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8.G.A.2 | Problem 1
Two lines intersect at the origin, as shown in the coordinate plane below.
###IMAGE0###
a. What is the relationship between
$${{\angle AEC}}$$
and
$${\angle DEB}$$
? Between
$${{\angle AEC}}$$
and
$${\angle AED}$$
?
b. Use transformations to show that
$${{\angle AEC}}$$
is congruent to
$${\angle DEB}$$
.
... |
F-BF.B.4a | Problem 1
Andrea is hosting a lemonade stand. She has graphed two functions that describe how much money she will make and how many cups of lemonade she will sell.
###IMAGE0###
###IMAGE1###
How are the graphs and the functions they describe different from one another? Related to one another?
Problem 2
Below is the func... |
2.NBT.A.1 | Narrative
The purpose of this activity is for students to compare three-digit numbers based on their understanding of place value. They are invited to explain or show their thinking in any way that makes sense to them. A number line is provided. Students may revise their thinking after locating the numbers on the numbe... |
6.RP.A.3 | Optional activity
This activity is the same type of situation as the previous one: comparing the voting of two groups on a yes or no issue. However, the numbers make it more difficult to use "part to part" ratios. Again, students need to be thinking about how to make sense of (MP1) and quantify the class voting decisio... |
5.NF.B.3 | Problem 1
__________ graham crackers are shared equally by __________ people.
a. Choose numbers to fill in the blanks. You can only use each number once: 2, 3, 5.
b. Represent the situation with a diagram or drawing.
c. Explain or show how you know that each person will get the same amount of graham cracker.
Prob... |
5.NBT.B.7 | Narrative
The purpose of this activity is for students to understand that the standard algorithm for subtraction can be used with decimals. Students first find the value of a difference of decimals using a strategy that makes sense to them and then see calculations organized using the standard algorithm. When students ... |
G-CO.C.11 | Warm-up
In this activity, students list everything they remember about parallelograms. This creates a list they can use when generating parallelogram congruence criteria.
Student Facing
Given that
\(ABCD\)
is a parallelogram.
What must be true?
What could possibly be true?
What definitely can’t be true?
Student Respons... |
8.EE.A.3 | Warm-up
The purpose of this warm-up is for students to reason about expressions with negative exponents on a number line. Students explore a common misunderstanding about negative exponents that is helpful to address before scientific notation is used to describe very small numbers.
For students’ reference, consider di... |
S-IC.B.4 | Activity
The mathematical purpose of this activity is for students to begin to understand the relationship between sample size and margin of error. Two characters collect samples and notice that their simulations result in very different margins of error. Students should begin to notice that a larger sample size should... |
8.NS.A | Activity
This activity is the third of three activities in which students investigate the value of
\(\sqrt{2}\)
. In the previous activity, students saw that
\(\frac75\)
is a pretty good approximation for
\(\sqrt2\)
.
\(\sqrt2\)
is a number when multiplied by itself equals 2, and
\(\frac75\)
multiplied by itself is pre... |
6.SP.A.2 | Problem 1
Bobbie is a sixth grader who competes in the 100-meter hurdles. In eight track meets during the season, she recorded the following times (to the nearest one hundredth of a second).
18.11 31.23 17.99 18.25 17.50 35.55 17.44 17.85
a. What is the mean of Bobbie’s times for these track meet... |
F-LE.A.2 | Task
Below is a table showing the approximate boiling point of water at different elevations:
###TABLE0###
Based on the table,
if we were to model the relationship between the elevation and the boiling point of water, would a linear function be appropriate? Explain why or why not.
Below are some additional values for t... |
N-RN.B.3 | Task
Explain why the sum and product of two rational numbers is always a rational number.
