standards stringclasses 554
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K.G.B.6 | Narrative
The purpose of this activity is for students to learn stage 6 of the Pattern Blocks center. Students play in partners, placing one pattern block at a time until the puzzle is complete. The student who places the last pattern block wins, which encourages students to think strategically about which pattern bloc... |
7.EE.B | Activity
The purpose of this activity is to use expressions with a variable to represent applying coupons in a different order. By analyzing these expression, you learn that no matter how much you spend, you always pay
$
6 less if the 20% off coupon is applied first.
Monitor for how students are approaching the problem... |
G-SRT.B.5 | Optional activity
A sorting task gives students opportunities to analyze representations, statements, and structures closely and make connections (MP2, MP7).
As students work, encourage them to justify their decisions about which triangles are similar using more precise language (MP6).
Launch
Arrange students in groups... |
6.NS.A.1 | Activity
This activity prompts students to make sense of and write equations for a variety of situations involving fractions and all four operations. After writing equations, students are assigned two problems to solve, at least one of which is a division problem. Before calculating, students first estimate their answe... |
6.SP.B.4 | Task
Each of the 20 students in Mr. Anderson's class timed how long it took them to solve a puzzle. Their times (in minutes) are listed below:
###TABLE0###
Display the data using a dot plot.
Find the mean and median of the data. Does it surprise you that the values of the mean and median are not equal? Explain why or w... |
N-RN.B.3 | Activity
In this activity, students use logical reasoning to develop a general argument about why the sum and product of two rational numbers are also rational numbers.
Students begin by studying some numerical examples of addition of two rational numbers and articulating why the sums are rational numbers. Next, they r... |
G-SRT.A.3 | Problem 1
In the diagram below,
$${\overline{DE}\parallel{BC}}$$
. Prove that
$${\triangle ADE \sim \triangle ABC}$$
.
###IMAGE0###
Problem 2
In the diagram below,
$$D$$
is the midpoint of
$${\overline{AB}}$$
,
$$F$$
is the midpoint of
$${\overline{BC}}$$
, and
$$E$$
is the midpoint of
$${\overline{AC}}$$
. Prove that
... |
K.MD.B.3 | Narrative
The purpose of this activity is to elicit ideas students have about geoblocks. This allows teachers to see what language students use to describe shapes (MP6). There is no need to introduce formal geometric language at this point since this will happen in a later unit.
A picture of geoblocks is provided. Howe... |
7.G.B.6 | Warm-up
The purpose of this warm-up is for students to reason about two objects that have the same volume but different surface areas within a context.
Launch
Give students 1 minute of quiet think time followed by a whole-class discussion.
Student Facing
Mai’s science teacher told her that when there is more ice touchi... |
S-ID.A.2 | Each person in a random sample of ten ninth graders was asked one question:
How many hours did you spend watching TV last night?
Here are the data for these ten students:
###IMAGE0###
Construct a box plot and a dot plot for the data for these ten students. Would you describe this data distribution as symmetric or as sk... |
1.OA.C.6 | 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. The images encourage students to use addition or subtraction within 10. Students may add the red and yellow counters or use the structure of the 10-frame and subtract the numb... |
8.EE.B.5 | A kitchen sink has a maximum water flow of 11 gallons in 5 minutes. The maximum water flow for a bathroom sink is shown below in the graph.
###IMAGE0###
a. Write an equation to represent the maximum water in gallons,
$$y$$
, from the kitchen sink after
$$x$$
minutes.
b. Which sink, the kitchen or bathroom, has a gr... |
8.G.A.3 | Activity
This activity investigates the coordinates of points on a line from the point of view of dilations. At the beginning of this unit, students experimented with dilations and made numerous important discoveries including
Dilations change distances between points by a scale factor
\(s\)
.
Dilations preserve angles... |
K.CC.C | Task
Materials
Students play in pairs. Each student has a deck of 44 cards, 4 identical cards for each of the numerals 0–10. Each card shows the numeral and a picture representing the corresponding quantity. The decks should be of different colors so they can be easily separated at the end.
