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3.NBT.A.2 | Stage 4: Add to 1,000
Required Preparation
Materials to Copy
Blackline Masters
How Close? Stage 4 Recording Sheet
Number Cards (0-10)
Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 8 cards and chooses 6 of them to create 2 three-digit numbers. Each student adds ... |
G-GPE.A.1 | Problem 1
Write an equation that models each point’s distance from the center of the circle, point
$$A$$
.
###IMAGE0###
Problem 2
A circle has a center at the origin and contains the point (
$$2, \space \sqrt{5}$$
).
Write an equation of the circle.
Identify the radius of this circle.
Name two other points that lie on ... |
2.G.A.1 | Stage 3: Grade 2 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Shape Cards Grade 2
Narrative
Students lay out the shape cards face up in rows. One partner chooses a shape. The other partner asks questions to figure out what shape they chose. Students work with triangles, quadrilaterals, and hexagons.... |
A-REI.D.12 | Warm-up
In this activity, students describe points in different regions of the plane. This will prepare students for looking at regions of the plane as inequalities. At this stage, students do not need to describe the regions using inequalities and can describe the regions in other ways (such as positive or negative va... |
5.NBT.B.7 | Problem 1
What is the value of
$$1.4 \div 0.02$$
?
Problem 2
Estimate
$$4.92 \div 0.78$$
.
|
F-IF.A.2 | Problem 1
Given the graph below, over which interval is the average rate of change the greatest? Explain your reasoning.
###IMAGE0###
a. Between
$${f(4)}$$
and
$${f(10)}$$
b.
$${10 \leq x \leq 15}$$
c. Between
$${(0,0)}$$
and
$${(4,11)}$$
d. From
$${x=0}$$
to
$${x=10}$$
Problem 2
The table below defines the relationshi... |
7.NS.A.3 | Activity
The purpose of this activity is for students to use the four operations on rational numbers solve real-world problems. Monitor for students who solved the problem using different representations and approaches.
Launch
Arrange students in groups of 2–4. Given them 4 minutes of quiet work time, followed by small... |
2.OA.B.2 | Narrative
The purpose of this activity is for students to revist stage 2 of the Number Puzzles center which was first introduced in grade 1. Students work together to use digit cards to make addition and subtraction equations within 20 true. Each digit card may only be used one time on a page.
Required Materials
Materi... |
4.NF.B.3b | Problem 1
Mrs. Fowler knew that the perimeter of the soccer field was
$${{1\over6}}$$
mile. She walked
$$2{{{1\over6}}}$$
miles in total. How many times did she walk around the field? Show or explain your work.
Problem 2
Convert the following mixed numbers to fractions greater than 1. Show or explain your work.
a.
$${3... |
F-IF.A.1 | Task
Katy is told that the cost of producing $x$ DVDs is given by $C(x) = 1.25x + 2500.$ She is then asked to find an equation for $\frac{C(x)}{x}$, the average cost per DVD of producing $x$ DVDs.
She begins her work: $$\frac{C(x)}{x} =\frac {1.25x+2500}{x}$$ and finishes by simplifying both sides to get: $$C = 1.25+\f... |
6.G.A.4 | Draw a net for the figure below. Label the measurements for each edge. Then find the surface area of the prism.
###IMAGE0###
|
S-ID.A.2 | Activity
The goal of this activity is for students to be reminded of the importance of measures of variability. Students compare data sets and decide which is the better option. Students must explain their reasoning for choosing one of the options and use statistics to justify their answers. This activity helps student... |
8.EE.C.8c | Activity
In this activity, students reason about situations involving two different relationships between the same two quantities. Then they invent their own problem of the same type. While students are encouraged by the language of the activity to use a system of equations to solve the problems, they may elect to use ... |
7.RP.A.3 | Task
There are 270 students at Colfax Middle School, where the ratio of
boys to girls is 5:4. There are 180 students at Winthrop Middle
School, where the ratio of boys to girls is 4:5. The two schools
hold a dance and all students from both schools attend. What
fraction of the students at the dance are girls?
|
7.SP.C.8 | Problem 1
A fair six-sided die is rolled twice. What is the theoretical probability that the first number that comes up is greater than or equal to the second number?
