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3.OA.B.5 | Narrative
The purpose of this activity is for students to work with problems that involve multiplication within 100 where one factor is a teen number. This is the first time students have worked with problems with numbers in this range, so they should be encouraged to use the tools provided to them during the lesson if... |
G-MG.A.1 | Task
A solar eclipse occurs when the moon passes between the sun and the earth.
The eclipse is called partial if the moon only blocks part of the sun and total if
the moon blocks out the entire sun. A picture (not drawn to scale) of the
configuration of the earth, moon, and sun during a total eclipse at the point
of t... |
8.F.A | Activity
The purpose of this activity is for students to make connections between different representations of functions and start transitioning from input-output diagrams to other representations of functions. Students match input-output diagrams to descriptions and come up with equations for each of those matches. St... |
G-CO.C.10 | Use your knowledge of altitudes and perpendicular bisectors to create an equilateral triangle using
$${\overline{AB}}$$
as a side length. Describe the relationship between the perpendicular bisectors and the altitudes of the triangle you have constructed.
###IMAGE0###
|
6.RP.A.1 | Activity
In this activity, three student volunteers participate in a taste test of two drink mixtures. Mixture A is made with 1 cup of water and 1 teaspoon of drink mix. Mixture B is made with 1 cup of water and 4 teaspoons of drink mix. The taste testers match diagrams with each mixture and explain their reasoning.
Af... |
8.G.A.1 | Activity
The purpose of this card sort activity is to give students further practice identifying translations, rotations, and reflections, and in the discussion after they have completed the task, introduce those terms. In groups of 3 they sort 9 cards into categories. There are 3 translations, 3 rotations, and 3 refle... |
4.OA.A.3 | Narrative
In this activity, students continue to solve contextual problems that involve division (MP2). Here, the dividends extend to four-digit numbers and the problems demand a greater lift.
In the second half of the activity, students are asked to reason in the opposite direction: given a division expression, they a... |
5.NBT.B.7 | Narrative
The purpose of this Number Talk is for students to demonstrate strategies and understandings they have for place value relationships and the properties of operations as they find the value of different products (MP7). The products all have the same value, 6, and also all have a decimal factor of 0.1 or 0.01. ... |
3.MD.D.8 | Narrative
The purpose of this activity is for students to draw rectangles with the same perimeter and different areas. Students draw a pair of rectangles for each given perimeter, then display their rectangles and make observations about them in a gallery walk.
Students may notice new patterns (MP7) in the rectangles w... |
K.CC.B | Stage 1: Up to 20
Required Preparation
Materials to Gather
10-frames
5-frames
Collections of objects
Materials to Copy
Blackline Masters
Counting Collections Stages 1 and 2 Recording Sheet
Narrative
Students are given a collection of up to 20 objects. They work with a partner to figure out how many objects are in thei... |
6.EE.B.6 | Ms. Pearson buys a large package of
$${75}$$
batteries. She uses
$$8$$
batteries right away and anticipates using
$$6$$
batteries every month. How many batteries will Ms. Pearson have left after
$$m$$
months?
|
8.G.A.2 | Task
Triangles $ABC$ and $PQR$ are shown below in the coordinate plane:
###IMAGE0###
Show that $\triangle ABC$ is congruent to $\triangle PQR$ with a reflection
followed by a translation.
If you reverse the order of your reflection and translation in part (a) does it
still map $\triangle ABC$ to $\triangle PQR$?
Find a... |
G-SRT.A.1 | Activity
After conjecturing, viewing, and critiquing examples of a similarity proof using rigid transformations and dilations, students are ready to write proofs of the two true statements in this activity. Monitor for students who include any of these points in their proof that all circles are similar:
there will alwa... |
G-SRT.C | Activity
This info gap activity gives students an opportunity to determine and request the information needed to calculate side lengths of right triangles using trigonometry.
The info gap structure requires students to make sense of problems by determining what information is necessary, and then to ask for information ... |
S-ID.A.1 | Optional activity
This activity is optional. It reviews how to match mean, median, and standard deviation to a distribution. If students understand the roles of measures of center and standard deviation, this activity may be safely skipped.
In this activity, students take turns with a partner matching data represented ... |
G-C.A.2 | Problem 1
In circle
$$A$$
below,
$$\overleftrightarrow{CE}$$
and
$$\overleftrightarrow{DE}$$
are tangent at points
$$C$$
and
$$D$$
, respectively.
###IMAGE0###
Find
$$m\angle{CED}$$
and
$$m\angle{ADG}$$
.
