standards stringclasses 554
values | text stringlengths 19 14k |
|---|---|
F-LE.A.4 | Optional activity
This activity allows students to apply exponential and logarithmic reasoning in the context of the Richter scale, a scale for measuring the intensity of earthquakes.
Launch
Explain to students that a scale called the Richter scale is used to report the magnitude of earthquakes. The scale was initially... |
2.MD.C.7 | Narrative
The purpose of this activity is for students to practice telling and writing time from an analog clock, using a.m. and p.m. Students are not expected to draw the hands on the clock precisely, but it is important that they think about the relative position of the hour hand based on the hour and the minutes tha... |
6.NS.B.3 | Task
Add:
4,000 + 5,000
600 + 200
20 + 50
8 + 1
0.3 + 0.4
0.07 + 0.02
0.001 + 0.006
0.0005 + 0.0003
4628.3715 + 5251.4263
Add some more:
600 + 700
0.005 + 0.008
600.005 + 700.008
|
4.MD.A.2 | Find the total value of the coins and/or bills. Write your answer in fraction and decimal form.
a. 2 quarters and 4 nickels
b. 3 quarters, 2 dimes, and 7 pennies
c. 5 dollars, 3 quarters, 6 nickels, and 14 pennies
|
4.MD.A.3 | Problem 1
Act 1: Watch the video
Act 1
.
a. What do you notice? What do you wonder?
b. How long will it take to fill up all four jars? Make an estimate.
Problem 2
Act 2: Use the following information to determine how long it will take to fill up all four jars -
###TABLE0###
Problem 3
Act 3: Watch
Dill 'er Up (Act-3... |
F-TF.C.8 | Problem 1
Prove and identify the domain of the following identity.
$${\mathrm{tan}\theta\mathrm{csc}\theta=\mathrm{sec}\theta}$$
Problem 2
Rewrite the following trigonometric expression so that it has only one term.
$${\mathrm{sec}x\mathrm{cot}x-\mathrm{cot}x\mathrm{cos}x}$$
|
F-IF.B.6 | Activity
In this activity students use some data to find an average rate of change and write a linear function to model data for the price of a collectable toy over several days. In the associated Algebra 1 lesson students examine battery life on a phone by modeling a graph with a function. Students are supported by th... |
G-C.A.3 | What value of
$$x$$
guarantees that the quadrilateral shown in the diagram below is cyclic? Explain your reasoning.
###IMAGE0###
|
6.NS.B | Optional activity
In this activity, students review work with percentages and arithmetic from earlier units. It also gives them a framework for thinking about the next activity. Students have to decide how to treat a situation in which ratios are approximately equivalent (MP6). People can only be reported in whole numb... |
2.OA.B.2 | Narrative
The purpose of this activity is to elicit ideas students have about the number 10. This routine provides an opportunity for all students to contribute to the conversation and for the teacher to listen to what knowledge students already have. When students share where they see 10 in the real-world, they show t... |
4.NF.A.2 | Problem 1
Below are measurements of ribbon in feet. For each pair of ribbons, determine which one is longer. Show or explain how you know.
a.
$${{3\over4}}$$
ft. and
$${{1\over4}}$$
ft.
b.
$${{5\over12}}$$
ft. and
$${{5\over6}}$$
ft.
Problem 2
Compare the following fractions. Record your answer with
$$\lt$$
,
$$\gt$$
,... |
7.RP.A.2 | Activity
In this info gap activity, students write equations for several proportional relationships given in the contexts of a bike ride and steady rainfall. They use the equations to make predictions.
The info gap structure requires students to make sense of problems by determining what information is necessary, and t... |
3.NBT.A.1 | Narrative
The purpose of this activity is for students to apply what they’ve learned about rounding to play a game in which each student generates a mystery number with three clues. The three clues describe whether the mystery number is even or odd, what it rounds to, and two numbers that it’s between. It is possible t... |
F-IF.C.7b | Activity
In this task, students create a graph that represents the equation
\(y=\sqrt[3]{x}\)
. They use the graph to analyze the relationship between volume and scale factor.