Problem 2
Angie, Bridget, Carlos, and Diego are seated at random around a square table, one person to a side. What is the theoretical probability that An... |
5.MD.A.1 | Narrative
The purpose of this activity is for students to solve multi-step distance problems using centimeters, meters, and kilometers. This gives students an opportunity to think about which units are most helpful for communicating a distance (MP6). When the distance is short, like the length of a single footstep, cen... |
A-CED.A.1 | Anton writes a model that describes the number of tacos his friends eat as a function of the cost of the total tacos. Below is a graph of the model.
###IMAGE0###
Anton writes a second model that describes the total cost of the tacos as a function of the number of tacos his friends eat. Below is a graph of the model.
##... |
6.RP.A.1 | Task
Ty took the escalator to the second floor. The escalator is 12 meters long, and he rode the escalator for 30 seconds. Which statements are true? Select all that apply.
He traveled 2 meters every 5 seconds.
Every 10 seconds he traveled 4 meters.
He traveled 2.5 meters per second.
He traveled 0.4 meters per second.
... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to subtract a one-digit number from a two-digit number. In the previous activity, students shared many ways to subtract including using connecting cubes or base-ten blocks to show decomposing a ten. They build on this understanding as they use base-ten blocks to re... |
4.NF.A.1 | Narrative
This activity gives students opportunities to practice explaining or showing whether two fractions are equivalent. Students may do so using a visual representation, by reasoning about the number and size of the fractional parts in each fraction, or by thinking about multiplicative relationships between the nu... |
N-CN.A.1 | Activity
In the previous activity, students found that negative real numbers have two imaginary square roots. In future lessons, students will use the quadratic formula to find complex solutions, which involves interpreting expressions like
\(\sqrt{\text-36}\)
. In this activity, students learn and apply the convention... |
8.EE.C | Warm-up
The purpose of this warm-up is for students to practice solving an equation for an unknown value while thinking about a coordinate pair,
\((x,y)\)
, that makes the equation true. While the steps to solve the equation are the same regardless of which value of
\(x\)
students choose, there are strategic choices th... |
7.G.A.1 | Problem 1
The images below are maps with different scales. What do you notice? What do you wonder?
###IMAGE0###
###IMAGE1###
Problem 2
The map below shows Boston Common and Boston Public Garden. Perla walked around the outside perimeter of the Common and the Public Garden. About how far did she walk?
###IMAGE2###
Probl... |
8.G.A.3 | Activity
This info gap activity gives students an opportunity to determine and request the information needed for a dilation, and to realize that using coordinates greatly simplifies talking about specific points. In order to perform a dilation, students will need to know the center of dilation (which can be communicat... |
G-C.A.2 | Activity
Students observe that the angle formed by connecting endpoints of a diameter to a third point on the circle appears to be a right angle. They confirm that this is true for a few particular points, then write a conjecture. This conjecture will be generalized in an upcoming unit.
Monitor for different ways that ... |
4.NBT.A.3 | Narrative
This optional activity gives students another opportunity to practice identifying multiples of some powers of 10 that border a given number and identify the nearest ones. As before, students may use number lines to support their reasoning, but here the number lines are unlabeled.
Launch
Groups of 2
Activity
“... |
8.EE.C.8 | Activity
This activity represents the first time students solve a system of equations using algebraic methods. They first match systems of equations to their graphs and then calculate the solutions to each system. The purpose of matching is so students have a way to check that their algebraic solutions are correct, but... |
3.OA.C.7 | Stage 4: Divide within 100
Required Preparation
Materials to Copy
Blackline Masters
Compare Stage 4 Division Cards
Compare Stage 3-8 Directions
Narrative
Students use cards with division expressions within 100.