Kaylee says
I know that $\pi$ is an irrational number so its decimal never repeats. I also know that $\frac{1}{7}$ is a rational number so its decimal repeats. But I don't know how to add or multiply these decimals so I am not sur... |
S-ID.B.6 | Task
Many counties in the United States are governed by a county council. At public county council meetings, county residents are usually allowed to bring up issues of concern. At a recent public County Council meeting, one resident expressed concern that 3 new coffee shops from a popular coffee shop chain were plannin... |
7.EE.A | Task
The students in Mr. Sanchez's class are converting distances measured in miles to kilometers. To estimate the number of kilometers, Abby takes the number of miles, doubles it, then subtracts 20% of the result. Renato first divides the number of miles by 5, then multiplies the result by 8.
Write an algebraic express... |
3.NF.A.2 | Problem 1
Locate and label the following fractions on the number line.
###IMAGE0###
a.
$$12\over 6$$
b.
$$19\over 6$$
c.
$$24\over 6$$
d.
$$15\over 6$$
Problem 2
Draw a number line with endpoints 1 and 5. Label the wholes. Partition each whole into halves and label them.
|
1.OA.A.1 | Narrative
The purpose of this activity is for students to solve a variety of Add to and Take from Result or Change Unknown story problems. Students solve the story problems any way they choose and write an equation that matches the story and has a box around the answer to the question. During the activity synthesis, st... |
7.RP.A.3 | Optional activity
The purpose of this activity is for students to use equations to represent situations of percent increase and decrease. Additionally, students identify the original and new amount in the double number lines to reinforce what they learned in earlier lessons (that the original amount pertains to 100%).
... |
6.SP.A.1 | Warm-up
The purpose of this warm-up is to reinforce the distinction between statistical and non-statistical questions. Students write a statistical question and articulate why it qualifies as statistical. Students’ explanations should focus on the variability in the data used to answer the question. The context will be... |
7.NS.A.3 | Activity
In this activity students continue to build fluency operating with signed numbers as they match different expressions that have the same value. Students look for and use the relationship between inverse operations (MP7).
As students work, identify groups that make connections between the operations, for exampl... |
4.NBT.A | Stage 6: Decimals
Required Preparation
Materials to Copy
Blackline Masters
Mystery Number Stage 6 Gameboard
Narrative
Students choose a mystery number (up to nine digits) from the gameboard. Students give clues using the given vocabulary.
|
4.MD.A | Warm-up
In this warm-up, students measure four line segments. They discuss the different aspects of making and recording accurate measurements. It is important to highlight the fractional markings and fraction and decimal equivalents used as students explain how they determined the length of the segment.
Launch
Give st... |
6.G.A.1 | Problem 1
A carpenter is building a new wall for a house that he is renovating. He knows that there will be a door and a window in the wall. Around the door and window, he uses wooden board to create the wall. A blueprint of the wall is shown below.
###IMAGE0###
How much wooden board, in square feet, does the carpenter... |
6.G.A.1 | Activity
The purpose of this task is for students to find the areas of squares whose side lengths are not easy to determine by inspection. The squares are represented in an increasingly abstract way: the first square shows all of the square units explicitly, making it easy to see that putting two “leftover” triangles t... |
1.OA.A | Narrative
The purpose of this activity is for students to write equations to represent the data they collected in Unit 1. Students can write any equation that makes sense to them.
This activity is intended to follow the last lesson of Unit 1. If that lesson was not completed, students can use sample data from the black... |
4.NF.B.3a | Solve.
a.
$${{7\over8}-{4\over8}}$$
b.
$${{5\over10}+{3\over10}}$$
c.
$${1-{2\over5}}$$
|
G-CO.A.1 | (Teacher to provide diagrams.)
Prove that angle____ is bisected by ray ____ using constructions.
Below is a list of constructions to create a bisected line segment. Put these constructions in order and provide the reason for each of these, and then describe if the list of constructions helps you prove that the line is ... |
8.EE.A.1 | Warm-up
This Math Talk encourages students to think about exponent rules and to rely on properties of exponents to mentally solve problems. The understandings elicited here will be helpful later in the lesson when students use graphs to approximate the value of
\(2^x\)
for various negative rational exponents.
