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G-CO.A.2 | Problem 1
A rotation was performed to map
$${\overline{AB}}$$
to
$${\overline{FE}}$$
. What information do you need to describe this rotation?
###IMAGE0###
Problem 2
What is the pattern of coordinate points that maps
$${\overline {AB}}$$
to
$${\overline {HG}}$$
?
###IMAGE1###
Problem 3
Below are the coordinate points f... |
K.CC.B | Narrative
The purpose of this activity is for students to gain familiarity with the 10-frame by showing different numbers on it. While students may arrange the counters on the 10-frame in many different ways, the structure of the fingers, with 5 on one hand and some more on another hand, encourages students to think ab... |
5.OA.A | Narrative
The purpose of this True or False is for students to demonstrate strategies they have for comparing expressions. The reasoning students use here helps to deepen their understanding of the properties of operations. It will also be helpful later when students compare expressions and generalize their understandi... |
4.NF.B.4c | Problem 6
Pre-unit
A bottle holds \(\frac{7}{10}\) liter of water. How much water do 6 bottles hold? Explain or show your reasoning.
|
N-CN.A.1 | Warm-up
The goal of this activity is to prepare students for extending the real numbers to the complex numbers in the next few activities. The point of this activity is not for students to come up with an appropriate explanation for why
\(5-8\)
is well-defined, but to grapple with the cognitive dissonance that many peo... |
K.CC.B.5 | Narrative
The purpose of this activity is for students to find the total number of cubes they have when they add their cubes and their partner’s cubes. In the synthesis students discuss how although someone might count each group separately, that is not enough to determine how many cubes there are altogether. After cou... |
8.F.A.1 | Launch
Display a table where one row contains some first names of students in your class. (If possible, select a few students you know were born in the same month.) There should be no ambiguity in the name row, so if more than one student shares the same first name, also write their last initial, or make the names dist... |
F-TF.C.9 | Problem 1
Are these expressions equivalent? Why or why not?
a.
$${\mathrm{sin}(a+b)}$$
b.
$${\mathrm{sin}a+\mathrm{sin}b}$$
How can you justify your reasoning when
$${a={\pi\over6}}$$
and
$${b={\pi\over3}}$$
? Use the unit circle shown below to justify your thinking.
###IMAGE0###
Problem 2
Below are the sum and differe... |
6.NS.B.3 | Optional activity
Using the boxes that they built in the previous activity, students now measure and compare the length, height, and surface area of the boxes. This work requires fluency in operations with decimal numbers and care in measurement. In measuring the dimensions of the box, there are multiple layers of impr... |
7.RP.A.2 | Warm-up
This warm-up sets the stage for this lesson. Students are presented with the basic question of whether baths or showers use more water and they brainstorm information that might help them investigate the question.
Launch
"Some people take showers, some people take baths. There is disagreement over which one tak... |
5.NF.A.1 | Narrative
The purpose of this activity is for students to find the value of differences of mixed numbers. The numbers are chosen to encourage a variety of strategies that were highlighted in the previous activity. Students should be encouraged to find the differences in a way that makes sense to them. This may mean cho... |
A-CED.A.4 | Warm-up
Earlier in the course, students have spent some time writing equations in one variable, two variables, and multiple variables to represent relationships and constraints. They have also rearranged equations to isolate a particular variable. This warm-up activates that prior knowledge, preparing students to write... |
2.NBT.B.7 | Narrative
The purpose of this activity is for students to interpret base-ten diagrams that represent decomposing a unit when subtracting by place (MP2). Students analyze a base-ten diagrams that show decomposing a hundred into 10 tens. They make connections between representing with base-ten blocks and base-ten diagram... |
4.OA.B.4 | Stage 2: Multiple Rectangles
Required Preparation
Materials to Gather
Folders
Grid paper
Inch tiles
Materials to Copy
Blackline Masters
Can You Build It Stage 2 Directions
Number Cards (0-10)
Narrative
Before playing, students remove the cards that show 6 or higher and set them aside.
