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8.G.A | Warm-up
Two sets of triangle side lengths are given that do not form similar triangles. Students should recognize that there is no single scale factor that multiplies all of the side lengths in one triangle to get the side lengths in the other triangle.
Launch
Give 2 minutes of quiet work time followed by a whole-class... |
2.NBT.A.2 | Narrative
The purpose of this Choral Count is to invite students to practice counting back by 10 from any number and notice patterns in the count. When students recognize that the digit in the ones place remains the same, while the digit in the tens place decreases by 1 each time, they look for and make use of the base... |
7.NS.A.1 | Warm-up
The purpose of this Number Talk is to elicit strategies and understandings that students have for adding and subtracting signed numbers. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to rewrite subtraction as adding the opposite. W... |
8.G.A.1 | Activity
In this activity, students explore translations without a coordinate grid by identifying and describing transformations. Monitor for students who notice parallel lines formed by directed line segments or formed by points and their images.
Launch
Suggest that students either use tracing paper or two different c... |
N-CN.A.2 | Optional activity
This activity is optional because it is an opportunity for extra practice that not all classes may need.
The structure of a row game gives students an opportunity to construct viable arguments and critique the reasoning of others (MP3). In a row game, pairs of students do different problems that have ... |
1.G.A.3 | Problem 2
Pre-unit
Split the circle into 2 equal parts.
###IMAGE0###
Split the rectangle into 4 equal parts.
###IMAGE1###
|
6.NS.A.1 | Problem 1
Do the Launch and Pose a Problem sections of SERP's Poster Problem "
No Matter How you Slice It
."
Launch: a. - e.
Pose a Problem: f. - g.
a. Watch the video on slide 1.
b. Can you explain how the slicer works?
c. According to the video, what is the thinnest slice this slicer can make?
d. If you know ... |
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... |
K.CC.B.4 | Stage 2: Create
Required Preparation
Materials to Gather
Colored pencils or crayons
Materials to Copy
Blackline Masters
Picture Books Stage 2 Recording Sheet
Narrative
Students create their own picture book representing different numbers.
|
6.RP.A.3 | Task
Jada has a rectangular board that is 60 inches long and 48 inches wide.
How long is the board measured in feet? How wide is the board measured in feet?
Find the area of the board in square feet.
Jada said,
To convert inches to feet, I should divide by 12.
The board has an area of 48 in $ \times $ 60 in = 2,880 in... |
G-CO.B.6 | Activity
Students disprove a conjecture that all segments are congruent, introducing them to proof by contradiction. Then, students work to prove segments of the same length are congruent. This proof leads directly to the triangle congruence proofs in subsequent lessons.
Launch
Display the conjecture and invite student... |
1.NBT.A.1 | Narrative
The purpose of this activity is for students to count within 120 starting at a number other than 1. Students stand in a circle and are given a “start” and “stop” number. As they count around the circle, each student says one number until they reach the “stop” number. The student who says the last number wins ... |
G-CO.D.13 | Activity
The purpose of this activity is for students to follow precise instructions for reproducing a pattern and analyze what kinds of instructions are clear and precise, and what kinds of instructions are ambiguous or hard to follow. Identify students who use words like circle, line, line segment, point, or label fi... |
K.OA.A.4 | Stage 4: Make 10
Required Preparation
Materials to Gather
Connecting cubes
Materials to Copy
Blackline Masters
Number Mat 1–9
Math Fingers Stage 4 Recording Sheet
Narrative
One partner rolls the cube on the mat and shows that number of fingers. The other partner determines how many more fingers are needed to make 10. ... |
5.NF.B.4 | Narrative
This Number Talk encourages students to think about equivalent expressions and to rely on the properties of operations to mentally solve problems. The strategies elicited here will be helpful later in the lesson when students match diagrams to expressions.
Launch
Display one expression.