The final... |
3.MD.C.6 | Narrative
The purpose of this activity is for students to find the area of rectangles by counting squares. Larger rectangles provide more opportunities for students to practice counting strategies using the structure of the rectangles to group the individual squares (MP7). Rectangles in this activity lend themselves to... |
8.G.A.1 | Warm-up
The purpose of this warm-up is to remind students that the translation of a line is parallel to the original line, and to plant the seed that a line can be taken to a parallel line by translating it. They inspect several lines to decide which could be translations of a given line. Then they describe the transla... |
8.EE.A.4 | Activity
Students learn the definition of scientific notation and practice using it. Students attend to precision when determining whether or not a number is in scientific notation and converting numbers into scientific notation (MP6).
Throughout the activity, students use the usual
\(\boldcdot \)
symbol to indicate mu... |
A-SSE.A.1a | Task
Most savings accounts advertise an annual interest rate, but they actually compound that interest at regular intervals during the year. That means that, if you own an account, you’ll be paid a portion of the interest before the year is up, and, if you keep that payment in the account, you’ll start earning interest... |
8.EE.B.6 | Warm-up
This task reviews the concept of slope. This work will lead to the development of the point-slope form of a linear equation in the next activity.
While students work, monitor for students who draw a slope triangle and for those who use a slope formula.
Launch
Arrange students in groups of 2. Tell students that ... |
2.NBT.A | Stage 2: Three-digit Numbers
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
Mystery Number Stage 2 Directions
Narrative
Students pick three cards and make a mystery three-digit number. Students give clues based on the sentence starters.
|
G-GMD.B.4 | Activity
In the last activity, students started with solids and identified various cross sections. In this activity, students view three-dimensional slabs of a solid between parallel cross sections and try to determine what the original solid was. Being able to visualize the relationship between a solid and its cross s... |
F-IF.B.4 | Optional activity
The goal of this task is to review the connections between different ways of expressing a relationship: a description, a graph, and likely an equation. Students begin by analyzing different graphs, finding one that matches a given description, and explaining how they know the graph is a correct repres... |
8.G.A.4 | Lily and Ravi are visiting the Redwood Forest in California. They want to measure the height of one of the trees, but they can’t climb it. However, they are able to measure the shadow of the tree. They determine the shadow of the tree is
$$583{1\over3}$$
feet long.
If Ravi is 6 feet tall and they determine his shadow i... |
4.OA.A.3 | Narrative
In this activity, students use the context of paper flowers to analyze patterns and solve multi-step problems. The patterns are fairly straightforward, but to use them to solve problems, students will need to represent or otherwise reason about them mathematically. Their earlier experience of making flowers s... |
F-IF.C.7e | Activity
This info gap activity gives students an opportunity to determine and request the information needed to find and graph the transformation of a given function. In each case, the given function is a trigonometric function which has been translated horizontally or vertically and also reflected or scaled. The prob... |
5.G.B.3 | Identify whether the following statements are true or false.
a. A parallelogram is always a trapezoid. T / F
b. A quadrilateral is always a parallelogram. T / F
c. A parallelogram is always a polygon. T / F
|
5.NF.B | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for multiplying by 1.5 and adding to another value. These understandings help students develop fluency and will be helpful later when students will need to be able to compute the cut-off values for outliers.
Launch
Display on... |
7.EE.B | Optional activity
This activity examines how measurement errors behave when they are added together. In other words, if I have a measurement
\(m\)
with a maximum error of 1% and a measurement
\(n\)
with a maximum error of 1%, what percent error can
\(m + n\)
have? In addition to examining accuracy of measurements caref... |
5.OA.B.3 | Warm-up
This warm-up encourages students to look for regularity in how the number of tiles in the diagram are growing. This relates naturally to the work that they are doing with understanding the linear relationships as two of the three patterns students are likely to observe are linear and, in fact, proportional.