Students flip two number cards to... |
6.G.A.3 | Optional activity
This activity introduces students to using graphing technology to plot ordered pairs and create images.
Digital
Launch
Demonstrate how to use the technology available in the classroom to plot coordinate pairs. If using the applet or using Desmos in a web browser, consider using these instructions:
On ... |
7.G.B.5 | Optional activity
This activity gives students an opportunity to practice recognizing complementary, supplementary, and vertical angles and using what they know about those types of angles to find unknown angle measures. Some students may feel comfortable writing equations to show their reasoning, but it is not importa... |
7.G.A.1 | Optional activity
Here, students use a scale and a scale drawing to answer a speed-related question. The task involves at least a couple of steps beyond finding the distance of travel and can be approached in several ways. Minimal scaffolding is given here, allowing students to model with mathematics more independently... |
3.MD.B.3 | Narrative
The purpose of this activity is for students to represent data in a scaled bar graph. In this activity, the categorical data is presented in a table. Students choose a scale and make a scaled bar graph of the categorical data. Students have prior experience with scales of 2, 5, and 10, and are not directed to... |
3.MD.B.4 | The table below shows the high jump heights of the fifth-grade girls at Sandy Hill Elementary School.
###IMAGE0###
a. Make a line plot of the data. Remember to label all parts of your line plot.
b. What is the height, in inches, of the shortest high jump among these students?
c. Girls with a high jump that is gre... |
7.SP.C.5 | Activity
As preparation for talking about probability, students are asked to engage their intuition about the concept by loosely grouping scenarios into categories based on their likelihood by reasoning abstractly about situations in context as in MP2. Some of the categories are meant to be loosely interpreted while ot... |
8.EE.A.1 | Warm-up
The purpose of this activity is to reason through some examples, and the meaning of exponents, that an expression in the form
\((a^b)^c\)
is equivalent to
\(a^{bc}\)
. Monitor for students who reason about the last question by replacing 8 with
\(2^3\)
or vice versa. When students notice that they can use proper... |
7.NS.A.1b | Problem 1
Revisit Joshua’s road from Lesson 4 Anchor Problem #1 to answer the questions that follow.
###IMAGE0###
a. Joshua travels 5 miles east and then 2 miles east, represented by the equation
$${5+2=7}$$
.
Model this situation on the number line using arrows, and explain what each term in the equation represents... |
1.NBT.C.6 | Stage 3: Add or Subtract Tens
Required Preparation
Materials to Gather
Connecting cubes in towers of 10 and singles
Materials to Copy
Blackline Masters
Number Cards, Multiples of 10 (0-90)
Check It Off Stage 3 Recording Sheet
Narrative
Students take turns picking two number cards that are multiples of 10 (0–90) and ch... |
F-BF.B.3 | Problem 1
Below are the sketches of two different functions. Which one matches with the equation shown below?
###IMAGE0###
###IMAGE1###
$${y=(x+1)(x+2)(x+4)}$$
Problem 2
Is the following statement always, sometimes, or never true?
"If
$${ f(x)}$$
is a cubic function and
$${ f(1)=0}$$
,
$${f(3)=0}$$
, and
$${ f(4)=0}$$
... |
6.RP.A | Task
The 150 students at Skokie School were asked if they prefer seeing the movie Hunger Games or Divergent. The data showed that 100 preferred Hunger Games and 50 preferred Divergent.
Look at the following statements and decide if each accurately reports the results of the survey and explain how you know.
At Skokie Sc... |
3.OA.B.5 | Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for using multiplication to help them divide. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to find the value of quotients.
