microgram (a millionth of a gram) of
Carbon $14$. The amount of Carbon 14 present
in the preserved plant is modeled by the equation
$$
f(t) = A\left(\frac{1}{2}\right)^{\frac{t}{5730}}
$$
where $t$ denotes time since the death of the plant, measured in years,
and $A... |
1.NBT.B.3 | Narrative
The purpose of this activity is for students to write the symbol or number that makes a comparison statement true. Students then read the comparison statement. This activity has two parts. In the first part, students are given two numbers with a blank space in which to write a comparison symbol that makes the... |
7.RP.A.2 | Warm-up
This warm-up sets the stage for this lesson. Students are presented with the basic question of whether baths or showers use more water and they brainstorm information that might help them investigate the question.
Launch
"Some people take showers, some people take baths. There is disagreement over which one tak... |
7.SP.A.1 | As a member of the student council at your school, you want to determine if the seventh-grade students prefer to have an after-school soccer program or an after-school movie club. There are 110 seventh-grade students at your school, and you decide to take a sample of 20 students.
Describe in detail how you can randomly... |
5.NF.B.4 | Solve. Show or explain your work.
a.
$${{2\over3} \times {5\over6}}$$
b.
$${{4\over9} \times { 3\over 8}}$$
|
6.NS.B.4 | Task
Nina was finding multiples of 6. She said,
18 and 42 are both multiples of 6, and when I add them, I also get a multiple of 6: $$18+42 = 60.$$
Explain to Nina why adding two multiples of 6 will always result in another multiple of 6.
|
4.NBT.A.2 | Task
Arrange these numbers in increasing order, beginning with the least.
$$2400 \qquad 4002 \qquad 2040 \qquad 420 \qquad 2004$$
Arrange these numbers in decreasing order, beginning with the greatest.
$$1470 \qquad 847 \qquad 710 \qquad 1047 \qquad 147$$
|
5.NBT.B.7 | Optional activity
In this activity, students use symbols and diagrams to find a sum that requires regrouping of base-ten units. Use this activity to give students more explicit instruction on how to bundle smaller units into a larger one and additional practice on using addition algorithm to add decimals.
Again, consid... |
7.SP.A.2 | Problem 1
Akilah is running for seventh-grade class president. There are 100 students in the seventh grade at her school. To better understand her chances of winning, Akilah asks a random sample of 20 seventh graders if they plan to vote for her. In her sample, 12 out of the 20 students said they planned to vote for he... |
1.NBT.A.1 | Narrative
The purpose of this activity is for students to produce written numbers for a given quantity represented in different ways. Some representations show the tens on the left and others show the ones on the left. Students must attend to the units in each representation and the meaning of the digits in a two-digit... |
4.NF.B.3c | Task
Dennis and Cody are building a castle out of plastic building blocks. They will need $2\frac12$ buckets of blocks for the castle they have in mind. Dennis used to have two full buckets of blocks but lost some and now has $1\frac34$ buckets. Cody used to have two full buckets of blocks too, but now has $1\frac14$ b... |
4.G.A.3 | Narrative
In this activity, students are given the result of folding a shape along one or more lines of symmetry and asked to reason about the original shape. No lines of symmetry are specified, so students must consider all sides of a folded shape as a possible line of symmetry and visualize the missing half according... |
5.NBT.B.7 | Stage 9: Subtract Tenths or Hundredths
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 9 Recording Sheet
Narrative
Students subtract hundredths and tenths to get as close to 1 as possible. Students start their first equation with 2 and take turns rolling a... |
F-IF.C.8b | A huge ping-pong tournament is held in Beijing with 65,536 participants at the start of the tournament. Each round of the tournament eliminates half the participants.
If
$${p(r)}$$
represents the number of participants remaining after
$$r$$
rounds of play, write a function to model the number of participants remaining.... |
7.RP.A.3 | Problem 1
Shade in the grids to represent the following fractions:
###TABLE0###
Problem 2
Fill in the chart below to represent equivalent fractions, decimals, and percentages.
###TABLE1###
Problem 3
Use mental math to answer the questions below.
a.
What is 50% of 20?
What is 25% of 48?
What is 10% of 125?