“Give me a signal when... |
4.MD.C.5 | Problem 1
Dario is trying to hang a piece of art on his wall. He accidentally hangs it upside down. How many degrees does Dario need to turn the painting so that it is hanging right side up?
###IMAGE0###
Problem 2
Giovanna is facing north. She turns 90° to the right three times. Which direction is she now facing?
###IM... |
8.F.A.2 | Function A
is shown in the table below.
###TABLE0###
Four more functions are represented below. Find:
a function that is the same as Function A
a function with the same rate of change as Function A but with a different initial value
a function with the same initial value as Function A but with a different rate of chang... |
K.OA.A.5 | Stage 4: Cover (up to 10)
Required Preparation
Materials to Gather
Cups
Two-color counters
Materials to Copy
Blackline Masters
Shake and Spill Stage 4 Recording Sheet Kindergarten
Shake and Spill Stage 4 and 5 Recording Sheet (G1 and 2)
Narrative
Students decide together how many counters to use (up to 10). Partner A ... |
A-REI.A.1 | Warm-up
In this warm-up, experiment with the graphical effects of multiplying both sides of an equation in two variables by a factor.
Students are prompted to multiply one equation in a system by several factors to generate several equivalent equations. They then graph these equations on the same coordinate plane that ... |
5.NBT.A.3 | Warm-up
The purpose of this warm-up is for students to practice placing numbers represented with decimals on a number line and thinking about probabilities of events that involve the values of the numbers. In the following activity, students are asked to graph points involving probabilities that are represented by numb... |
4.OA.B.4 | Narrative
The purpose of this activity is for students to explore the idea of multiples through an area context. Students learn that
a multiple of a number
is the result of multiplying any whole number by another whole number. As students build and find the area of rectangles given one side length, they see that every ... |
8.EE.C.7b | Warm-up
The purpose of this Math Talk is to elicit strategies and understandings students have for reasoning about equations that have expressions in parentheses. These understandings help students develop fluency and will be helpful in the associated Algebra 1 lesson when they solve equations as part of solving inequa... |
2.OA.A.1 | Narrative
The purpose of this activity is for students to represent and solve one- and two-step story problems using methods that make the most sense to them. Students each select a problem to solve on their own and share their work with their group. Each group uses the solutions to solve a two-step Put Together, Resul... |
6.RP.A.3 | Activity
This activity gives students a chance to apply the different strategies they have learned to solve ratio problems and to decide on methods that would make the most sense in given situations.
If desired
, you can have students complete this activity as an info gap, by instructing them to close their books or de... |
K.G.A.2 | Narrative
The purpose of this activity is for students to learn stage 4 of the Geoblocks center. Students feel the shape without looking at it and guess the shape. Students may name the same (“It’s a cube.”) or describe an object that looks like the shape (“This is shaped like a box.”).
After they participate in the ce... |
5.G.A.1 | Task
Materials
The students will need grid paper and colored pencils; some color for the ships and (for example) red for explosions on their ships and their enemy’s ships. This is how they will keep track of what ordered pairs have been called.
Setup
Students begin by folding the grid paper in half. They need to draw c... |
F-BF.A.2 | Warm-up
This warm-up prompts students to compare four expressions. 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.
The purpose of this activity is to remind stud... |
4.NF.A.2 | Compare the following fractions by writing <, >, or = in the blank.
a.
$${{2\over3}}$$
_____
$${{5\over4}}$$
b.
$${{4\over5}}$$
_____
$${{5\over6}}$$
|
4.NF.B.4 | Narrative
Students may have previously noticed a connection between the whole number in a given multiplication expression and the numerator of the fraction that is the resulting product. In this activity, they formalize that observation. Students reason repeatedly about the product of a whole number and a unit fraction... |
G-CO.C.10 | Task
Suppose $ABC$ is a triangle. Let $M$ be the midpoint of $\overline{AB}$ and $P$ the midpoint of $\overline{BC}$ as pictured below:
###IMAGE0###
Show that $\overleftrightarrow{MP}$ and $\overleftrightarrow{AC}$ are parallel.