Launch
Display o... |
A-REI.A.1 | Find the solution to this system algebraically and graphically.
$${f(x)=|x+2|-1}$$
$${g(x)={1\over2}x+3 }$$
|
A-REI.B.3 | Problem 1
Solve the absolute value inequality algebraically. Verify your solution graphically.
$${|x-3|+2≥5}$$
Problem 2
Solve the inequalities.
a.
$${|5x-15|-4<21}$$
b.
$${{1\over3}|-4-2x|≥7}$$
|
5.G.A.1 | Use the coordinate plane below to answer the question.
###IMAGE0###
Points
J
,
K
, and
L
, combined with additional points that are not shown, create a figure that is symmetric about the line
l
. What are the coordinates of the additional points?
|
1.OA.A.1 | Narrative
In this activity, students begin by choosing the answer to the problem they will write. They then write an equation that includes that number in any position. Finally, students write a story problem that matches their equation. This builds directly from the previous activity in which students wrote story prob... |
7.G.B | Task
What is the definition of a circle with center $A$ and radius $r$?
A circle has center $A$ and radius $AB$. Is point $A$ on the circle? Is point $B$ on the circle? Explain.
###IMAGE0###
Imagine that a circle with center $A$ is drawn on 1/4 inch grid paper as shown below. What is the radius of the circle?
###IMAGE1... |
8.G.A.1 | Activity
Students have seen images showing a sequence of transformations in the first lesson of this unit, however they have not heard the term sequence of transformations. They have also not been asked to describe the moves in the sequence using precise language. The launch of this activity introduces this term and gi... |
4.NF.C | Warm-up
The purpose of this activity is to prime students for locating negative fractions on a number line. Students discern the value of a number by analyzing its position relative to landmarks on the number line. In this case, students estimate that the point is halfway between 2 and 3 and use their understanding abo... |
F-LE.A | Task
Lincoln deposits money in a Certificate of Deposit account. The balance (in dollars) in his account $t$ years after making the deposit is given by $L(t)=500(1.05)^t$ for $t \geq 0$. Explain, in terms of the structure of the expression for $L(t)$, why Lincoln's balance can never be 499.
Helen deposits money in a s... |
5.NBT.B.7 | Problem 1
Jessa has 23 one-dollar bills that she wants to divide equally between her 5 children.
How much money will each receive? How much money will Jessa have left over?
Jessa exchanged the remaining one-dollar bills for dimes. If she divides the money equally between her 5 children, how much money will each child g... |
G-SRT.D.10 | Problem 1
Find the lengths of
$$d$$
and
$$e$$
.
###IMAGE0###
Why can't yo uuse the same method to find the lengths of
$$x$$
and
$$y$$
in the triangle below?
###IMAGE1###
Problem 2
There is a rule that allows you to use trigonometric ratios to determine side lengths and angles of non-right triangles.
Law of Sines:
###IM... |
4.NBT.B.4 | In January, Scott earned $8,999. In February, he earned $2,387 more than in January. In March, Scott earned the same amount as in February.
a. Choose a place value to round to, then use those rounded values to estimate the amount Scott earned altogether during those three months.
b. Exactly how much did Scott earn ... |
A-REI.D.11 | Activity
In this activity, students compare graphs and statements that represent functions without a context. Because no concrete information is given, students need to rely on their understanding of function notation and points on a graph to make comparisons and to interpret intersections of the graphs.
Previously, st... |
4.NF.C.6 | Complete the chart.
###TABLE0###
|
6.EE.B.5 | Warm-up
This warm-up reminds students of two facts, that in order to use the zero product property, the product of the factors must be 0, and that there is no number that can be squared to get a negative number. At this point, students don’t yet know about complex numbers or that squaring a complex number produces a ne... |
8.EE.A.1 | Problem 1
What is the value of the expression:
$${3^52^33^22^2\over{3^32^53^4}}$$
Problem 2
The following statements are
incorrect. For each statement,
Identify the mistake(s).
Correct the statement.
Justify or show your reasoning.
a.
$${8^3(8^5)=8^{15}}$$
b.
$${2^4\cdot 3^4=6^8}$$
|
6.RP.A.3c | Activity
In this activity, students find percentages of a value in a non-monetary context. They begin by assigning a value to 100% and reasoning about other percentages.