This stage of the Compare center is used in grades 3, 4, and 5. When used in grade 3 or 4, remove the cards ... |
A-APR.B.2 | Task
Suppose $f$ is a quadratic function given by the equation $f(x) = ax^2 + bx + c$
where $a,b,c$ are real numbers and $a$ is non-zero.
Explain why $f$ can have at most two roots; that is explain why there can be at most two distinct real numbers $r_1,r_2$ so that $f(r_1) = f(r_2) = 0$.
Give examples to show that it ... |
3.NBT.A.2 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 1,000, particularly around adjusting numbers in a sum to make them easier to add. These understandings help students develop fluency for adding within 1,000.
When students notice that the same value is b... |
2.OA.A.1 | Narrative
The purpose of this activity is for students to create their own relevant mathematical questions and use their understanding of addition and subtraction to answer questions about their own and their peers' survey data.
Launch
Combine pairs into groups of 4
Activity
“Switch graphs. Use the sentence stems or cr... |
G-MG.A.1 | Task
Milong and her friends are at the beach looking out onto the ocean on a clear day and they wonder how far away the horizon is.
About how far can Milong see out on the ocean?
If
Milong climbs up onto a lifeguard tower, how far is the horizon in Milong's view?
Mount Shishaldin lies on a narrow peninsula in Alaska a... |
5.NF.B.6 | Task
The distance between Rosa’s house and her school is $\frac{3}{4}$ mile. She ran $\frac{1}{3}$ of the way to school. How many miles did she run?
|
8.F.A.3 | Activity
If students also use technology to create the tables, they are using appropriate tools strategically (MP5).
Launch
Provide access to graphing technology. Students may need some assistance adjusting their graphing window to see the relevant features of each graph. Either help them set the window before they sta... |
F-IF.B.4 | Create a graph of a function that represents the height above the ground of the passenger car for a 225- foot diameter Ferris wheel that completes three turns, where each turn takes 2 minutes. Assume passengers board at the bottom of the wheel, which is 5 feet above the ground, and that the ride begins immediately afte... |
7.EE.A.1 | Two expressions are given below.
Expression A:
$${5q-r}$$
Expression B:
$${ -2q+3r-4}$$
a. Write a simplified expression that represents A + B.
b. Write a simplified expression that represents A - B.
|
7.G.A.2 | Warm-up
This warm-up invites students to construct a triangle given only three side lengths. This builds students’ confidence that three side lengths are enough to uniquely determine a triangle, so it’s worth trying to prove that they are sufficient triangle congruence criteria in subsequent activities.
Digital
Student... |
5.G.A.1 | Problem 1
Geraldo is plotting points on the following coordinate plane.
###IMAGE0###
Geraldo needs to plot the following four points:
(0.8, 12)
(1.6, 18)
(1, 30)
(2, 3)
Can he plot all of his points on the provided coordinate plane? How do you know?
What would be a point that he couldn't fit on the coordinate plane abo... |
3.MD.A.1 | Narrative
In this activity, students encounter another type of elapsed-time problem in which the start and end times are given but the elapsed time is not. Students consider possible strategies they saw earlier that could be used to find elapsed time. Although they are not required to solve the problem, students may ch... |
6.NS.C.7a | Activity
The purpose of this task is for students to understand that for a given number, numbers to the left are always less than the number, and numbers to the right are always greater than the number. The precise use of the term “absolute value” is not expected at this time.
Teacher Notes for IM 6–8 Accelerated
Durin... |
8.F.A.1 | Problem 1
Determine the rate of change in each situation. Then describe the relationship using function language (for example, ____ is a function of ____ because _____.)
a.
###TABLE0###
b.
$${d=25t}$$
, where
$$d$$
is distance in miles and
$$t$$
is time in hours
c. Giovanni can decorate
$$2$$
cakes,
$$c$$
, every
$$... |
G-C.B.5 | Warm-up
This warm-up prompts students to compare four angle measurements. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another.