Lau... |
5.NBT.B.5 | Narrative
The purpose of this warm-up is to elicit the idea that there are different ways to calculate a product, using the standard algorithm, which will be useful when students find products of a 3-digit number and a 2-digit number in a way that makes sense to them.
Launch
Groups of 2
Display the image.
“What do you ... |
6.RP.A.3 | Task
Arianna is making origami swans for her friend's birthday party. She wants to make 9 swans, one for each party guest. If Arianna takes 15 minutes to make each swan, will she be able to make 9 swans in 2 hours? Explain.
|
4.NF.C.5 | Problem 1
a. Fill in the following blanks to make true statements. Use base ten blocks to help you.
1 thousand is the same as _______ hundreds.
1 hundred is the same as _______ tens.
1 ten is the same as _______ ones.
1 one is the same as _______ tenths.
b. Below is an area model that represents 1 one. It is partit... |
3.MD.B.4 | Narrative
In this activity, students create a line plot using the measurement data that they generated earlier and display their group’s line plot for all to see.
Encourage students to plan their line plot using the blank line in the activity statement before creating a poster version for display in a gallery walk. A t... |
5.NF.A | Task
Some of the problems below can be solved by multiplying $\frac18\times\frac25$, 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 include appropriate ... |
5.NBT.A.1 | Problem 1
The value of the digit 7 in the number 17.48 is 10 times the value of the digit 7 in which number?
Problem 2
Sonya is trying to solve for the missing value in the equation 93.6 × _____ = 93,600. Sonya claims that the answer is 100 because there are two zeros at the end of 93,600 and multiplying by ten results... |
7.G.A.1 | Activity
This task enables students to describe more precisely the characteristics of scaled copies and to refine the meaning of the term. Students observe copies of a line drawing on a grid and notice how the lengths of line segments and the angles formed by them compare to those in the original drawing.
Students enga... |
2.OA.A.1 | Narrative
The purpose of this activity is for students to solve two-step problems without the scaffold of having the first step explicitly stated. Students solve in a way that makes sense to them and might use diagrams to help them make sense of the story. In the synthesis, the tape diagram is highlighted.
MLR7 Compare... |
7.NS.A.3 | The temperatures in Jackman, Maine, are shown in the table below.
###TABLE0###
a. What is the average temperature in Jackman, Maine, from Monday to Friday?
b. On Saturday, the weather reporter in Jackman says that the average temperature, from Monday to Saturday, has risen to 0 °C. What is the temperature on Saturd... |
3.NF.A.1 | Narrative
The purpose of this activity is for students to equally divide sandwiches in situations where the number of portions does not evenly divide the number of sandwiches. Students select the number of people sharing and the number of sandwiches from a small set of deliberately chosen numbers. Depending on their ch... |
1.MD.A.1 | Narrative
The purpose of this activity is for students to compare the length of two objects using a third object. When students decide if the teacher's desk will fit through the door or compare other large pieces of furniture, they will need to be precise about which lengths they are measuring as objects like the teach... |
7.SP.A | Activity
In previous lessons, students examined the estimation of the mean and median for populations using data from a sample. In this activity, students apply similar reasoning to estimating the proportion of a population that matches certain characteristics. Students collect a sample of 20 reaction times and compute... |
A-APR.B.2 | Task
Sketch graphs of the functions $f$ and $F$ given by $f(x)= |x|$ and $F(x) = x^2$
for $-2 \leq x \leq 2$.
Suppose $g$ is the function given by $g(x) = \frac{f(x)}{x}$ for $x \neq 0$ and
$G$ is the function given by $G(x) = \frac{F(x)}{x}$ for $x \neq 0$.
Sketch graphs of the functions $g$ and $G$ for $x \neq ... |
G-MG.A.1 | Task
About how thick is a soda can?