The double number line is provided to communicate that we can use all our skills for reasoning about equivalent ratios to reason about percentages. Pr... |
8.EE.A.1 | Problem 1
What is the value of
$${{{{{5^{-2}}}}}}$$
? Explore 3 different strategies to determine the value.
Strategy 1:
Use product of powers rule
How does the statement below shed light on the value of
$${{{{{5^{-2}}}}}}$$
?
$${5^2}\cdot{{{{{5^{-2}}}}}}=5^{2+(-2)}={5^0}=1$$
Strategy 2:
Use quotient of power rule
How ... |
7.G.A | Warm-up
The purpose of this warm-up is to familiarize students with an isometric grid. While students may notice and wonder many things, characteristics such as the measures of the angles in the grid and the diagonal parallel lines will be important properties for students to notice in their future work performing tran... |
2.NBT.B.7 | Narrative
This warm-up prompts students to compare four images of base-ten blocks. This gives the teacher an opportunity to hear how students describe the blocks and how they use “compose” or “decompose” to describe their understanding of equivalent forms of a hundred and a ten. This will be helpful as students decompo... |
A-REI.D.12 | Activity
In this activity, students encounter a situation in which two constraints that can be expressed with inequalities are represented on two separate graphs, which makes it challenging to find pairs of values that meet both constraints simultaneously. This motivates a desire to represent both constraints on the sa... |
1.OA.C.6 | Narrative
The purpose of this warm-up is to elicit the idea that addition and subtraction are related operations, which will be useful when students solve subtraction story problems with unknown addends.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
... |
6.RP.A.3 | Warm-up
In this warm-up, students are reminded of the tape diagram method for understanding parts of a whole. The tape diagrams are used in the context of tips, taxes, and discounts.
Launch
Students in groups of 2. Allow students 2 minutes quiet work time followed by partner then whole-class discussion.
Student Facing
... |
1.OA.C.6 | Stage 2: Subtract within 10
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cards 0–10
Materials to Copy
Blackline Masters
Capture Squares Stage 2 Gameboard
Narrative
Students choose two cards and find the difference.
|
4.NF.C.7 | Narrative
The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. In this case, the given decimal pushes students to think in terms of increments of tenths (0.1) and to relate the fractional measurement to nearby whole numbers.
Launc... |
F-IF.B.4 | Task
Here are 6 containers that are being filled with water at a constant rate, and 9 graphs that represent the height of the water in a container as a function of the volume of water in the container.
Choose the graph that corresponds to each container.
Explain your reasoning clearly.
For the remaining 3 graphs, sketc... |
F-IF.B.5 | Warm-up
In this lesson, students analyze graphs that represent situations, and explain why the coordinates of certain points on the graph either do or don’t make sense in the situation. In this warm-up, students encounter a straightforward mathematical context of the perimeter of a rectangle, and simply discuss values ... |
3.MD.C.7c | Problem 1
The area model below shows the floor plan for a storage closet. The storage closet will have a tiled floor with grey tiles on the left and white tiles on the right. Each tile is 1 square foot.
###IMAGE0###
a. What is the area of the whole floor?
b. What is the area of the floor covered with gray tiles? Wh... |
7.RP.A.3 | Launch
Arrange students in groups of 3--4. Provide each group with a set of newspaper clippings involving percentage increase and decrease.
Tell students to take turns sorting the clippings into the piles representing percentage increase and percentage decrease and explaining the decision. If there is a disagreement, p... |
6.SP.B | Optional activity
In this culminating activity, students use what they have learned in the unit to answer statistical questions about a species of fish in the Great Lakes region. They use a histogram to represent the given data distribution, decide on appropriate measures of center and variability, and use their analys... |
A-SSE.A.1b | Task
A landscaping company prepares two mixtures of fertilizer.