###IMAGE0###
Actions
The st... |
8.G.A.5 | Task
In the picture below, $\ell$ and $k$ are parallel lines:
###IMAGE0###
Show that angle $a$ is congruent to angle $b$ using rigid motions.
Which other angles, made by the intersection of $\ell$ and $m$ or by the intersection of $k$ and $m$, are congruent to $a$? Explain using rigid motions.
|
5.NF.B.6 | Narrative
The goal of this activity is to examine calculations with measurements of a flag and try to figure out what question the calculations answer. The answers include units and this can serve as a guide to students. Since the first calculation has an answer in inches, the question it answers must ask for a length.... |
K.CC.B | Narrative
The purpose of this warm-up is for students to consider concepts of number in a familiar context. The synthesis focuses on knowing that one more is the next counting number.
Required Materials
Materials to Gather
Materials from a previous lesson
Materials to Copy
Questions About Us Chart
Required Preparation
... |
8.EE.B.6 | Activity
The purpose of this task is to develop a quick method or formula to calculate the slope of a line based on the coordinates of two points. It is not critical or even recommended to use the traditional formula invoking subscripts. The goal is for students to realize that they can calculate the vertical and horiz... |
5.NBT.B.5 | Narrative
The purpose of this activity is for students to practice multiplying a two-digit and a three-digit number using the standard algorithm. The problems do not involve composing new units so that students can practice the procedure of multiplying each place in one factor by each place in the other factor. In the ... |
4.NF.B.3b | Problem 1
Ms. Giordano, a high school soccer coach, tells her players to run between
$$3$$
and
$$4$$
miles every week over the summer in preparation for the fall season. Kayla runs
$${{1\over2}}$$
mile every day. Will Kayla run enough each week for Ms. Giordano? How do you know?
Problem 2
Convert the following fraction... |
3.MD.B.4 | Narrative
In grade 2, students only measured the length of objects that were whole units and sometimes described lengths as “about 4 inches.” The purpose of this activity is for students to learn that fractions of an inch can be useful for measuring the length of an object that is not exactly a whole number of inches.
... |
F-IF.C | Warm-up
The purpose of this warm-up is to elicit the idea that a single function can have many representations, which will be useful when students connect the representations in a later activity. While students may notice and wonder many things about these representations, that they all represent the same function are ... |
3.OA.B.5 | Problem 1
a. Solve.
$$3\times6$$
$$3\times (5+1)$$
$$(3\times5)+(3\times1)$$
b. What do you notice? What do you wonder?
Problem 2
a. Solve.
###TABLE0###
b. Use the reasoning in Part (a-i) to explain how you could use
$$8\times5$$
to solve
$$8\times6$$
.
c. Use the reasoning in Part (a-ii) to explain how you c... |
7.G.B.5 | Activity
The purpose of this activity is for students to prove that vertical angles are congruent and work towards a more formal, rigorous way of expressing themselves when giving arguments based on rigid transformations. As students work, remind them to label points and make markings on the diagram to help in the proc... |
F-BF.B.4 | Activity
In this activity, students use a linear graph to find an output for a given input and an input for a given output. In the associated Algebra 1 lesson, students examine some ways to use the inverse of a function. This activity supports students in thinking about solving for the input or output based on the info... |
2.NBT.B.5 | Narrative
In this activity, students role-play running a market and shopping at each other’s stores. Students use their understanding of adding and subtracting within 100 to sell and restock their items using their inventory sheet. Students roll a number cube and use the results to decide how much of each item they buy... |
8.F.A.1 | Activity
The purpose of this activity is for students to work with a function where either variable could be the independent variable. Knowing the total value for an unknown number of dimes and quarters, students are first asked to consider if the number of dimes could be a function of the number of quarters and then a... |
A-REI.C.6 | Problem 1
What do you notice about the following system of equations?
$${2x+y-z=2}$$
$${-x-3y+z=-1}$$
$${-4x+3y+z=-4}$$
Problem 2
Below is a word problem and the system of equations that models the context. But, the definition of the variables is missing. Define the variables, solve the system, and give the solution in... |
F-IF.A.1 | Task
Suppose $f$ is a function.