Show that $|AC| = 2|MP|$.
|
A-CED.A.4 | Problem 1
Solve the following three equations for
$$x$$
.
$$2x+6=10$$
$$ax+6=10$$
$$ax+b=c$$
Problem 2
The perimeter formula for a rectangle is
$${p=2(l+w)}$$
, where
$$p$$
represents the perimeter,
$$l$$
represents the length, and
$$w$$
represents the width.
Calculate
$$l$$
when
$$p=70$$
units and
$$ w=15$$
units.
Sol... |
8.EE.A.1 | Problem 1
A sphere has a radius that is given by the expression
$${{1\over2}x^3}$$
. What expression represents the volume of the sphere in terms of
$${\pi}$$
and
$$x$$
?
Problem 2
Determine the value of
$$n$$
in the equation
$$4\cdot16^n=4^{21}$$
.
|
K.G.A.1 | Narrative
The purpose of this activity is for students to identify the location of shapes based on positional words. The words
above
,
below
,
next to
, and
beside
are the focus of this activity, but other positional words can be used.
Representation: Access for Perception.
Students with color blindness may benefit fro... |
7.RP.A.3 | Optional activity
The purpose of this activity is for students to encounter a situation in which rounding error makes it look like the relationship between the price of an item and the sales tax is not quite proportional. Students should realize this is due to having a fractional percentage for the tax rate and the cus... |
7.RP.A.2 | Warm-up
In the previous warm-up, students compared different proportional relationships on two sets of axes that were scaled the same. In this warm-up, students will work with two sets of axes scaled differently and the same proportional relationship. The purpose of this warm-up is to make explicit that the same propor... |
8.G.A.1a | Activity
Corresponding sides of congruent polygons have the same length. For shapes like ovals, examined in the previous activity, there are no “sides.” However, if points
\(A\)
and
\(B\)
on one figure correspond to points
\(A’\)
and
\(B’\)
on a congruent figure, then the length of segment
\(AB\)
is equal to the length... |
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... |
1.MD.A.2 | Stage 1: Choose Your Unit
Required Preparation
Materials to Gather
Base-ten blocks
Connecting cubes
Paper clips (2-inch)
Materials to Copy
Blackline Masters
Estimate and Measure Stage 1 Recording Sheet
Narrative
Students choose an object and a familiar unit to measure it with. They estimate the length of the object an... |
7.G.A.1 | Optional activity
This activity gives students a chance to apply what they know about scale factors, lengths, and angles and create scaled copies without the support of a grid. Students work in groups of 3 to complete a jigsaw puzzle, each group member scaling 2 non-adjacent pieces of a 6-piece puzzle with a scale fact... |
6.RP.A.3c | Warm-up
This warm-up gets students ready to think about making estimates of quotients. Estimation will be central in how students learn about the circumference and area of a circle.
Launch
Instruct students to find a method of estimation other than performing long division.
Student Facing
A student got 16 out of 21 que... |
F-LE.A.1c | Task
Raphael deposits \$10,000 in a bank account which earns 5% interest, compounded annually. If he makes no other deposits or withdrawals, how long will it take for Raphael to have \$50,000 in his bank account?
The Alpe d'Huez is a famous climb in the Tour de France. The road is about 14 kilometers long. It starts a... |
2.MD.D.10 | Problem 3
Pre-unit
The table shows the favorite summer vacation activity for a group of students.
###TABLE0###
Use the table to complete the bar graph.