Mixture A contains 5 liters of liquid fertilizer and 50 liters of
water. What is the concentration of fertilizer (by volume) in
Mixture A?
Mixture B contains 10 liters of liquid fertilizer and 50
liters of water. What is the concentration of fertilizer (by... |
5.G.B.3 | Problem 1
###TABLE0###
Based on this sort, say what a parallelogram is in your own words. Compare your definition with a partner.
Problem 2
Decide whether the following statements are always, sometimes, or never true.
a. A polygon is a parallelogram.
b. A parallelogram is a polygon.
|
8.EE.C.8b | An elementary school teacher places an order for 2 copies of a book and 2 dictionaries for a total of $18. A week later, she places another order for 2 more copies of the book and 3 dictionaries for a total of $22. How much does each book and dictionary cost?
Write a system of equations, define your variables, and solv... |
6.NS.B.3 | Activity
Students solve more equations of the form
\(px=q\)
while interpreting the division as a fraction.
Launch
Arrange students in groups of 2. Give 5–10 minutes of quiet work time and time to share their responses with a partner, followed by a whole-class discussion.
Representation: Internalize Comprehension.
Activ... |
S-IC.B.5 | Warm-up
The purpose of this activity is to get familiar with the process of finding heart rate and collecting some initial data for the experiment in the next activity.
Launch
Tell students they will find their pulse as part of an experiment to determine if counting while exercising affects heart rate. Demonstrate the ... |
6.EE.C.9 | Optional activity
This activity presents a situation with a similar structure to the area situation in the Making a Banner activity. Students consider different combinations of base areas and heights that keep the volume of a rectangular box at 225 cubic inches. They complete a table for given values of area and height... |
3.MD.D.8 | Problem 1
Maureen wants to wrap ribbon around her mirror and around her picture frame. Will she need more ribbon for her mirror or her picture frame? Both are shown below.
###IMAGE0###
Problem 2
Outline both shapes below in one color. Then color the inside of both shapes in another color.
###IMAGE1###
a. Which color ... |
8.EE.B | Warm-up
The purpose of this warm-up is for students to create a graph and a description from an equation, building on their work in the previous lesson. Students decide on a context and then make the graph, scaling the axes appropriately to the situation. Moving between representations of a proportional relationship he... |
3.OA.B.5 | Warm-up
Students perform mental calculations by applying strategies involving the distributive property.
Launch
Display one problem at a time. Give students 30 seconds of quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the t... |
N-RN.A.2 | Activity
In this activity, students break down fractional exponents into a unit fraction times a whole number and rewrite the expressions using radicals. The first problem suggests how to break down fractions into a whole number times a unit fraction, and students can apply the same reasoning in subsequent questions.
L... |
K.G.B.4 | Stage 1: Grade K Shapes
Required Preparation
Materials to Gather
Counters
Materials to Copy
Blackline Masters
Which One Stage 1 Gameboard
Narrative
One partner chooses a shape on the gameboard. The other partner asks questions to figure out what shape they chose. Students may use counters to cover up shapes that have ... |
4.MD.C | Warm-up
The purpose of this warm-up is for students to estimate degree measures (without a protractor) based on angles that are familiar. In the first two rows, an angle that is close to either a right angle or straight angle is given, and students could use this as a reference angle for the other angles in the row.
As... |
8.EE.A.3 | Warm-up
This warm-up prompts students to reason about values on a number line that end in a power of 10. It enables them to visualize and make sense of numbers expressed as a product of a single digit and a power of 10, which prepares them to begin working with scientific notation.
Expect student responses to include a... |
6.SP.A.2 | Task
Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months.
13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17, 17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18, 18, 19, 20
Use an appropriate graph to summarize these birth weights.