If individual devices are not available for students to use in the digital version of this activity, displaying the applet for all to see would ... |
7.EE.B.4a | Warm-up
Students encounter and reason about a concrete situation, hangers with equal and unequal weights on each side. They then see diagrams of balanced and unbalanced hangers and think about what must be true and false about the situations. In subsequent activities, students will use the hanger diagrams to develop ge... |
4.NF.C.5 | Task
Explain why $\frac{6}{10} = \frac{60}{100}$. Draw a picture to illustrate your explanation.
|
S-ID.A.1 | Activity
In the associated Algebra 1 lesson, students will learn how to use technology to create data displays. In this lesson, students examine data displays to select an appropriate one for the data given.
Student Facing
For each set of data, select the data display that is most informative, then explain your reasoni... |
8.EE.B.6 | Optional activity
Earlier in this lesson, students have seen that the slope of a line can be calculated using any (slope) right triangle, that is a right triangle whose longest side is on the line and whose other two sides are horizontal and vertical. In this activity, students identify given lines with different slope... |
7.NS.A.2a | Problem 1
Your dog’s veterinarian recommends that you put your dog on a diet to lose some weight. You change your dog’s food and feeding schedule and keep a log of his weight. On average, you notice that your dog’s weight changes by
$$-0.8$$
pounds per month. Write an expression to represent the total change in your do... |
K.CC.B.5 | Stage 1: Count
Required Preparation
Materials to Gather
5-frames
Cups
Two-color counters
Narrative
Students decide together how many counters to use (up to 10). They take turns shaking and spilling the counters. Both partners count the counters. Then, they choose a different number of counters and repeat.
Students may... |
G-C.A.3 | Activity
In this activity, students compare the circumcenters of acute, obtuse, and right triangles. They find that the circumcenter of a right triangle lies on its hypotenuse, the circumcenter of an acute triangle lies inside the triangle, and the circumcenter of an obtuse triangle lies outside the triangle.
This acti... |
6.RP.A.3 | Warm-up
This activity encourages students to reason about equivalent ratios in a context. During the discussion, emphasize the use of ratios and proportions in determining the effect on the taste of the lemonade.
Launch
Arrange students in groups of 2. Give students 2 minutes of quiet think time.
Optionally, instead of... |
4.MD.A.1 | Problem 1
Ms. Cole measures the width of her pencil eraser. She says it is 0.6 cm wide. Mr. Duffy says it is 6 mm wide. Who is correct? Explain your answer.
###IMAGE0###
Problem 2
Solve. Show or explain your work.
a. 0.01 m = ________ cm
b. 0.06 m = ________ mm
c. 0.3 L = ________ mL
d. 0.83 kg = ________ g
e. 10.42 km... |
K.OA.A.5 | 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.
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time
Activity
Display the image.
“Discuss your thinking with your partn... |
1.OA.C.6 | Task
The attached graphic shows a map. You must get from start to finish by visiting three of the dots, at each dot you have to pay the specified number of dollars. If you have \$20 can you get from start to finish and visit three dots?
###IMAGE0###
Bonus Question #1:
Can you find a way to get from start to finish and ... |
5.G.A.2 | Narrative
The purpose of this activity is to investigate the possible lengths and widths of a rectangle with given area. Since the area is the product of length and width, this means that the main operation being used here is multiplication or division, contrasting with the previous activity where students investigated... |
4.NBT.B.4 | Narrative
The purpose of this True or False is to elicit strategies and understandings students have for finding differences between two numbers. These understandings help students build fluency in addition and subtraction, while preparing them to think about distances between two points.
Students may use estimation or... |
7.RP.A.2 | Activity
The purpose of this activity is to help students understand derived units and rates. It is intended to help students see that a proportional relationship between two quantities is associated with two rates. The first rate indicates how many hot dogs someone eats in one minute (number of hot dogs per minute), a... |
7.SP.A | Task
Members of the seventh grade math group have nominated a member of their group for class president. Every student in seventh grade will cast a vote. There are only 2 candidates in the race, so a candidate must receive at least 50% of the vote to be elected. It is expected to be a tight race, so the math group want... |
1.NBT.B.3 | Stage 1: Two-digit Numbers
Required Preparation
Materials to Gather
Dry erase markers
Number cards 0–10
Sheet protectors
Materials to Copy
Blackline Masters
Get Your Numbers in Order Stage 1 Gameboard
Narrative
Students remove the cards that show 10 before they start. Then they choose two number cards and make a two-d... |
A-REI.D.11 | Problem 1
Below are functions
$$f$$
and
$$g$$
.
$$f(x) = \left | x-2 \right |+ 2$$
$$g(x)=\frac{1}{2}x +4$$
Where does
$$f(x) = g(x)$$
? Justify your reasoning graphically and algebraically.