If $10=f(-4)$, give the coordinates of a point on the graph of $f$.
If $6$ is a solution of the equation $f(w)=1$, give a point on the
graph of $f$.
|
K.CC.C.6 | Narrative
The purpose of this activity is for students to learn stage 2 in the Bingo center. Students recognize numbers and identify groups that have the given number of images. The images are presented in a variety of arrangements, such as on fingers, in 5-frames, in lines, or in dot cube arrangements. Students may re... |
1.OA.C.6 | 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. Students see two-color counters on the 10-frame and may know that when the 10-frame is filled, it is 10. Then they may see how many are not filled and subtract that many from 10 or m... |
1.OA.A.1 | Task
Materials
20 counters or linking cubes per pair of students
pencil
copy of the problem
Actions
The teacher poses the problem:
Bo bought 20 tickets to play games at Family Fun Night at his school. He wants to play each game at least once. He needs to use all of his tickets. How many times might he play each game? F... |
2.NBT.A.4 | Task
Use all the digits 5, 7, and 2 to create different 3-digit numbers.
What is the greatest number you can make using all of the digits?
____________
What is the smallest number you can make using all of the digits?
____________
|
6.RP.A.3d | Three students created toy cars for a science project. The car that traveled the farthest distance when released down a ramp would win first prize. When the students each reported the distance their cars traveled, they realized that they all measured in different units. Help the students determine whose car won first p... |
3.G.A.1 | Problem 1
Select the
two
statements that are true.
Problem 2
List all the attributes you can that describe the shape below.
###IMAGE0###
|
5.NF.B.3 | Narrative
The purpose of this activity is for students to work in groups to create a Notice and Wonder activity that focuses on viewing quotients as fractions. Students find an image in a book or from another source and fill in what other students might notice and wonder about the image.
Required Preparation
Gather boo... |
K.OA.A.5 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 5. In this activity, students have an opportunity to look for and make use of structure (MP7) because all of the expressions are 5 and the first addend is increased by 1 in each expression. Students may ... |
7.RP.A.2 | Activity
This activity is intended to further students’ understanding of the graphs of proportional relationships in the following respects:
points on the graph of a proportional relationship can be interpreted in the context represented (MP2)
for these points, the quotient of the coordinates is—excepting
\((0,0)\)
—th... |
7.RP.A.2b | Problem 1
Felix worked at a music shop during the summer. The table below shows some of Felix’s hours and earnings. The amount of money he earned is proportional to the number of hours he worked.
###TABLE0###
a. Fill in the rest of the table and then write an equation that represents the relationship.
b. If Felix w... |
6.SP.A.2 | The histogram below represents the number of minutes some students studied for a science quiz.
###IMAGE0###
a. How many students are represented in the histogram?
b. Determine the median range of minutes that students spent studying for the quiz.
c. Determine the mode range of minutes that students spent studying... |
5.G.A.1 | Warm-up
The purpose of this warm-up is for students to review graphing and locating points in the first quadrant of the coordinate plane. Students observe the structure of horizontal and vertical lines when they compare points on the same line and notice which coordinate of the ordered pair changes and why (MP7).
Launc... |
A-CED.A.3 | Problem 1
Below is a system of linear inequalities.
###IMAGE0###
Describe this system of linear inequalities so that someone could recreate area A.
Problem 2
Draw a system of linear inequalities that meets the following requirements:
The system is made up of three inequalities.
The system has no solutions.
None of the ... |
6.SP.B.4 | A veterinarian’s office collects data on the weights of cats that are brought into their office. The box plot below shows these data.