Describe the distribution o... |
1.G.A.1 | Stage 1: Grade 1 Shapes
Required Preparation
Materials to Copy
Blackline Masters
Centimeter Dot Paper - Standard
Flat Shape Cards Grade 1
Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students draw a shape that has a shared attribute with the two sha... |
8.EE.C.8c | Maya buys greeting cards to give to her friends at school. She buys some greeting cards that cost $2.50 each and some greeting cards that cost $4 each. She buys 12 cards in all for a total of $40.50. How many greeting cards that cost $2.50 did Maya buy?
|
8.SP.A.4 | Warm-up
The purpose of this warm-up is for students to become familiar with a bar graph by noticing and wondering things about it. While reading a bar graph is a review of a previous grade's work, it is an important for students to look for patterns of association in categorical data.
Launch
Tell students you are going... |
8.G.A.4 | Activity
In the previous activity, students learn that in order to be similar, two figures must have congruent corresponding angles and proportional corresponding side lengths. In this activity, students apply this knowledge. Each student has a card with a figure on it and they identify someone with a similar (but not ... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to choose an activity to work on that focuses on numbers up to 100. Students choose from any stage of previously introduced centers.
Number Puzzles
Five in a Row
Greatest of Them All
MLR8 Discussion Supports.
Synthesis: Display sentence frames to support whole clas... |
3.MD.D.8 | Problem 1
Gabrielle put a frame around a clock that is in the shape of a regular hexagon. If Gabrielle used 42 centimeters of framing, how long is each side of the clock?
Problem 2
The perimeter of a rectangular index card is 26 inches. Its length is 5 inches. What is its width?
|
8.F.B.4 | Activity
In this activity, students practice recognizing key features of graphs of linear relationships and generating equivalent equations. Allow students to use graphing technology to check their thinking. The work in this activity will be useful in the associated Algebra 1 lesson when students use situations to buil... |
4.G.A.1 | Problem 1
Determine whether the following pairs of lines are parallel, perpendicular, or intersecting.
a.
###IMAGE0###
b.
###IMAGE1###
c.
###IMAGE2###
d.
###IMAGE3###
Problem 2
Draw an additional example of parallel line segments below.
|
5.MD.C.5 | Problem 1
a. Match each rectangular prism (cut out from page 1 of
Rectangular Prisms Template
) with the expression(s) (cut out from pages 2 and 3 of
Rectangular Prisms Template
) that represents its volume in cubic units. Be prepared to explain your reasoning.
b. For each prism write one additional expression, not... |
F-BF.B.3 | Problem 1
Consider the two functions below.
$${f(x)=|x|}$$
$${g(x)=|2x|}$$
How do you think the graphs of the two functions will be different? How will they be the same?
Look at the corresponding work in the Desmos activity,
Introduction to Transformations of Functions
, slides 2–5.
Describe how the function
$${h(x)=|b... |
G-GMD.A.1 | a. Write a formula for finding the circumference of a circle in terms of the area.
b. Using your formula from part (a), find the circumference when the area of a circle is
$$10\pi$$
square units.
|
1.OA.C.5 | Narrative
The purpose of this How Many Do You See is for students to use their ability to know without counting (subitize) the number of dots. Students may recognize quantities up to four without having to count. They may recognize larger quantities when seen in a standard configuration, such as those seen on dot cubes... |
A-REI.A | Warm-up
In this warm-up, students have an opportunity to notice and make use of structure (MP7), because the skills they use to solve equations involving fractions also work to solve equations with more complex rational expressions.
Launch
Display one problem at a time. Give students quiet think time for each problem a... |
8.F.A.1 | Activity
In this activity students revisit the questions in the previous activity and start using the language of functions to describe the way one quantity depends on another. For the "yes: questions students write a statement like, “[the output] depends on [the input]” and “[the output] is a function of [the input].”... |
3.MD.C.6 | Narrative
The purpose of this activity is for students to consider the units to use to measure given areas. Students choose from square inches, square centimeters, square feet, and square meters. Students have not spent much time with these square units, so examples should be displayed during this activity to support t... |
8.F.B.4 | Warm-up
In this warm-up, students work with data to determine if the situation represented by the data could be modeled by a linear function (MP4). Students are given 3 different data points and use what they know about linear functions and proportional relationships to estimate when the candle will burn out. Students ... |
S-ID.B.6 | What are the limitations on the model that was presented?