Launch
Arrange students in groups of 2–... |
A-SSE.A.1 | Task
The profit, $P$ (in thousands of dollars), that a company makes selling an item is a quadratic function of the price, $x$ (in dollars), that they charge for the item. The following expressions for $P(x)$ are equivalent:
$$\begin{align}P(x)=&-2x^2+24x-54\\
P(x)=&-2(x-3)(x-9)\\
P(x)=&-2(x-6)^2+18
\end{align}$$
Which... |
6.NS.B | Optional activity
In this Fermi problem, students estimate the total volume occupied by all of the breakfast cereal purchased in a year in the United States.
Monitor for different approaches to solving the problem, and select students to share during the discussion. In particular, look for:
A range of estimates
Differe... |
F-IF.B.6 | Activity
In this warm-up, students make sense of a linear function with a negative rate of change, set in a familiar context. Students have seen similar relationships between the amount of water in a tank and time in an earlier unit (on solving and graphing equations). Here, they think about the quantities in terms of ... |
8.G.A.5 | Optional activity
The goal of this activity is to verify, via angle calculations, that equilateral triangles (and hence) regular hexagons can be used to make regular tessellations of the plane. Students have encountered the equilateral triangle plane tessellations earlier in grade 8 when working on an isometric grid. I... |
4.G.A.3 | Task
Below are pictures of four triangles with given side lengths:
###IMAGE0###
For each triangle, find and draw all lines of symmetry.
|
4.NBT.B.4 | Narrative
This Number Talk encourages students to look for and make use of structure to mentally evaluate a series of subtraction expressions. The numbers preview some benchmark angle measurements students will see in upcoming lessons.
Launch
Display one expression.
“Give me a signal when you have an answer and can exp... |
4.NF.C.7 | Narrative
In this activity, students reason about the relative size of decimals by locating them on a number line. As in a previous activity, they rely on their experience of locating fractions on a number line and the relationship of the decimal values relative to 0 and 1.
If desired and logistically feasible, conside... |
6.NS.A.1 | Task
It requires $\frac14$ of a credit to play a video game for one minute.
Emma has $\frac78$ credits. Can she play for more or less than one minute? Explain how you know.
How long can Emma play the video game with her $\frac78$ credits?
|
4.NF.B.3a | Problem 1
What is
$$\frac{11}{12}+\frac{5}{12}$$
?
Problem 2
Solve. Show or explain your work.
$$1\frac{3}{8} - \frac{6}{8}=$$
_________
|
K.CC.C.7 | Narrative
The purpose of this activity is for students to compare numbers in a way that makes sense to them. Students can use physical objects or make drawings to represent each number (MP5), and match or count to compare. Students can also use their knowledge of the count sequence and understanding that each successiv... |
6.NS.B.3 | A pitcher of water holds 48.2 ounces of water in it. The water is poured into two glasses, 12.08 ounces into one glass and 18.86 ounces into a second glass.
a. How much water is poured out of the pitcher?
b. How much water is left in the pitcher?
|
3.NBT.A.2 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for subtracting within 1,000, particularly around adding up to find differences. These understandings help students develop fluency for subtracting within 1,000.
Launch
Display one expression.
“Give me a signal when you h... |
4.OA.B.4 | Problem 1
a. Take 60 seconds to list as many multiples of 2 as you can.
b. What do you notice about the values in that list? What do you wonder?
c. Is 3,498 a multiple of 2? How do you know?
Problem 2
a. Make a list of the first fifteen multiples of 3.
b. Which of the numbers in your list are multiples of 6? ... |
7.G.A.2 | Problem 1
Your group should have a few copies of
Handout #2
and a set of cards from
Handout #1
.
Draw three cards and place them in the appropriate places on the Handout #2 form. This represents three conditions about a triangle. Once you’ve placed them on the form, do not change the order.