###IMAGE0###
Which of the following statements are true? If the statement is false, modify it to make the statement true.
a. At least one cat weighs 11 pounds.
b. At least one cat we... |
4.NF.A.2 | Narrative
In this activity, students refresh what they know about equivalent fractions in tenths and hundredths. Students are given fractions in tenths and are to write equivalent fractions in hundredths, and vice versa. In one case, they encounter a fraction in hundredths that cannot be written as tenths and consider ... |
G-CO.B.8 | Warm-up
The purpose of this warm-up is to elicit the idea that not every set of three pairs of congruent corresponding parts will guarantee triangle congruence, which will be useful when students explore Side-Side-Angle Triangle Congruence in a later activity. While students may notice and wonder many things about thes... |
A-REI.B.4a | Activity
In this activity, students examine values that can be multiplied by a number to create a perfect square. In the associated Algebra 1 lesson, students prove the quadratic formula. As part of the process of proving the quadratic formula, students multiply the equation by
\(4a\)
so that the coefficient of the qua... |
4.NF.B.4 | Narrative
This optional activity prompts students to analyze a design problem that involves fractional measurements. Students determine which of the three designs they saw in the warm-up would fit on a folder that is 9 inches wide and 12 inches tall. To do so, they find the heights and widths of each design using addit... |
F-IF.B.4 | Activity
In this activity, students practice drawing graphs that could represent situations described. Student solutions do not need to be exact, but attention should be paid to the descriptions.
Student Facing
For each situation, draw a graph that could represent it.
Diego starts at home and walks away from home at a ... |
4.NBT.B.6 | Problem 1
Solve. Show or explain your work. Then check your work.
a.
$${75\div3}$$
b.
$${66\div4}$$
Problem 2
When 69 is divided by 5 the remainder is 4. Use multiplication to explain why this is true.
|
5.NF.A.2 | Narrative
The purpose of this activity is for students to solve a problem that involves finding the difference of fractions. Students may use addition or subtraction to solve the problem. Either way they will need to find a common denominator for the fractions. One of the numbers is a mixed number so students may:
conv... |
G-CO.A.2 | Problem 1
Sketch the dilation of the following figure by a scale factor of
$$2$$
with a center of dilation of
$$D$$
. What is your process for dilating this figure?
###IMAGE0###
Problem 2
Use the graph below to answer the questions that follow:
###IMAGE1###
Multiply JUST the
$${{x-}}$$
coordinate by
$$3$$
. Plot the po... |
6.NS.B.2 | Warm-up
This warm-up serves two purposes. It refreshes the concept of distance, rate, and time of travel from grade 6, preparing students to use scale drawings to solve speed-related problems. It also allows students to estimate decimal calculations.
Students are likely to approach the question in a few different ways.... |
7.RP.A.3 | Optional activity
The purpose of this activity is for students to apply proportional reasoning to calculate the calories, fat, and sodium content of one serving of a recipe.
Launch
Tell students they will continue using the tables of nutrition information from the previous activity. Point out that the qualifications fo... |
6.NS.A.1 | Task
If $\frac12$ cup of water fills $\frac23$ of a plastic container, how many containers will 1 cup fill?
Solve the problem by drawing a picture.
Which of the following multiplication or divisions problems represents this situation? Explain your reasoning.
$$\frac12 \times \frac23=? \qquad \frac12 \div \frac23=? \qqu... |
6.SP.B.5c | Warm-up
The purpose of this warm-up is for students to first reason about the mean of a data set without calculating and then practice calculating mean. The context will be used in an upcoming activity in this lesson so this warm-up familiarizes students with the context for talking about deviation from the mean.
In th... |
8.NS.A.2 | Problem 1
Are the two expressions below equivalent? Explain why or why not.
$${\sqrt{10}\over5}$$
and
$${\sqrt{20}\over10}$$
Problem 2
Place the numbers in their approximate locations on the number line below:
$$\sqrt 9$$
,
$$\sqrt{15}$$
,
$${\sqrt {49}}\over 2$$
,
$$\sqrt 6$$
###IMAGE0###
|
K.CC.C.6 | Stage 2: Fewer or More
Required Preparation
Materials to Copy
Blackline Masters
Math Fingers Cards
Narrative
Students choose a card. One partner uses their fingers to show a quantity that is fewer than the fingers on the card. The other partner uses their fingers to show a quantity that is more.
|
8.F.A.1 | Problem 1
Water flows from a faucet into a bathtub at a constant rate of 7 gallons of water pouring out every 2 minutes. The bathtub is initially empty and the plug is in.
a. Determine a rule that describes the volume of water in the tub as a function of time. Write your rule as an equation.
b. If the tub can hold ... |
A-CED.A.1 | Warm-up
This prompt gives students opportunities to see and make use of structure (MP7). The specific structure they might notice is that if two rational expressions are equal and have the same denominators, then their numerators must also be equal.