###IMAGE0###
|
1.OA.C.6 | Narrative
The purpose of this activity is for students to find the number that makes an addition or subtraction equation true. The equations encourage students to use methods based on the relationship between addition and subtraction (MP7). For example, after finding the number that makes
\(4 + \underline{\hspace{1 cm}... |
7.G.B | Activity
In this activity students first identify the information needed to estimate the area of the state of Nevada from a map. Next, they use strategies developed in earlier work to make an estimate. The area can only be estimated as the shape is more complex and not a polygon. Like in the previous activity, monitor ... |
7.SP.C.6 | Activity
In this activity, students return to calculating probabilities using the sample space, and they compare the calculated probabilities to the outcomes of their actual trials. Students have a chance to construct arguments (MP3) about why probability estimates based on carrying out the experiment many times might ... |
3.NF.A.3 | Narrative
The purpose of this activity is for students to use their knowledge of fractions to locate fractions with different denominators on the number line. Students may use a variety of reasoning to locate the fractions, including their knowledge of equivalence, strategies about the same numerator or denominator, or... |
7.G.B.4 | Task
The figure below is composed of eight circles, seven small circles and one large circle containing them all. Neighboring circles only share one point, and two regions between the smaller circles have been shaded. Each small circle has a radius of $5 \text{ cm}$.
###IMAGE0###
Calculate:
The area of the large circle... |
3.OA.D.9 | Narrative
The purpose of this warm-up is to elicit observations about patterns in addition tables containing sums of two-digit addends that are multiples of 10. Each table is partially filled out to show certain behaviors of the sums and highlight some properties of operations. For example, the sums in the first table ... |
3.MD.C.7a | Narrative
The purpose of this activity is for students to find the area of a rectangle by tiling and to recall that the area can also be found by multiplying the side lengths. Students use inch tiles to build rectangles with a given side length and find the area of those rectangles. They work together to compare and ex... |
5.NBT.B.7 | Narrative
The purpose of this activity is for students to analyze a common error when using the standard algorithm to add decimals. The standard addition algorithm requires students to add digits with the same place value. In the given example the two numbers are “right aligned” as when adding whole numbers but this le... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to learn stage 5 of the Shake and Spill center. Students use between 11-20 counters. One partner shakes, spills, and covers up the yellow counters with a cup. The other partner determines how many counters are under the cup and explains how they know. Both partners... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to leverage their previous work representing addition and subtraction problems on the number line to solve problems about the differences in family members’ ages. For each riddle, the previous answer is needed to solve. Students may use any strategy that helps them... |
7.G.A.2 | Warm-up
The purpose of this warm-up is to remind students that a compass is useful for transferring a length in general, and not just for drawing circles. As students discuss answers with their partners, monitor for students who can clearly explain how they can use the compass to compare the length of the third side.
L... |
G-CO.C.11 | Warm-up
In this warm-up, students use 1-inch strips with evenly spaced holes and metal paper fasteners to recall the relationship between parallelograms and rectangles. This prepares students to prove that all rectangles are parallelograms. Before students begin working, they are explicitly asked to determine which mat... |
5.NF.B.4 | Stage 5: Fraction Factors
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Rectangle Rumble Stage 5 Spinners
Rectangle Rumble Stage 5 Grid
Narrative
Students generate factors with a number cube and a spinner with the numbers
\(\f... |
K.OA.A.5 | Narrative
The purpose of this activity is for students to learn stage 1 of the Find the Pair center. Students develop fluency with addition and subtraction within 5 as they find the number that makes 5 when added to a given number. Each student draws a hand of 5 cards. Students take turns asking their partner for a car... |
7.RP.A.3 | Optional activity
The purpose of this activity is for students to create a scale drawing for a restaurant floor plan. Students use proportional reasoning to consider how much space is needed per customer, both in the dining area and at specific tables. They try to find a layout for the tables in the dining area that me... |
2.MD.D.10 | Narrative
The purpose of this activity is for students to create a survey, collect and organize their data, and represent their data as a picture or bar graph.
To add movement to this activity, consider a gallery walk for students to see and compare the different representations of their data.