Determine if the set of cond... |
F-IF.A.2 | Warm-up
In this warm-up, students are prompted to compare function values. To do so, they need to interpret statements in function notation and connect their interpretations to the graph of the function.
Previously, students recognized that if a point with coordinates
\((2,20)\)
is on the graph of a function, the 2 is ... |
6.NS.A.1 | Activity
In this activity, students practice reasoning about the amount in one group in division situations. They continue to write equations and draw diagrams to support their reasoning. In two problems (odd-numbered), the given number of groups is greater than 1. In the other two problems (even-numbered), a fraction ... |
7.RP.A.3 | Optional activity
This challenging activity examines how measurement errors behave when 3 quantities are multiplied (versus 2 quantities in the previous activity). In other words, if I have measurements
\(a\)
,
\(b\)
, and
\(c\)
each with a maximum error of 5%, what percent error can
\(a \boldcdot b \boldcdot c\)
have?... |
7.RP.A.3 | Task
Tom wants to buy some protein bars and magazines for a trip. He has decided to buy three times as many protein bars as magazines. Each protein bar costs \$0.70 and each magazine costs \$2.50. The sales tax rate on both types of items is 6½%. How many of each item can he buy if he has \$20.00 to spend?
|
7.G.B.5 | Activity
In this activity, students apply their understanding of the properties of rigid transformations to
\(180^\circ\)
rotations of a line about a point on the line in order to establish the vertical angle theorem. Students have likely already used this theorem in grade 7, but this lesson informally demonstrates why... |
3.NF.A.2 | Problem 1
Three students are partitioning a number line into fourths. Their work is shown.
Chadwick’s number line:
###IMAGE0###
Allan's number line:
###IMAGE1###
Dobrilla's number line:
###IMAGE2###
Whose partitioning makes the most sense to you? Explain your reasoning.
Problem 2
a.
###TABLE0###
b.
###TABLE1###
c.
###T... |
7.EE.B.3 | Optional activity
In this activity, students continue to represent percent increase and decrease, but are specifically prompted to write expressions that only use multiplication. For example, to express the price (in dollars) of a
$
500 scooter after a 35% discount, students may write
\(500 - (0.35) \boldcdot 500\)
, w... |
4.NF.B.4b | Solve. Show or explain your work.
a.
$${4 \times 3{7\over8}}$$
b.
$${2\times 6{2\over5}}$$
|
A-APR.D.6 | Bob can paint a fence in 5 hours, and working with Jen, the two of them painted the fence in 2 hours. How long would it have taken Jen to paint the fence alone?
|
8.EE.B.6 | Warm-up
The purpose of this warm-up is for students to estimate the slope of a line given points that are close to the line, but not on the line. This prepares students for thinking about the model's fit to data in the rest of the lesson.
Launch
Arrange students in groups of 2. Give 1 minute of quiet work time followed... |
6.NS.B.3 | Warm-up
This warm-up prompts students to use what they know about numbers and multiplication to reason about decimal computations. The problems are designed to result in an answer very close to the given choices, so students must be more precise in their reasoning than simply rounding and calculating.
Whereas a number ... |
2.NBT.B.6 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding more than 2 two-digit numbers by making 100. The unit of cents also encourages students to consider how the value could be expressed using dollars, cents, or a combination of the two units. These understandings... |
5.NF.A.2 | Warm-up
The purpose of an Estimation warm-up is to practice the skill of estimating a reasonable answer based on experience and known information, and also help students develop a deeper understanding of the meaning of standard units of measure. It gives students a low-stakes opportunity to share a mathematical claim a... |
5.MD.C.5c | Narrative
The purpose of this activity is for students to write equivalent expressions in order to find the volume of a figure composed of two right rectangular prisms. Students decompose the figure in two different ways, and write matching expressions to find the volume. For extra support, provide students with colore... |
3.OA.B.5 | Problem 2
Pre-unit
Find the value of each expression.