Launch
Display the equations and solutions for all to see. Ask student... |
8.NS.A.2 | Activity
The purpose of this activity is for students to use rational approximations of irrational numbers and to match irrational numbers to equations they are solutions to. To do this, students sort cards into sets of three consisting of:
A square or cube root value
An equation of the form
\(x^2=p\)
or
\(x^3=p\)
that... |
3.MD.B.3 | Narrative
The purpose of this activity is to introduce MLR6, Three Reads, and solve a two-step “how many fewer” problem using data presented in a scaled bar graph. The routine prompts students to read a problem three times for different purposes to support them in making sense of the problem (MP1).
Launch
Groups of 2
M... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to choose from activities that focus on adding or subtracting.
Students choose from any stage of previously introduced centers.
What's Behind My Back?
How Close?
Number Puzzles
Required Preparation
Gather materials from :
What's Behind My Back, Stages 2 and 3
How C... |
5.NBT.A.3 | Narrative
The purpose of this activity is for students to examine numbers in different situations and decide if they are exact or approximate. In most cases, there is no definitive answer but it is likely that the numbers are approximate or rounded. Two important reasons for using rounded measurements are
it is easier ... |
S-CP.A.5 | Warm-up
The mathematical purpose of this activity is to show students that some events can depend on one another. It is not important that students get a single, correct solution for the second problem.
Student Facing
A bag contains 1 crayon of each color: red, orange, yellow, green, blue, pink, maroon, and purple.
###... |
3.NBT.A.2 | Problem 1
Solve. Show or explain your work.
a. 57 + 423 = ______
b. __________ = 81 + 65
c. 635
+ 248
Problem 2
There are 382 leaves on the yellow tree and 580 leaves on the green tree. What is the total number of leaves on both trees?
|
G-CO.A.2 | Problem 1
Shown is the rectangle
$${{ABCD}}$$
and the dilation of rectangle
$${{ABCD}}$$
about point
$$F$$
by a scale factor of
$$3$$
.
###IMAGE0###
What is the relationship between the distance between
$$FA$$
and
$$FA'$$
?
Problem 2
Dilate the figure below by a scale factor of
$$2$$
about point
$$A$$
.
###IMAGE1###
Pr... |
4.NF.A.2 | Compare the following fractions by writing
$${<}$$
,
$${>}$$
, or
$$=$$
in the blank.
a.
$${{4\over5}}$$
_____
$${{2\over3}}$$
b.
$${{3\over4}}$$
_____
$${{10\over12}}$$
|
F-TF.A.1 | Problem 1
If
$${{{{{360}}}}}$$
degrees is
$${2{\pi}}$$
radians, how many degrees are
$${\pi}$$
radians?
If
$${{{{{360}}}}}$$
degrees is
$${2{\pi}}$$
radians, how many degrees are
$$\frac{{\pi}}{3}$$
radians?
If
$${{{{{360}}}}}$$
degrees is
$${2{\pi}}$$
radians, how many radians are
$${90}$$
degrees?
If
$${{{{{360}}}}}$... |
4.OA.A.1 | Narrative
This warm-up prompts students to carefully analyze and compare ways to represent multiplicative comparison.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2–3 minutes:... |
7.NS.A.1 | Activity
In this activity, students see that if you reverse the order of the two numbers in a subtraction expression, you get the same magnitude with the opposite sign (MP8).