Problem 2
What is the solution to the system of functions shown below? Show your reasoning graphically. Verify your solution.
$${... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to build an understanding of the relationship between addition and subtraction (MP7). By using two different colored cubes, students can see the two parts that make the total. They can also see when one part is removed from the total, the other part remains. Studen... |
3.NBT.A.2 | Stage 6: Add Hundreds, Tens, or Ones
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 6 Recording Sheet
Narrative
Students add hundreds, tens, and ones to get as close to 1,000 as possible. Students start by rolling three number cubes to get a starting numb... |
A-SSE.A.2 | Warm-up
In this warm-up, students find unknown lengths and areas given some values in a geometric puzzle. This will help students in the associated Algebra 1 lesson when they use a similar diagram to distribute binomials and factor quadratic expressions. For the last question, monitor for students who:
sum the areas of... |
1.OA.D.7 | Narrative
The purpose of this activity is for students to identify addition and subtraction equations that match Compare, Difference Unknown story problems. Students may not initially choose more than one equation for each problem, so this is the emphasis of the activity synthesis. Students continue to build their lang... |
G-SRT.C.7 | FInd the value of
$${\theta}$$
that makes each statement true.
$$\mathrm{sin}{\theta}=\mathrm{cos}32$$
$$\mathrm{cos}{\theta}=\mathrm{sin}({\theta}+20)$$
|
K.CC | Narrative
The purpose of this How Many Do You See is to allow students to subitize or use grouping strategies to describe the images they see (MP7). They may additionally make use of structure (MP7) because in successive images the arrangement of dots remains the same, but some dots are removed.
Launch
Groups of 2
“How... |
8.G.A | Warm-up
In this warm-up, students estimate a scale factor based on a picture showing the center of the dilation, a point, and its image under the dilation.
Launch
Tell students they will estimate the scale factor for a dilation. Clarify that “estimate” doesn’t mean “guess.” Encourage students to use any tools available... |
A-CED.A | Activity
The purpose of this activity is for students to practice identifying the different quantities involved in a situation, both known and unknown. In the associated Algebra 1 lesson, students will create expressions to represent situations. This lesson prepares students for the associated Algebra 1 lesson and allo... |
5.NBT.B.6 | Problem 1
Make the largest quotient by filling in the boxes using the whole numbers
$${1-9}$$
no more than one time each.
###IMAGE0###
Problem 2
Solve. Then assess the reasonableness of your answer.
a.
$${8,801\div33}$$
b.
$${6,032\div15}$$
c.
$${7,414 \div 92}$$
|
5.MD.C.5 | Select the three expressions that can be used to find the volume of the prism below.
###IMAGE0###
|
6.SP.B.4 | Activity
Now that students have some experience drawing and interpreting histograms, they use histograms to compare distributions of two populations. In a previous activity, students compared the two dot plots of students in a keyboarding class—one for the typing speeds at the beginning of the course and the other show... |
F-IF.B.4 | Solve each absolute value inequality algebraically and match it to a solution or graph shown on the right.
###IMAGE0###
|
N-Q.A.2 | Activity
In this activity students will use the formula they developed in the previous activity. They will see how quickly this formula approximates
\(\pi\)
and consider how accurate the approximation is for polygons of various side lengths.