\(14 \times 7\)
\(13 \times 6\)
\(23 \times 4\)
\(85 \div 5\)
|
1.OA.C.5 | Stage 2: Subtract 1 or 2
Required Preparation
Materials to Gather
Number cards 0–10
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Addition and Subtraction Stages 1 and 2 Gameboard
Narrative
Students choose a number card 0-10 and choose to subtract 1 or 2 from the number on their card and then pl... |
1.OA.A.1 | Narrative
The purpose of this activity is for students to revisit stage 2 of the What's Behind My Back center, which was first introduced in grade 1. Students begin with a tower of 10 connecting cubes. They break apart the tower and represent the two parts with a drawing and an expression. Throughout the activity, stud... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to revisit stage 3 of the Shake and Spill center, introduced in kindergarten. In this stage, students see a quantity broken into two parts in different ways. Student write equations to represent each decomposition. Students may write an equation in any way they cho... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to find combinations of coins with a value of 100 cents and understand that a dollar is the same as 100 cents. They add within 100 by grouping like coins, using a ten, or using counting on strategies. They find coin combinations that add up to 100 cents or 1 dollar... |
K.CC | Narrative
The purpose of this warm-up is for students to subitize or use grouping strategies to describe the number of dots they see and how they see them. Students have an opportunity to notice and make use of structure (MP7) because each dot image builds from the previous one, and students can think about adding on o... |
A-REI.B.4b | Activity
The purpose of this activity is for students to solve two related quadratic equations by completing the square. The process of solving will be nearly identical, with the difference being that one will involve square roots of a negative number and the other will not. It is not necessary for students to prove a ... |
1.G.A | Narrative
This warm-up prompts students to compare four images. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use geometric language and talk about characteristics of the items in comparison to one another. During the synthesis, ask students to expl... |
3.OA.A | Narrative
The purpose of this activity is for students to collaborate and create a Notice and Wonder activity that involves equal groups. Students find an image in a book or from another source and anticipate what other students might notice and wonder about the image.
Engagement: Develop Effort and Persistence.
Invite... |
7.G.A.1 | A toddler indoor basketball hoop is advertised in a magazine. The image of the bas
###IMAGE0###
ketball hoop uses a scale of 1 inch to
$${{1\over2}}$$
foot.
Draw another scale image of the basketball hoop using a scale of 1 inch to 2 feet. Label the dimensions of your image.
|
5.NBT.A.2 | Problem 1
Solve.
a.
$$128,000 \div 100 =$$
_________________
b.
$$67,000 \div 10^3 =$$
_________________
Problem 2
Explain the pattern in the number of places the digits shift in each of the quotients above and relate it to the numbers on the left side of the equations.
|
F-IF.B.4 | Student Facing
Draw a graph of function
\(y = g(x)\)
that has these properties:
\(g(0) = 2\)
\(g(1) = 3\)
\((2,3)\)
is on the graph
\(g(5) = \text{-}1\)
###IMAGE0###
Han draws this graph for
\(g(x)\)
. What is the error?