MLR7 Compare and Connect.... |
6.NS.C | Warm-up
The purpose of this warm-up is to remind students about negative numbers. The context of a weather thermometer works like a vertical number line. Students do not need to understand comparative temperatures in Celsius and Fahrenheit. The activity is written with temperatures in Celsius; however, the activity wou... |
3.MD.C.7b | Narrative
The purpose of this activity is for students to solve an area problem with a partially tiled rectangle. This encourages students to multiply to solve problems involving area, but still provides some visual support to see the arrangement of the rows and columns. This problem includes a product of ten, with whi... |
F-BF.B.3 | Warm-up
The purpose of this warm-up is to consider the shape of a parabola in the world and recall relevant vocabulary about 2nd degree polynomials, which will be useful when students model the image with a transformed quadratic function in the next activity. Consider replacing the image with a local parabolic arch-sha... |
4.G.A.2 | Task
Draw at least two examples and two non-examples of each of the quadrilaterals defined below.
Parallelogram: A quadrilateral with 2 pairs of parallel sides.
Rectangle: A parallelogram with 4 right angles.
Rhombus: A parallelogram with 4 sides with equal length.
I am a shape that is a parallelogram, a rectangle, a... |
F-BF.B.4 | Give the function's domain.
a.
$${y={2\over{x-3}}}$$
b.
$${y={\sqrt{x-5}}+1}$$
c.
$${y=4-(x-3)^2}$$
d.
$${y={{7}\over{4-(x-3)^2}}}$$
e.
$${y=4-(x-3) ^{1\over2}}$$
f.
$${y={{7}\over{4-(x-3)^{1\over2}}}}$$
|
A-REI.A.2 | Activity
The purpose of this activity is for students to understand how steps used to solve a rational equation sometimes lead to nonequivalent equations, giving rise to so-called extraneous solutions. For example, multiplying each side of a rational equation by
\(x+1\)
creates a new equation that is true when
\(x= \te... |
F-IF.C.7b | Activity
In this activity, students create a graph representing the relationship between dilated area and scale factor, and use it to answer questions. They analyze the average rate of change at different parts of the graph, noting that the rate of change is not constant. As students use the graph to solve problems, th... |
G-CO.A.1 | Problem 1
What do the figures below have in common? How are they different?
###IMAGE0###
Problem 2
Allison made several paper flags.
###IMAGE1###
Which of these will make a cylinder when spun on the post of the flag? Explain your reasoning.
|
1.OA.C.6 | Narrative
The purpose of this activity is to elicit methods students have for solving story problems involving addition and subtraction with teen numbers. Students are presented with story problem types that are familiar to them to allow for discussion about methods they used to find the answer. Students solve the prob... |
S-IC.B.5 | Activity
This info gap activity gives students an opportunity to determine and request the information needed to assess whether the results from an experiment are either significant or due to chance groupings.
The info gap structure requires students to make sense of problems by determining what information is necessar... |
K.MD.B.3 | Narrative
The purpose of this activity is for students to explore and use two-color counters and 5-frames. Students have an opportunity to explore the tools before they are asked to use them to represent mathematical situations in later lessons. As students work, observe whether students count the two-color counters or... |
3.NF.A.1 | Narrative
The purpose of this activity is to activate what students know about the meaning and size of non-unit fractions. Students match a set of fractions with diagrams that represent them. There are a 3 sets of equivalent fractions to prompt students to share what they know about equivalent fractions.
To add movemen... |
A-REI.C.7 | Activity
Students combine concepts of parallel and perpendicular lines and circles, and consider possible intersections of circles and lines. Monitor for a variety of strategies for the final question. Students may solve this graphically. To verify their answer, they may rewrite their equation in slope-intercept form.
... |
6.EE.A.1 | Warm-up
In this warm-up, students compare pairs of numerical expressions and identify the expression with the greater value. The task allows students to review what they learned about exponents and prompts them to look for and make use of structure in numerical expressions (MP7).