For students who might overly struggle to evaluate the expressions, consider providing access to a calculator and showing them how to enter a neg... |
4.MD.C.5 | Use a protractor to measure the following angles.
a. Measurement: __________
###IMAGE0###
b. Measurement: __________
###IMAGE1###
c. Measurement: __________
###IMAGE2###
d. Measurement: __________
###IMAGE3###
|
S-ID.A.4 | Task
Suppose that SAT mathematics scores for a particular year are approximately normally distributed with a mean of 510 and a standard deviation of 100.
What is the probability that a randomly selected score is greater than 610?
Greater than 710?
Between 410 and 710?
If a student is known to score 750, what is the stu... |
5.NBT.B.6 | Estimate the quotient for the following problems:
a.
$${151\div39}$$
b.
$${481\div68}$$
c.
$${3,704\div53}$$
d.
$${4,819\div68}$$
|
7.NS.A | Warm-up
The purpose of this number talk is to:
Remind students that the sum of a number and a number of the same magnitude with the opposite sign is zero.
Remind students that the product of a number and its reciprocal is one.
Establish common vocabulary for referring to these numerical relationships.
There may not be ... |
7.SP.B.4 | Optional activity
In this activity, students use the values computed in the previous activity to determine if there is a meaningful difference between two populations (MP2). Following the comparison of the groups, students are told that the populations from which they selected a sample were identical, although shuffled... |
6.RP.A.3 | Activity
In the previous lesson, students were given blank double number line diagrams and were only responsible for labeling them to match the situation. In this activity, students draw their own double number line diagram from scratch and identify which elements are important to create a useful double number line dia... |
5.NF.A.1 | Narrative
The purpose of this activity is for students to reason about adding and subtracting fractions with unlike denominators. Students create equations to complete a True or False activity. If there is time, students can facilitate their True or False with another group.
Launch
Groups of 2 or 4
“Now you will work w... |
3.NF.A.3b | Narrative
This activity serves two main goals: to revisit the idea of equivalence from grade 3, and to represent non-unit fractions with denominator 10 and 12. Students use diagrams of fraction strips, which allow them to see and reason about fractions that are the same size. In the next activity, students will apply a... |
6.SP.B.5d | Activity
In this activity, students use data from a sample of movie reviews to estimate information about all the reviews for the movie. Based on the distribution of the data, students are asked to choose an appropriate measure of center and measure of variation then apply their calculations to the entire population. F... |
7.RP.A.3 | Activity
This activity has students measuring things around the classroom to connect to the previous activity about measurement error. Students will work with their partner to measure 3 different things found in the classroom that the teacher has measured ahead of time (to obtain an “actual” measurement). They will use... |
8.EE.C | Activity
Building on the previous activity, students now solve two more hanger problems and write equations to represent each hanger. In the first problem, the solution is not an integer, which will challenge any student who has been using guess-and-check in the previous activities to look for a more efficient method. ... |
4.NBT.B | Narrative
This Number Talk encourages students to think about the base-ten structure of whole numbers and properties of operations to mentally solve subtraction problems. The reasoning elicited here will be helpful later in the lesson when students find differences of multi-digit numbers.
Launch
Display one expression.... |
K.OA.A.3 | Narrative
The purpose of this warm-up is to elicit the idea that quantities can be broken apart in different ways, which will be useful when students decompose connecting cube towers in multiple ways in a later activity. While students may notice and wonder many things about these images, the total number of cubes rema... |
A-APR.B.2 | Problem 1
Which of the following binomials are factors of the polynomial? Explain your reasoning.
$${x^4+5x^3-x^2-17x+12}$$
$${(x-1) }$$
$${(x+1)}$$
$${(x+3)}$$
$${(x+5)}$$
$${(x+4)}$$
$${(x-2)}$$
Problem 2
What is the value of a in the polynomial shown below if
$${x+2}$$
is a factor of that polynomial?