Launch
Invite students to use the formula from the previous activity to calcul... |
6.EE.B.6 | Problem 1
The Jonas family had a really busy day. After leaving their home, Ms. Jonas dropped her son Cody at his tennis practice. She then drove her daughter Kristin to her soccer game and stayed to watch. After the game, mother and daughter picked up Cody on the way home. Once home, Ms. Jonas saw that they had driven... |
8.F.A.3 | Activity
The purpose of this activity is for students to connect different function representations and learn the conventions used to label a graph of a function. Students first match function contexts and equations to graphs. They next label the axes and calculate input-output pairs for each function. The focus of the... |
6.EE.B.5 | Warm-up
The purpose of this warm-up is to apply what students have learned to some equations. Note that
\({0.07}\div {10}\)
and
\(10.1-7.2\)
should be easy to evaluate given that work with fluently computing with decimals precedes this unit.
Launch
Ask students to summarize what they learned in the previous lessons bef... |
F-IF.C | Activity
In this activity, students convert functions in factored or standard form to vertex form. In the associated Algebra 1 lesson, students use the vertex form to find the maximum or minimum of the quadratic function. This activity supports students by focusing on the mechanics of changing forms and finding the coo... |
F-BF.B.3 | Problem 1
Compare and contrast functions
$${{f(x)}}$$
and
$${{g(x)}}$$
by answering the questions below.
$${{f(x)}}=\left({1\over2}\right)^x$$
$${{g(x)}}=(2)^x$$
a. What happens to the values of
$${{f(x)}}$$
and
$${{g(x)}}$$
as
$$x$$
increases?
b. What are the domains of
$${{f(x)}}$$
and
$${{g(x)}}$$
?
c. What ar... |
3.MD.B.4 | Problem 1
Wendell and Robin are trying to measure the length of various insects in their bug collection. The measurement of an ant is shown below.
###IMAGE0###
a. Wendell thinks the ant is about an inch long. Robin thinks the ant is closer to zero inches long. Who is correct: Wendell, Robin, both of them, or neither ... |
2.NBT.B.5 | Narrative
The purpose of this activity is for students to make connections between different representations of story problems. Students match stories, equations, number lines, and tape diagrams (MP2, MP7). The synthesis focuses on how the representations are the same and different. Students recognize some representati... |
5.NBT.A.3b | Narrative
The purpose of this activity is for students to use place value understanding to accurately label number lines and then estimate the value of a labeled point. When they label the tick marks students will use their knowledge that a tenth is a tenth of one and a hundredth is a tenth of a tenth. When they estima... |
4.NF.A | Task
Alicia opened her piggy bank and counted the coins inside. Here is what she found:
22 pennies
5 nickels
5 dimes
8 quarters
How many coins are in Alicia's piggy bank?
What fraction of the coins in the piggy bank are dimes?
What is the total value of the coins in the piggy bank? Give your answer in
cents: for exam... |
2.NBT.A.1 | Narrative
In this activity, students build on their work with base-ten blocks in previous activities to use base-ten diagrams to represent a value using the fewest number of each unit possible. They first interpret images of students’ representations of a number using base-ten blocks. When representing the same value, ... |
7.EE.B.4b | Activity
In this activity, students set up and solve inequalities that represent real-life situations. Students will think about how to interpret their mathematical solutions. For example, if they use
\(w\)
to represent width in centimeters and find
\(w<25.5\)
, does that mean
\(w=\text-10\)
is a solution to the inequa... |
N-RN.A.1 | Task
Three students disagree about what value to assign to the expression $0^0$. In each case, critically analyze the student's argument.
Juan suggests that $0^0 = 1$:
I know that $2^0 = 1$ and $1^0 = 1$ and $x^0 = 1$ for any non-zero real number $x$. So $0^0$ should also be 1.
Briana thinks that $0^0 = 0$:
I know th... |
K.CC.C.6 | Narrative
The purpose of this activity is for students to recognize, name, and match groups with the same number of images. They see that the same number of images can be organized in different arrangements. When students say that two cards match because they have the same number of objects, they attend to precision in... |
3.OA.A | Narrative
The purpose of this activity is for students to connect scaled picture graphs to situations involving equal groups. The scale of the picture graph will be used to help students think about a category of the graph as a situation involving equal groups.
The launch of the activity is an opportunity for students ... |
F-IF.C.7d | Task
In this task we are going to investigate the graphs of $\displaystyle{f(x) = \frac{1}{x+a}}$ and $\displaystyle{g(x) = \frac{1}{x^2+b}}.$ Move the sliders below to change the values of $a$ and $b$.