What is 5% of... |
7.G.A.1 | Activity
In this activity, students continue to practice identifying corresponding parts of scaled copies. By organizing corresponding lengths in a table, students see that there is a single factor that relates each length in the original triangle to its corresponding length in a copy (MP8). They learn that this number... |
4.NF.B.3b | Problem 1
There are a few more ingredients in Lin’s family recipe for cookies, listed below. Write an addition equation and a multiplication equation to show how she can use the
$$\frac14$$
-cup measure to measure the amount of each ingredient below.
a.
$$\frac94$$
cups chocolate chips
b.
$$2\frac34$$
cup flour
Problem... |
3.OA.C.7 | Stage 5: Multiply with 2, 5, and 10
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 5 Spinner
Capture Squares Stage 5 Gameboard
Narrative
Students roll a number cube and spin a spinner and find the product of the two... |
8.SP.A.1 | Activity
In this activity, students continue to identify points on a scatter plot as representatives of a single month when two variables are measured. Students are also asked to explain the meaning of some abstract points in the context of the problem and identify when it does not make sense to extrapolate information... |
6.G.A.1 | Optional activity
In this activity, students use the areas of composite shapes from the previous activity to reason about the area of each tangram shape. Students may have recognized previously that the area of one small triangle is
\(\frac12\)
square unit, the area of one medium triangle is 1 square unit, and the area... |
G-CO.A.4 | Activity
In this activity, students work together to investigate lines of symmetry and communicate their thinking in a visual display. As you monitor, ask groups if they have found all possible lines of symmetry and to explain how they know all shapes of that type have that same symmetry.
Launch
Arrange students in gro... |
F-LE.B.5 | Task
A cup of hot coffee will, over time, cool down to room temperature. The
principle of physics governing the process is Newton's Law of Cooling.
Experiments with a covered cup of coffee show that the temperature (in
degrees Fahrenheit) of the coffee can be modelled by the following
equation
$$
f(t) = 110e^{-0.08t}... |
A-REI.D.12 | Activity
Earlier in the unit, students saw that a linear inequality in one variable has many solutions, which are represented by all the points on one side of a number on a number line. They also recalled that a linear equation in two variables has many solutions, which are represented by all the points on the graph of... |
1.OA.C.5 | Narrative
In this activity, students analyze three different ways to subtract. They see that taking away is one way to find the difference, but that you can also count on or use known addition facts. Students further solidify their understanding that addition and subtraction are related, which sets the groundwork for a... |
K.OA.A.1 | Stage 3: Represent
Required Preparation
Materials to Gather
Crayons
Cups
Two-color counters
Materials to Copy
Blackline Masters
Shake and Spill Stage 3 Recording Sheet Kindergarten
Shake and Spill Stage 3 Recording Sheet Grade 1
Narrative
Students decide together how many counters to use (up to 10). One partner spills... |
7.RP.A.2 | Activity
The purpose of this activity is for students to use the four operations on rational numbers solve a problem about water in a tank. The activity presents another example where negative time is used; this time to describe before a sensor starts working. Students examine the change as a separate column before usi... |
F-LE.A | Task
Below are pictures of the first three triangular numbers:
###IMAGE0###
In general, the $n^{\text{th}}$ triangular number is the total number of dots in $n$ columns where the columns have $1, 2, 3, \ldots, n$ dots.
The following picture relates the first three triangular numbers to areas of rectangles:
###IMAGE1##... |
6.RP.A.3 | Problem 1
At the store, you see oranges on sale at 1 pound for $3. At a different store, your brother sees oranges on sale at 3 pounds for $8.
Do the oranges cost the same at both stores? Which store offers the better deal? Justify your answer.
Problem 2
Callie biked 12 miles in 3 hours. Carter biked 10 miles in 2 hour... |
3.OA.A.1 | Narrative
The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see. In the synthesis, discuss what students know about the How Many Do You See routine and what they need to think about to create one like this example.
Launch
Groups of 2
“How m... |
3.MD.B.4 | Narrative
The purpose of this activity is for students to analyze a line plot that represents lengths that are measured to the nearest half inch. They make observations and write statements about the data represented in the line plot, and then generate questions that could be answered with the line plot. When students ... |
6.RP.A | Activity
Previously, students found percentages of 100 cents. In this activity, they reason about percentages of 1 dollar.
One important question to think about here is how students know or decide how the numbers on the double number line diagram should be aligned. Students build on their extensive work on equivalent r... |
5.NBT.B.7 | Narrative
The purpose of this How Many Do You See is for students to group common decimal values and compose new units when they describe the images they see. This helps prepare students to add decimals given in numerical form in the lesson. Students may use words, fractions, or decimals to describe how many they see.
... |
3.OA.A.1 | Narrative
The purpose of this activity is for students to build arrays with physical objects and describe the arrays in terms of multiplication. Students focus on where equal groups can be seen in arrays. Students will write expressions and equations to represent arrays in future lessons. In the activity, students are ... |
K.OA.A.2 | Narrative
The purpose of this lesson is for students to solve a Put Together/Take Apart, Both Addends Unknown story problem in the context of putting together pattern blocks (MP2). If students finish early, invite them to find multiple solutions to the story problem.