$${3x^4+6x^3+ax... |
3.OA.B.5 | Narrative
The purpose of this warm-up is to elicit the idea that while there are multiple ways to represent 2 groups of 12, some ways are more useful than others. While students may notice and wonder many things about the images, how 2 images show the groups of 12 have been organized using place value and how this type... |
8.EE.A.1 | Activity
Students convert a decimal to a multiple of a power of 10 and plot it on a number line. The first problem leads to a product of an integer and a power of 10, and the second leads to a product of a decimal and a power of 10. It is difficult to fit the numbers on the number line without using scientific notation... |
8.G.A.2 | Activity
Students take turns with a partner claiming that two given polygons are or are not congruent and explaining their reasoning. The partner's job is to listen for understanding and challenge their partner if their reasoning is incorrect or incomplete. This activity presents an opportunity for students to justify ... |
6.NS.C.7 | Task
A flea is jumping around on the number line.
###IMAGE0###
If he starts at 1 and jumps 3 units to the right, then where is he on the number line? How far away from zero is he?
If he starts at 1 and jumps 3 units to the left, then where is he on the number line? How far away from zero is he?
If the flea starts at 0 ... |
S-ID.B.6b | Meerkats have a gestation time of days.
Use the equation of the least squares line,
$${y=6.643+0.03974x}$$
, to predict the longevity of the meerkat. Remember
$$x$$
equals the gestation time in days and
$$y$$
equals the longevity in years.
Approximately how close might your prediction be to the actual longevity of the ... |
5.NF.B.7 | Stage 5: Divide Unit Fractions and Whole Numbers
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Rolling for Fractions Stage 5 Recording Sheet
Narrative
Students roll 3 number cubes to generate a division expression involving a whole number and a fraction and compare the value... |
8.F.B.5 | Activity
This activity allows students to compare and contrast the two patterns visually, and to make sense of the graphs and use them to answer questions in the context of the genie’s offer. They recall that a quantity that grows by adding the same amount at each step forms a line when plotted, and see an example wher... |
7.EE.A.1 | The table below includes expressions that are written in expanded form and in factored form. Complete the table. Use a diagram if needed.
###TABLE0###
|
7.G.A.2 | Warm-up
The purpose of this warm-up is to begin looking at the different triangles that can be drawn when three measures are specified. The first set of triangles in this activity all share the same 3 side lengths. The second set of triangles all share the same 3 angle measures. Later in this lesson, students will look... |
7.G.A.1 | Activity
In this activity, students explore the connection between a scale with units and one without units. Students are given two equivalent scales (one with units and the other without) and are asked to make sense of how the two could yield the same scaled measurements of an actual object. They also learn to rewrite... |
7.G.B.4 | Task
The students in Mr. Rivera's art class are designing a stained-glass window to hang in the school entryway. The window will be 2 feet tall and 5 feet wide. They have drawn the design below:
###IMAGE0###
They have raised \$100 for the materials for the project. The colored glass costs \$5 per square foot and the cl... |
7.SP.C.5 | Each letter of the alphabet is written on a notecard and placed inside a brown bag. One notecard is selected from the bag. For each event below, determine where on the probability scale the event would best be located. Write the letter of the event on the scale.
Choose the letter A
Choose a consonant
Choose a vowel
Cho... |
F-BF.A.2 | Problem 1
Consider the sequence following a minus
$$8$$
pattern:
$${9,\space1,\space-7,\space-15\space,...}$$
Write a recursive formula for the sequence.
Problem 2
Consider the sequence given by the formula
$${a(n+1)=5a(n)}$$
and
$${a(1)=2}$$
for
$${n\geq1}$$
Explain what the formula means.
List the first five terms of... |
6.NS.B | Optional activity
In this Fermi problem, students estimate the time it would take an ant to run from Los Angeles to New York City. 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 r... |
7.G.A.2 | Warm-up
Students try to draw triangles satisfying different properties. They complete the table and then check with a partner whether or not they agree that the pictures are correct or that no such triangle can be drawn. The goals of this warm-up are:
Reviewing different properties and types of triangles.
Focusing on i... |
4.G.A.1 | Problem 1
Draw lines to match each triangle below with one term that describes its sides and one term that describes its angles.
###TABLE0###
Problem 2
Explain how you determined how to classify triangle C.
|
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