Describe your observations.
Connect the features you observed on the graphs to the structure of the expressions of th... |
3.NBT.A.2 | Narrative
The purpose of this activity is for students to examine an error in an algorithm in which a larger digit is subtracted from a smaller digit in the same place value position. In such a case, it is common for students to subtract the smaller digit from the larger digit instead, not realizing that subtraction is... |
8.SP.A.4 | Problem 1
A survey asked a group of people if they play bingo. The results are shown in the two-way table below.
###TABLE0###
a. Looking at the “Play bingo” column, who appears more likely to play bingo: someone who is younger than 30 years or someone who is 30 years or older?
b. Does this conclusion seem accurate?... |
F-BF.A.2 | Problem 1
The formula for an explicit rule for a geometric sequence is given by
$${a_n=a_1(r)^{n-1}}$$
, where
$$r$$
is the common ratio and
$$n$$
is the term number.
Write an explicit formula for the sequence shown in each table.
###IMAGE0###
Problem 2
Act 1: Watch the Act 1 video of the “
Incredible Shrinking Dollar
... |
F-LE.A.1 | Activity
In this activity, students have an opportunity to encounter patterns as they do in the associated Algebra 1 lesson. There are three linear patterns, and one that is neither linear nor exponential. This work is more scaffolded than the work in the Algebra 1 lesson, giving students an opportunity to step through... |
4.MD.A.1 | Stage 2: Compare to Smaller Units
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 2 Spinner
Would You Rather Stage 2 Recording Sheet
Narrative
The first partner spins to get a measurement and a unit. They write a question that compares the amount they spun to a quantity reported in a sm... |
G-GMD.A.1 | Problem 1
What is the relationship between the following three volumes?
###IMAGE0###
Problem 2
Below is a soap bubble on a table with a diameter of 8 centimeters. What is the volume of the air inside the bubble? Assume the soap bubble itself has no thickness.
###IMAGE1###
Problem 3
How many paper balls will fit in the ... |
A-REI.A.1 | Explain how you know that Equation A is equivalent to Equation B without solving.
Equation A:
$${ 10x-8=2x+6}$$
Equation B:
$${0.3+\frac{x}{10}=\frac{1}{2} x-0.4}$$
|
4.NBT.B.5 | Problem 1
Four different students solved the problem
$$28\times25$$
. Your teacher will assign you one of their strategies below. Explain what the student did and whether the strategy they used works. Be prepared to share your thinking.
###TABLE0###
Problem 2
Solve.
###TABLE1###
|
K.OA.A.4 | Narrative
The purpose of this activity is for students to learn stage 2 of the Find the Pair center. Students practice finding the number that makes 10 when added to a given number. Each student draws a hand of 5 cards. Students take turns asking their partner for a card that goes with one of their cards to make 10. Wh... |
F-BF.B.3 | Problem 1
Suppose
$${f(x)=x^2}$$
, where
$$x$$
can be any real number.
Using a graphing calculator or other graphing technology, graph the function
$$f$$
and each of the transformations to function
$$f$$
shown below. For each graph, describe how the graph of each transformation compares to function
$$f$$
.
a.
$$a(x)=f(... |
K.CC.B.5 | Narrative
The purpose of this activity is for students to keep track of the images that they have counted. This activity is optional because it is an opportunity for extra practice that not all students may need. It gives students a chance to practice accurately counting groups of 1–10 images. Counting images can be mo... |
8.G.C.9 | Activity
In this activity, students once again consider different figures with given dimensions, this time comparing their capacity to contain a certain amount of water. The goal is for students to not only apply the correct volume formulas, but to slow down and think about how the dimensions of the figures compare and... |
G-CO.C.10 | Task
Below is an equilateral triangle whose side lengths are each $1$ unit:
###IMAGE0###
Find the area of $\triangle ABC$.
|
4.OA.C.5 | Task
The table below shows a list of numbers. For every number listed in the table, multiply it by 2 and add 1. Record the result on the right.
###TABLE0###
What do you notice about the numbers you entered into the table?
Sherri noticed that all the numbers she entered are odd.