Explain which measurements you will need to take as well as extra information that you may need in order to estimate the thickness of a soda can. You may assume that the can is made of aluminum. Because of the risk of injury, cutting the can and directly measuring its thickness is no... |
1.OA.C.6 | Stage 2: Add and Subtract within 20
Required Preparation
Materials to Copy
Blackline Masters
Compare Stage 2 Addition Cards to 20
Compare Stage 2 Subtraction Cards to 20
Narrative
Students use cards with addition and subtraction expressions within 20.
|
G-C.A | In Class Launch
Use after Unit 3, Lesson 11
In this task, students will experiment with cups in order to see what shape they seem to trace out when they are rolled on a flat surface, and then refine their thinking in order to prove what the shape is. If possible, provide cups with a variety of sizes and shapes. Note th... |
6.NS.A.1 | Task
Dan observes that $$\frac{6}{10}\div \frac{2}{10} = 6 \div 2$$ He says,
I think that if we are dividing a fraction by a fraction with the same denominator, then we can just divide the numerators.
Is Dan’s conjecture true for all fractions? Explain how you know.
|
K.CC.B.4c | Narrative
The purpose of this activity is to notice the pattern that when 0 is added to a number, the number stays the same and the pattern that when 1 is added to a number, the total is the next number in the count sequence, or 1 more (MP7).
MLR2 Collect and Display.
Collect the language students use to describe what ... |
6.EE.B.5 | Optional activity
This activity is optional due to time considerations. The purpose of this activity is for students to reason about whether given values make an inequality true and justify their answers using inequality statements and graphs (MP3). Students explored this concept in the previous activity, so they shoul... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to choose from activities that focus on measurement or story problems. Students choose from any stage of previously introduced centers.
Estimate and Measure
Math Stories
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gat... |
7.RP.A.3 | Optional activity
The purpose of this activity is for students to use equations to represent situations of percent increase and decrease. Additionally, students identify the original and new amount in the double number lines to reinforce what they learned in earlier lessons (that the original amount pertains to 100%).
... |
F-IF.A.2 | Activity
This activity serves as a brief and light introduction to how
\(e\)
is visible in the behaviors of certain functions. The standards addressed in this course don’t require a deep understanding of the meaning of
\(e\)
, so the observations from this activity should not be assessed.
\(e\)
has a special connection... |
K.MD | Stage 1: Explore
Required Preparation
Materials to Gather
Connecting cubes
Narrative
Students have free exploration time with connecting cubes.
|
8.EE.C.7 | Activity
The purpose of this activity is to get students thinking about strategically solving equations by paying attention to their structure. Distribution first versus dividing first is a common point of divergence for students as they start solving.
Identify students who choose different solution paths to solve the ... |
3.OA.A.4 | Problem 4
Pre-unit
Find the number that makes each equation true.
\(8 \times 5 = \underline{\hspace{1cm}}\)
\(5 \times \underline{\hspace{1cm}} = 35\)
\( \underline{\hspace{1cm}} \times 2 = 18\)
|
7.EE.B.3 | Activity
This activity is a continuation of the previous one. Students match each situation from the previous activity with an equation, solve the equation by any method that makes sense to them, and interpret the meaning of the solution. Students are still using any method that makes sense to them to reason about a so... |
8.EE.C.8a | Problem 1
Graph the system of equations in the coordinate plane and identify the solution.
###TABLE0###
Problem 2
Graph the system of equations in the coordinate plane. Identify the solution to the system and verify it algebraically.
###TABLE1###
Problem 3
Line
$$a$$
is shown on the coordinate grid. Construct line
$$b$... |
N-CN.A.2 | Task
Working with complex numbers allows us to solve equations like $z^2 = -1$
which cannot be solved with real numbers. Here we will investigate complex numbers which arise as square roots of certain complex numbers.
Find all complex square roots of -1, that is, find all numbers $z = a + bi$ which satisfy $z^2 = -1$.... |
F-TF.A | Activity
The purpose of this task is for students to use the coordinates of a unit circle to determine information about coordinates on circles of different sizes. Returning to the context of clock hands, this activity focuses on the location of the end of a minute hand relative to the center of the clock.