###IMAGE1###
Student Response
Teachers with a valid work email address can
click here to register o... |
2.MD.A.1 | Narrative
The purpose of this activity is for students to learn about the meter as a longer metric unit of length. Students measure longer lengths with a new tool, the meter stick. Students measure strips of tape of different lengths and choose between a centimeter ruler and a meter stick in order to measure each. In t... |
7.SP.B | Warm-up
The purpose of this warm-up is for students to begin to see the need for samples of data when the population is too large. In this activity, students are asked to think about a question involving all the students at their school and compare the question to an earlier lesson in which the population was small and... |
2.MD.D.10 | Narrative
The purpose of this warm-up is to elicit the idea that tape diagrams are similar to bar graphs and can be used to represent the same data, which will be useful as students make sense of the tape diagram throughout this section. While students may notice and wonder many things about these images, recognizing t... |
K.CC.B.4c | Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. The synthesis highlights that the images show 1 more and 1 less than the initial image. When students use the dot images to subitize, they look for and make use of the structure of 5... |
S-IC.B.4 | Warm-up
The purpose of this warm-up is to elicit the idea that an increase in sample size is associated with a decrease in margin of error, which will be useful when students investigate the relationship between margin of error and sample size in a later activity. While students may notice and wonder many things about ... |
3.MD.D | Narrative
The purpose of this activity is to give students a concrete experience of building the boundary of shapes and quantifying that length of the boundary, allowing them to conceptualize perimeter as a measurable geometric attribute. Students use
\(1\frac{1}{4}\)
-inch paper clips as the units for measuring the di... |
8.G.A.1 | Activity
This activity informally introduces reflections, which appear in addition to some translations and rotations (that were introduced informally in the previous lesson). Students are given a 6-frame cartoon showing the change in position of a polygon. As in the previous lesson, they describe the moves, but this t... |
3.OA | Warm-up
In this warm-up, students are asked to determine the number of dots in an image and explain how they arrived at that answer. The goal is to prompt students to visualize and articulate different ways in which they can decompose the dots, using what they know about arrays, symmetry, and multiplication to arrive a... |
7.G.B.4 | Activity
In previous grades, students learned how to calculate the volume of a cylinder. In this activity, they revisit that process. Students are prompted to think about volume in 1-unit layers. This will be helpful in upcoming lessons when students learn about Cavalieri’s Principle, or the idea that if two solids hav... |
5.NBT.B.7 | Narrative
The purpose of this True or False is for students to demonstrate strategies and understandings they have for adding decimals. These understandings help students deepen their understanding of the properties of operations and will be helpful later in the lesson when students will need to be able to add decimals... |
8.EE.C.8a | Activity
In this activity, students write and graph equations to represent two constraints in the same situation and use tables and graphs to see possible values that satisfy the constraints. The work prompts them to think about a pair of values that simultaneously meets multiple constraints in the situation, which in ... |
4.G.A | Stage 5: Grade 4 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Shape Cards Grade 4
Can You Draw It Stage 5 and 7 Recording Sheet
Narrative
Partner A chooses a shape card and describes it to their partner. If Partner B draws the shape correctly, they keep the card. Shape cards include two-dimensional ... |
1.OA.C.6 | Stage 3: Add 7, 8, or 9
Required Preparation
Materials to Gather
Number cards 0–10
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Addition and Subtraction Stage 3 Gameboard
Narrative
Students choose a number card 0-10 and choose to add 7, 8, or 9 to the number on their card and then place their c... |
5.NBT.B.7 | Solve. Show or explain your work.
a.
$$0.35 \times 0.4$$
b.
$$2.02 \times 4.2 $$
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7.SP.C.6 | Activity
This activity gives students the opportunity to see that an estimate of the probability for an event should be close to what is expected from the exact probability in the long-run; however, the outcome for a chance event is not guaranteed and estimates of the probability for an event using short-term results w... |
4.NBT.B.5 | Narrative
This activity prompts students to use multiplicative comparison to determine the cost of different living expenses in Bermuda and in India. Students use these costs to interpret and solve a multi-step problem. The multi-step problem can be solved in more than one way. Students might use multiplication or divi... |
6.EE.A | Task
A numeric expression like $5+(8 + 2)^2$ has one and only one value. What is it?
Consider the expression $5+(x + 2)^2$. What are some values it can have? Make sure you organize your work, so anyone can tell which value for the expression goes with which $x$ value.
How many different values can an algebraic expressi... |
5.G.A.1 | Narrative
The purpose of this activity is for students to use informal language and the structure of the coordinate grid to describe a given shape. Some questions may be about properties of the shape rather than its location. For example, “Is the rectangle wider than it is tall?” is a question that eliminates many shap... |
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