Does an even number multiplied by 2 resul... |
5.NF.B.4 | Narrative
The purpose of this activity is to interpret diagrams in multiple ways, focusing on different multiplication and division expressions. The repeating structure in the diagrams allows for many different ways to find the value and interpret the meaning of the expressions. Encourage students to use words, diagram... |
A-SSE.A.1 | Task
The height (in feet) of a thrown horseshoe $t$ seconds into flight can be described by the expression $$ 1\frac{3}{16} + 18t - 16t^2.$$ The expressions (a)–(d) below are equivalent. Which of them most clearly reveals the maximum height of the horseshoe's path? Explain your reasoning.
$\displaystyle 1\tfrac{3}{16} ... |
A-SSE.A.2 | Warm-up
This activity reinforces the meaning of perfect squares and the fact that a perfect square can appear in different forms. To recognize a perfect square, students need to look for and make use of structure (MP7).
Student Facing
Select
all
expressions that are perfect squares. Explain how you know.
\((x+5)(5+x)\)... |
8.EE.C.7 | Problem 1
Act 1: Watch "
Wall Pictures - Act 1
"
What do you notice? What do you wonder?
Problem 2
Act 2: Look at the
pdf document
for Act 2.
What should be the spacing between the pictures?
Problem 3
Act 3: Watch the video "
Wall Pictures-Act 3
" for the answer.
Was your answer reasonable? Why or why not?
|
8.G.C.9 | Activity
In this info gap activity, students determine and request the information needed to answer questions related to volume equations of cylinders, cones, and spheres.
The info gap structure requires students to make sense of problems by determining what information is necessary, and then to ask for information the... |
6.RP.A.3 | Sorah, John, and Pedro are participating in their school’s Quarter Drive to raise money. Over the course of the fundraiser, the ratio of the number of quarters that Sorah, John, and Pedro collect is 3:4:2.
a. Write 3 ratio statements to compare the number of quarters that the students collected.
b. What fraction of... |
7.G.A.2 | Warm-up
The purpose of this warm-up is to remind students that when you have a fixed starting point, all the possible endpoints for a segment of a given length form a circle (centered around the starting point). The context of finding Lin’s position in the playground helps make the geometric relationships more concrete... |
8.G.A.4 | Optional activity
The purpose of this task is for students to practice showing that two shapes are similar using only a few pre-determined rigid motions and dilations. Some students will start with triangle
\(ABC\)
and take this to triangle
\(DEF\)
while other start with
\(DEF\)
and take this to
\(ABC\)
. While there ... |
8.G.B.8 | Warm-up
The purpose of this warm-up is for students to find the distance between two points on the same horizontal or vertical line in the coordinate plane. Students are given only the coordinates and no graph to encourage them to notice that to find the distance between two points on the same horizontal or vertical li... |
6.EE.B.7 | Activity
In this first activity on tape diagram representations of equations with variables, students use what they know about relationships between operations to identify multiple equations that match a given diagram. It is assumed that students have seen representations like these in prior grades. If this is not the ... |
F-IF.B.4 | Task
Mike likes to canoe. He can paddle 150 feet per minute. He is planning a river trip that will take him to a destination about 30,000 feet upstream (that is, against the current). The speed of the current will work against the speed that he can paddle.
Mike guesses that the current is flowing at a speed of 50 feet ... |
8.F.B | Optional activity
This activity is optional. The purpose of this activity is for students to apply what they know about functions and their representations in order to investigate the effect of a change in one dimension on the volume of a rectangular prism. Students use graphs and equations to represent the volume of ... |
1.OA.C.6 | Narrative
The purpose of this activity is for students to add a one-digit number to a teen number. All of the totals are within 20. Students are provided 10-frames and two-color counters which they may choose to use to represent the sums. Using 10-frames encourages students to see that the unit of ten stays the same an... |
A-SSE.A.1 | Task
Fred has some colored kitchen floor tiles and wants to choose a pattern using them to make a border around white tiles. He generates patterns by starting with a row of four white tiles. He surrounds these four tiles with a border of colored tiles (Border 1). The design continues as shown below:
###IMAGE0###
Fred w... |
F-BF.B.3 | Problem 1
What is
$${f^{-1}(x)}$$
when
$${f(x)=10^x}$$
?