Students should do these without calcul... |
5.G.A.1 | Problem 1
Amiyah and Brian were playing Battleship. Brian guessed the coordinate pair (5, 8) and got a hit. What coordinates would you recommend Brian give for his next guess? Explain your reasoning.
Problem 2
Draw a line that passes through points
Y
and
Z
.
###IMAGE0###
Plot one other point on the same line as
$$\over... |
F-LE.A.1a | Activity
In the previous activity, students use the fact that an exponential function changes by the same factor over equal intervals in order to fill out a table of values, and they explain why this is always true using an equation for the function. In this activity, students continue to use the equal factors over equ... |
A-SSE.A.1a | Factor each expression completely.
a.
$${x^2-36}$$
b.
$${12x^2-3}$$
c.
$${6x^2+34x-12}$$
|
G-GMD.A.2 | Problem 1
What are all the two-dimensional shapes that can result from slicing a rectangular prism?
What are all the two-dimensional shapes that can result from slicing a rectangular pyramid?
How are the slices of a rectangular prism similar to and different from the slices of a rectangular pyramid?
Problem 2
Below is ... |
7.G.A.1 | Optional activity
In this activity, students investigate different aspects of the figure, scaled copy, and scale factor trio. Given any two of these three, we can find the third. Students work with these different scenarios on a grid, dealing with scale factors greater than 1, less than 1, and equal to 1. In addition, ... |
3.OA.B.5 | Decompose the following array in a way that will help you find its total number of objects. Then show how you find the total number of objects.
###IMAGE0###
|
3.NF.A.3d | Task
Choose each statement that is true.
$\frac98$ is greater than $\frac{9}{4}$.
$\frac{9}{4}$ is greater than $\frac98$.
$\frac98 \gt \frac{9}{4}$.
$\frac98 \lt \frac{9}{4}$.
$\frac{9}{4} \gt \frac98$.
$\frac{9}{4} \lt \frac98$.
None of these.
$\frac98$ and $\frac{9}{4}$ are shown on the number line. Which is correct... |
3.NBT.A.2 | Narrative
The purpose of this activity is for students to reason about subtraction and write another subtraction expression to complete a partially-completed Number Talk activity. If there is time, students can facilitate their Number Talk with another group. Students are given three expressions and prompted to think o... |
7.EE.B.3 | Activity
This task introduces the concept of a stock portfolio being a selection of stocks an investor might own to try to make money—students examine the change in portfolio and evaluate the value. They must use both positive and negative change, and percentage change.
Launch
Introduce the concept of a portfolio of sh... |
5.NF.A.2 | Problem 1
For each of the following, determine whether or not
$$\frac{2}{5}+\frac{3}{10}$$
represents the problem. Explain your decision.
a. A farmer planted
$$\frac{2}{5}$$
of his forty acres in corn and another
$$\frac{3}{10}$$
of his land in wheat. Taken together, what fraction of the 40 acres had been planted in ... |
6.NS.B.2 | Optional activity
In this activity, students continue to practice using long division to find quotients. Here, the presence of 0’s in the dividend and the quotient presents an added layer of complexity, prompting students to really make sense of the the meaning of each digit in numbers they are dealing with (MP7).
Laun... |
6.NS.C.7 | Activity
In this activity, students order rational numbers from least to greatest in 2 steps. They first order positive rational numbers, and then negative ones. The numbers are written as fractions, decimals, and integers. By manipulating physical cards, students get a tangible sense of how rational numbers relate to ... |
A-SSE.B.4 | Activity
This activity returns students to a context they first looked at at the start of this unit: money invested yearly into a savings account with a fixed interest rate that compounds annually. While the situation described in the task is a simplified version of how a modern savings account actually works, which is... |
3.MD.C.7d | Narrative
The purpose of this activity is for students to choose a type of tiny house and design the spaces inside it by partitioning the rectangular floor plan into smaller areas. The synthesis provides time to share and ask questions about each others’ designs.