What additional statistical questions are you curious about after doing this analysis?
|
8.G.A.4 | Task
Below is a picture of an 8 by 8 square divided into four polygons:
###IMAGE0###
The green and yellow polygons can be combined along their 3 unit edges as shown below:
###IMAGE1###
What is the area of the green and yellow shape above? What about the area of the blue quadrilateral and orange triangle?
What is the a... |
6.EE.B.6 | Abel runs at a constant rate. The table below shows how far Abel has run after a certain number of hours.
###TABLE0###
a. How many miles did Abel run after
$$3$$
hours?
b. Write an expression to represent the number of miles Abel ran after
$$h$$
hours.
|
5.NBT.B.7 | Solve.
a. 4.7 + 3.60 = __________
b. 43.56 + 7.85 = __________
|
6.RP.A.3c | Task
Two congruent squares, $ABCD$ and $PQRS$, have side length 15. They overlap to form the 15 by 25 rectangle $AQRD$ shown. What percent of the area of rectangle $AQRD$ is shaded?
###IMAGE0###
|
2.G.A.3 | Narrative
The purpose of this activity is to determine whether or not circles are partitioned into halves, thirds, or fourths. Students explain why some circles are not examples of halves, thirds, and fourths and demonstrate their understanding that it's not just the number of pieces that help determine whether to use ... |
5.NBT.B.6 | Narrative
The purpose of this activity is for students to reason about strategies for finding whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors. Students add three expressions to a partially-completed Number Talk activity. If there is time, students can facilitate their Numb... |
6.EE.A.4 | Warm-up
Students worked with the distributive property with variables in grade 6 and with numbers in earlier grades. In order to understand the two ways of solving an equation of the form
\(p(x+q)=r\)
in the upcoming lessons, it is helpful to have some fluency with the distributive property.
Launch
Arrange students in ... |
3.MD.A.1 | Problem 1
a. Henry starts riding his bike at 3:10 p.m. He rides for 35 minutes. What time does he stop riding his bike?
b. Alfonso starts exercising at 7:20 a.m. He finishes exercising at 7:45 a.m. How many minutes did Alfonso exercise?
c. Cassie goes swimming for 30 minutes. She finishes swimming at 1:50 p.m. Wh... |
4.NF.B.3a | Problem 1
Act 1: Watch the following video:
Black box - Act 1
.
a. What do you notice? What do you wonder?
b. What will the sum of
$$\frac{1}{2} + \frac{1}{4}$$
be?
Problem 2
Act 2: Use the following information to solve.
###IMAGE0###
Problem 3
Act 3: Reveal the answer:
Black box - Act 3
. Was your answer reasonabl... |
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 ... |
8.G.C.9 | Optional activity
Building on work in previous lessons where students investigated how changing one or two dimensions affects the volume of a shape, in this activity, students scale the radius of a sphere and compare the resulting volumes. They will predict how doubling or halving the radius of a sphere affects the vol... |
5.NBT.A.3b | Narrative
The purpose of this True or False is for students to demonstrate strategies and understandings they have for comparing decimals. These understandings will be valuable when students order decimals later in this lesson. As students discuss and justify their decisions, they share a mathematical claim and the thi... |
4.NF.A.1 | Narrative
In this activity, students identify equivalent fractions. In the first problem, they use the numerical strategy they learned earlier to determine if two fractions are equivalent. In the second problem, they can use any strategy in their toolkit—which now includes a numerical method—to identify equivalent frac... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to identify the sums within 10 that they do not yet know from memory. Students write these sums on index cards which can then be used as flash cards in order to help students practice fluency throughout the unit.
Action and Expression: Internalize Executive Functio... |
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