Problem 2
Sketch a graph of the function
$${y=\mathrm{log}_3x}$$
.
Problem 3
What transformation do you think would happen with each of these?
$${y=2\mathrm{log}_2x}$$
$${y=\mathrm{log}_2(x-2)}$$
$${y=\mathrm{log}_2(x)+2}$$
OR use this Demos activity:
Transformat... |
A-SSE.B.4 | Problem 1
Find the sum of the series below.
$${\sum_{n=1}^{4}(-1)\left ( 1\over2 \right )^{n-1}}$$
Problem 2
Write the following series using summation notation, then find the sum of the series.
$${{1\over3}+{1\over9}+{1\over27}+{1\over81}}$$
Problem 3
Find the value of each of the sums in #1 and #2 using the formula f... |
8.EE.B.6 | Warm-up
The purpose of this activity is to recall that the slope of a line is the change in
\(y\)
every time
\(x\)
increases by 1.
Student Facing
Find the slope of each line.
The line that passes through
\((2,2)\)
and
\((3,6)\)
.
The graph of
\(f(x)=\text-2+\frac13x\)
.
Show on the graph where each slope can be seen.
#... |
8.G.A.2 | In the diagram below, lines
$$m$$
and
$$n$$
are parallel. Line
$$p$$
is a transversal that is perpendicular to lines
$$m$$
and
$$n$$
. Line
$$q$$
is another transversal.
###IMAGE0###
If
$$\angle 1$$
is
$${41°}$$
, then what is the measure of
$$\angle 2$$
? Explain how you determined your answer using appropriate vocabu... |
4.NBT.B.5 | Narrative
This activity extends students' work with multiplication to include a factor with up to four digits. Students begin to generalize that they could decompose any number into parts and multiply the parts. In this activity, students analyze a common error when multiplying. The work they look at does not apply pla... |
6.G.A.1 | Activity
Previously, students decomposed quadrilaterals into two identical triangles. The work warmed them to the idea of a triangle as a
half
of a familiar quadrilateral. This activity prompts them to think the other way—to
compose
quadrilaterals using two identical triangles. It helps students see that two identical ... |
1.NBT.C.4 | Stage 3: Add Two-digit Numbers
Required Preparation
Materials to Gather
Connecting cubes in towers of 10 and singles
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 3 Recording Sheet
Narrative
Students add two-digit numbers to get as close to 95 as possible. Students start by rolling two number c... |
2.MD.B.6 | Narrative
The purpose of this Estimation Exploration is for students to practice the skill of making a reasonable estimate for the number represented by a point on a number line. They give a range of reasonable answers when given incomplete information and have the opportunity to revise their thinking as additional inf... |
F-LE.A.2 | Activity
In this practice activity, students can continue to write corresponding division and multiplication equations (as in the previous activity) in order to determine a decay factor.
Launch
Provide access to calculators so that students can focus on looking for a common decay factor rather than on doing computation... |
A-CED.A.1 | Task
A common claim is that it is impossible to fold a single piece of paper in half more than 7 times (try it!).
Among other attempts, the challenge was taken up on an episode of the TV show Mythbusters, trying to avoid the physical restrictions by beginning with an exceptionally large sheet of paper. Watch the quick ... |
8.EE.A.1 | Activity
This activity presents two valid ways to write
\(10^2 \boldcdot 10^2 \boldcdot 10^2\)
with a single exponent, but where the execution of one of the ideas has a mistake. Thinking through this problem will reveal whether students understand the two exponent rules discussed in this lesson, providing opportunity f... |
6.EE.A.3 | Task
Anna enjoys dinner at a restaurant in Washington, D.C., where the sales tax on meals is 10%. She leaves a 15% tip on the price of her meal before the sales tax is added, and the tax is calculated on the pre-tip amount. She spends a total of \$27.50 for dinner. What is the cost of her dinner without tax or tip?
|
4.OA.A.3 | Narrative
In this activity, students solve geometric problems by reasoning about length and area, decomposing and recomposing of rectangles, considering units of measurements, and performing operations.
Each question can be approached in a variety of ways. Consider asking students to create a visual display of their ap... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.