While there ... |
S-ID.A.1 | Sam said that young people from the ages of 0 to 10 make up nearly one-third of the Kenyan population. Do you agree? Why or why not?
###IMAGE0###
How does this compare with the same age group in Boston?
|
6.RP.A.3 | Warm-up
This warm-up reminds students of previous work with tape diagrams and encourages a different way to reason with them. Students are given only a tape diagram and are asked to generate a concrete context to go with the representation.
Students’ stories should have the following components:
the same unit for both ... |
6.SP.B | Activity
In this activity, students use their understanding of spreadsheets to compute useful statistics from data sets. In the associated Algebra 1 lesson, students will learn alternative methods for computing these values.
Launch
If students need a reminder about how to use a spreadsheet as a calculator, demonstrate ... |
4.NBT.B.5 | Stage 1: Two-digit Factors
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Mult Stage 1 Recording Sheet
Narrative
Students use the digits 0–9 to make multiplication equations with two-digit factors true. Each digit may only be used one time.
|
2.OA.A.1 | Narrative
The purpose of this activity is for students to analyze what they have learned from the data and representations in the previous activities and to share their findings. In this activity, students select two things they learned and illustrate them using a tape diagram.
Monitor for tape diagrams that can be dis... |
5.MD.A.1 | Problem 1
Fill in the blanks to make the following statements true.
945.6 mL = ________ L
530.8 cm = _________ m
60.34 mm = _________ cm
Problem 2
Fill in the blanks to make the following statements true.
$$\frac{1}{4}$$
ft = ________ yd
$$ 7\frac{1}{2}$$
oz = ________ lb
$$3\frac{3}{4}$$
pt = ________ gal
$$4 \frac{1}... |
3.NBT.A.1 | Problem 1
a. What do you notice? What do you wonder?
###IMAGE0###
b. Determine the value of the point on each number line in Part (a) above.
Problem 2
a. Label each point with the value it represents.
###IMAGE1###
###IMAGE2###
###IMAGE3###
b. Locate and label each number on the number line. Label the intervals ... |
6.RP.A.3 | Warm-up
The purpose of this warm-up is to bring up two main methods for figuring out missing numbers in a table that represents a proportional relationship. The two methods students might use for this activity are:
Using a scale factor to find equivalent ratios, e.g. multiplying the first row by
\(1 \frac12\)
to get th... |
7.EE.A.1 | Activity
This activity is an opportunity for students to practice rewriting expressions using the distributive property. It is a step up from the same type of work in grade 6 because arithmetic with signed numbers is required.
The row with
\(6a-2b\)
is designed to allow students to figure out how to factor by reasoning... |
4.OA.B.4 | Narrative
The purpose of this activity is for students to visualize and make sense of the context of problems they will solve in the next activity. They will also consider representations that can be used to model the quantities and actions in the situation (MP4) and try creating them. Students will not have time to ma... |
S-MD.A.2 | Task
A famous arcade in a seaside resort town consists of many different games of skill and chance. In order to play a popular “spinning wheel” game at Fred's Fun Factory Arcade, a player is required to pay a small, fixed amount of 25 cents each time he/she wants to make the wheel spin. When the wheel stops, the playe... |
6.EE.A.4 | Warm-up
The purpose of this warm-up is to remind students about a few algebraic moves they have studied in the past several lessons by prompting them to explain the reason the moves are allowed. These moves are important to understand as students work toward fluency in writing expressions with fewer terms. Although thi... |
4.NF.A.1 | Problem 1
Would you rather have the leftover king-sized candy bar in Scenario A or Scenario B? The original candy bars were the same size.