MLR8 Discussion Supports.
Synthesis: For each decomp... |
4.NBT.A.1 | Problem 3
Pre-unit
The value of the 6 in 618,204 has how many times the value as the 6 in 563? Explain or show your reasoning.
|
S-ID.A.1 | Problem 1
Below is a dot plot of data showing the amount of time it takes students in Mr. S’s class to get to school.
Draw a line separating the upper half of the data and the lower half of the data.
Circle the median value.
Draw a line showing half of the upper half of the data and another showing half of the lower ha... |
5.NF.B.4b | Narrative
The purpose of this activity is for students to write expressions for and find the area of shaded regions whose side lengths are a unit fraction and a non-unit fraction. Students look at a series of diagrams with an increasingly large shaded region so they can look for and make use of structure (MP7).
It is i... |
4.NF.A.1 | Narrative
This warm-up prompts students to carefully analyze and compare the features of four fractions. They may consider size (of the fraction, the numerator, or the denominator), equivalence, relationship to benchmark numbers, and more. The reasoning here will be helpful later in the lesson, as students classify sum... |
6.EE.B.7 | Activity
In the previous activity students looked at 9 different equations. In this activity, each student focuses on just one of those equations to learn about the real-world situation it represents. They interpret the variables and values in terms of the situation (MP7). Adding to the table they saw in the previous a... |
S-ID.A.1 | Problem 1
After watching
Why Statistics
from the U.S. Census Bureau and
Why You Need to Study Statistics
from
This is Statistics,
what is statistics and how can it be applied?
Problem 2
Below are two data representations. How are these representations similar? Different?
###IMAGE0###
###IMAGE1###
Problem 3
Aaron wanted... |
A-SSE.A.1a | Warm-up
This warm-up prompts students to compare four open-top boxes with specific dimensions. It gives students a reason to use language precisely (MP6) in addition to recalling how volume is calculated and considering units of measurement in preparation for the following activities. It gives the teacher an opportunit... |
3.OA.D.8 | Problem 1
Act 1: Watch the video
Gummy Worms
by Kyle Pearce.
a. What do you notice? What do you wonder?
b. How many gummy worms are there in total? Make an estimate.
Problem 2
Act 2: Use the following information to determine how many gummy worms there are in total.
###IMAGE0###
There are 7 of each the yellow & bla... |
6.EE.A.3 | Warm-up
Students reflect on equivalent expressions that represent the area of a shaded rectangle which is part of a larger rectangle of unknown width.
Launch
Allow students 2 minutes of quiet work time, followed by a whole-class discussion.
Student Facing
A rectangle with dimensions 6 cm and
\(w\)
cm is partitioned int... |
G-CO.D.13 | Activity
The purpose of this activity is for students to compare the possible ways of constructing equilateral triangles. Look for student work that illustrates a variety of methods and sizes of triangles.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically... |
6.RP.A.3 | Activity
This activity allows students to practice reasoning about situations involving ratios of two quantities and their sum. It also introduces students to using “parts” in recipes (e.g., 3 parts oil with 2 parts soy sauce and 1 part orange juice), instead of more familiar units such as cups, teaspoons, milliliters,... |
K.NBT.A.1 | Stage 2: Numbers 11–19
Required Preparation
Materials to Gather
Connecting cubes
Two-color counters
Materials to Copy
Blackline Masters
Make or Break Apart Numbers Stage 2 Recording Sheet
Make or Break Apart Numbers Stage 2 Number Mat 11-19
Make or Break Apart Numbers Stage 2 Gameboards
Narrative
Students roll to get ... |
K.G.B.5 | Narrative
The purpose of this activity is for students to learn stage 1 of the Build Shapes center. Students use straws and clay to build a shape of their choice. Students check with their partner to be sure they both agree that the shapes match. The Build Shapes Cards are printed in the student book for this activity.... |
5.NF.B.7a | Narrative
The purpose of this activity is for students to continue to solve problems about dividing a unit fraction by a whole number. The unit fraction in both problems is
\(\frac{1}{2}\)
so that students will consider the relationship between the number of people sharing the macaroni and cheese and the size of the se... |
6.NS.B.3 | Optional activity
Here students continue to use diagrams to represent sums of decimals, but they also transition to writing addition calculations vertically. They think about the alignment of the digits in vertical calculations to help ensure that correct values are combined. This activity is optional, so students have... |
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