As students design the different living needs for their ... |
6.G.A.4 | Task
Below is a net for a three dimensional shape:
###IMAGE0###
The inner quadrilateral is a square and the four triangles all have the same size and shape.
What three dimensional shape does this net make? Explain.
If the side length of the square is 2 units and the height of the triangles is 3 units, what is the surfa... |
3.MD.C.6 | Task
A small square is a square unit. What is the area of this rectangle? Explain.
###IMAGE0###
What fraction of the area of each rectangle is shaded blue? Name the fraction in as many ways as you can. Explain your answers.
###IMAGE1###
###IMAGE2###
###IMAGE3###
###IMAGE4###
Shade $\frac12$ of the area of rectangle in ... |
4.NF.B.3c | Narrative
This warm-up prompts students to carefully analyze and compare fractions or expressions containing fractions, relying on what they know about the size of fractions, equivalence, mixed numbers, and addition of fractions. The reasoning also helps students to recall familiar relationships between fractions where... |
5.NBT.A.2 | Warm-up
The purpose of this number talk is to gather strategies and understandings students have for dividing by powers of 10. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to find the mean for various samples.
While four problems are give... |
A-SSE.A.1b | Task
Consider the expression $$\frac{1}{\displaystyle\frac1{R_1} + \frac1{R_2}}$$ where $R_1$ and $R_2$ are positive.
Suppose we increase the value of $R_1$ while keeping $R_2$ constant. Does the value of the expression above increase, decrease, or stay the same? Explain in terms of the structure of the expression.
|
F-LE.A.4 | Warm-up
This warm-up is students’ first opportunity to make an explicit connection between the graph of an exponential function with base
\(e\)
and the natural logarithm. Students are prompted to explain why the graph representing an exponential function can be used to estimate a natural logarithm (MP3) and then to mak... |
K.CC.C.6 | Narrative
The purpose of this activity is for students to compare the number of objects in groups with very different quantities. Because the quantities are very different, students should be able to visually tell which group has more objects. Students may also match or count each group to compare.
MLR8 Discussion Supp... |
G-CO.A.3 | Describe whether the converse of the statement in Anchor Problem #2 is always, sometimes, or never true:
Converse: “The rotation of a figure can be described by a reflection of a figure over two unique lines of reflection.”
|
6.G.A.1 | Optional activity
By now students have more than one path for finding the area of a triangle. This optional activity offers one more lens for thinking about the relationship between triangles and parallelograms. Previously, students duplicated triangles to compose parallelograms. Here they see that a different set of p... |
6.EE.A.1 | Activity
In this activity, students use what they know about finding the area of a square from a given side length to think about the converse problem: how do you find the side length of a square with a given area? Students solve this problem in general in the next lesson, but this lesson sets them up for that work.
Fi... |
4.NF.B.4c | Narrative
In this activity, students solve problems involving tenths and hundredths in a context about coins. Given information about the thickness of some Mexican coins, students compare the heights of different combinations of stacked coins. To complete the task, students need to write equivalent fractions, add tenth... |
K.NBT.A.1 | Problem 2
Pre-unit
How many are in each picture?
a.
###IMAGE0###
b.
###IMAGE1###
c.
###IMAGE2###
____________
____________
____________
|
6.SP.B.5d | Warm-up
This warm-up encourages students to analyze a data set carefully and reason about its distribution. It also gives them a chance to use the language they have acquired in this unit in an open-ended setting.
As students discuss their observations and questions with their partners, identify a few who notice or won... |
5.NF.A.1 | Problem 1
a. Estimate whether each of the following sums will be more or less than 1.
$${{1\over3}+{1\over4}}$$
$${{1\over2}+{2\over3}}$$
b. Solve for the actual sums in Part (a) above.
Problem 2
a. Here is Ragnar’s strategy for finding the value of
$$\frac{4}{5}+\frac{6}{7}$$
: “I know 5 × 7 is a common denomina... |
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