###TABLE0###
Problem 2
Find two fractions that are equivalent to each of the following:
a.
$$\frac{1}{3}$$
b.
$$\frac{3}{4}$$
c.
$$\frac{3}{2}$$
Problem 3
Use pictures to explain wh... |
6.G.A.2 | A vase in the shape of a rectangular prism measures
$$9\frac{1}{2}$$
inches tall, and has a
$$4$$
inch square base.
a. If the vase is filled
$$\frac{3}{4}$$
of the way with water, how much water is in the vase?
b. The vase came in a cardboard box. Each dimension of the box was
$$\frac{1}{2}$$
inch greater than the ... |
K.OA.A.5 | Narrative
The purpose of this activity is for students to decompose 6 into 2 parts. Students see that the total number of cubes remains the same when it is decomposed into 2 parts. Although students may notice that they can do this in different ways, that idea is not the focus until the next activity.
MLR8 Discussion S... |
7.G.A.1 | Activity
This activity continues to look at the U.S. flag by asking questions about percentages, which students studied in grade 6. Later in this unit, students will continue working with percentages, including percent increase and decrease.
Knowing the side lengths of the flag and of the union allows you to compute th... |
2.NBT.A.1a | Narrative
The purpose of this activity is to introduce students to a new unit, the hundred. Students used connecting cubes to make tens in grade 1 and used tens and ones to count to and represent numbers within 120.
In an earlier unit, students were introduced to base-ten blocks and used base-ten diagrams to represent ... |
4.NBT.B.4 | Problem 1
Randomly select a digit 0–9 (by using a ten-sided die, a spinner, or a random number generator). Whatever number it lands on, enter the digit in one of the eight spots below. After eight turns, the board becomes an addition problem with two 4-digit numbers to add together. The goal is to place the numbers in ... |
5.NF.B.3 | Problem 5
Pre-unit
###IMAGE0###
Explain or show how the drawing shows \(2 \div 5\).
Explain or show how the drawing shows \(\frac{2}{5}\).
|
8.G.A.2 | Determine if the two figures shown below are congruent, similar, or neither. Prove your answer using transformations.
###IMAGE0###
|
F-BF.B.3 | Given each parent function,
$${f(x)}$$
, below, sketch the transformed graph of the function
$${g(x)}$$
.
###IMAGE0###
###IMAGE1###
###IMAGE2###
|
7.NS.A.3 | Activity
In this activity, students interpret equations that represent situations (MP2). The purpose is for students to see that equations of the form
\(x + p = q\)
can be solved by adding the opposite of
\(p\)
to the equation, regardless of whether
\(p\)
is positive or negative. Students also see that equations of the... |
7.SP.C.8c | Activity
In this activity, each group is assigned a situation for which they will design and perform a simulation to estimate the probability. Students will give a short presentation on the methods and results of their simulation for the class after they have designed and run the simulation. Students will need to atten... |
1.OA.A.2 | Task
Materials
The Very Hungry Caterpillar by Eric Carle
###IMAGE0###
The students work individually or in pairs. Each student or pair needs:
Three ten-frames for each student or pair of students (see PDF for black line master)
30 counters or unifix cubes per pair of students
One small dry-erase board and dry-erase mak... |
6.NS.A.1 | Warm-up
The purpose of this number talk is to elicit strategies and understandings students have for dividing a fraction by a fraction. Later in this lesson, students will need to be able to divide a fraction by a fraction to solve problems in contexts.
Four problems are given. It may not be possible to share every str... |
5.NF.B.4a | Narrative
The purpose of this warm-up is for students to describe the fraction of macaroni and cheese that is left in the pan. While students may notice and wonder many things about this image, the amount of macaroni and cheese in the pan is the important discussion point.
Launch
Groups of 2
Display the image.
“What do... |
K.CC.C.6 | Narrative
The purpose of this activity is for students to learn stage 2 of the Less, Same, More center. Students compare groups of images in different arrangements. The activity synthesis highlights that numbers that are fewer than 5 come before 5 in the count sequence and numbers that are more than 5 come after 5 in t... |
S-CP.B.9 | Problem 1
Using the digits 1, 2, and 3, write an expression to answer the following questions
How many different three-digit numbers can you make when you can use each digit more than once?
How many different three-digit numbers can you make when you can only use each digit once?
Problem 2
Your phone requires you to us... |
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