Problem 2
In the following diagram, the radius of circle
$$D$$
is
$$5$$
cm and
$$F$$
is the midpoint of
$$\overline... |
2.OA.B.2 | Narrative
The purpose of this warm-up is to activate students’ previous experiences in which they looked for ways to make a ten—specifically, when one addend is 9. The ability to make a ten will help students develop fluency within 20 and will be helpful later in this lesson and in upcoming lessons when students add an... |
F-BF.B.3 | Launch
Provide access to graphing technology.
Student Facing
Use graphing technology to graph each equation. Describe how each graph changes from the previous graph and draw a sketch of the change.
###TABLE0###
Describe the change in the given sketch and write an equation that you think would generate that change.
###T... |
2.OA.A.1 | Narrative
The purpose of this warm-up is for students to interpret an image of a shopping cart full of groceries. Students reflect on what they usually shop for. This will be useful when they investigate the market context further during the activities.
Launch
Groups of 2
Display the image.
“Han went grocery shopping w... |
S-CP.B.9 | Task
Imagine Scott stood at zero on a life-sized number line. His friend flipped a coin $100$ times. When the coin came up heads, he moved one unit to the right. When the coin came up tails, he moved one unit to the left. After each flip of the coin, Scott's friend recorded his position on the number line. Let $f$ as... |
3.NF.A.2 | Problem 1
a. Ms. Needham needs to cut a ribbon so that she can wrap two identical presents. Where should she cut it? What fraction of the whole ribbon does each piece represent?
###IMAGE0###
b. What do you notice about the number line below? What do you wonder?
###IMAGE1###
c. Andre and Clare are talking about ho... |
8.EE.A.2 | Problem 1
Solve the equations. Give an exact answer.
a.
$${x^2=20}$$
b.
$${x^3=1000}$$
c.
$${x^3=81}$$
Problem 2
What is a solution to
$${x^3=-1}$$
? Select all that apply.
|
7.EE.B.3 | Activity
In this activity, students explain how a tape diagram represents a situation. They also use the tape diagram to reason about the value of the unknown quantity. Students are not expected to write and solve equations here; any method they can explain for finding values for
\(x\)
and
\(y\)
is acceptable. While so... |
6.NS.C.7 | Task
The table below shows the lowest elevation above sea level in three American cities.
###TABLE0###
Finish filling in the table as you think about the following statements. Decide whether each of the following statements is true or false. Explain your answer for each one.
New Orleans is $\lvert -8 \rvert$ feet below... |
K.NBT.A.1 | Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see.
When students use the structure of the 10-frame to determine how many dots there are they look for and make sure of structure (MP7).
Launch
Groups of 2
“How many do you see? How do y... |
2.MD.C.7 | Narrative
The purpose of this Choral Count is for students to practice counting by 5-minute intervals. This will be helpful later in this lesson when students tell time to the nearest 5 minutes. It is important to note that after 3:55, the count switches to the next hour, 4:00, and begins again. Students may continue w... |
6.NS.B.3 | Activity
Students deepen and reinforce the ideas developed in previous activities: using area diagrams to find partial products, relating these partial products to the numbers in the algorithm, and using multiplication of whole numbers to find the product of decimals. By calculating products of decimals using vertical ... |
6.G.A.1 | Task
The vertices of eight polygons are given below. For each polygon:
Plot the points in the coordinate plane and connect the points in the order that they are listed.
Color the shape the indicated color and identify the type of polygon it is.
Find the area.
The first polygon is GREY and has these vertices: $$(-7, 4) ... |
3.NF.A.2 | Narrative
The purpose of this activity is for students to use their fraction reasoning skills to practice locating fractions on a number line. Students should be in groups, but the groups should stay small enough that every member will have a chance to share their ideas. Be sure to space groups so that each has their o... |
G-SRT.A.3 | Activity
In a subsequent lesson, students will use proportional relationships in a similar diagram to prove the Pythagorean Theorem. It’s important for students to practice seeing the relationships between the triangles formed by drawing an altitude to the hypotenuse of a right triangle. Monitor for students who:
use t... |
A-REI.A.2 | Optional activity
This activity is optional because it is an opportunity for extra practice that not all classes may need. Students practice solving equations with a variable inside a square root. There will be more opportunities to practice equations like these in upcoming lessons if time is limited.
Student Facing
Fi... |
F-IF.A.2 | Warm-up
In this warm-up, students begin to apply their new understandings about graphs to reason about quadratic functions contextually. They evaluate a simple quadratic function, find its maximum, and interpret these values in context. The input values to be evaluated produce an output of 0, reminding students of the ... |
3.NBT.A.2 | Narrative
The purpose of this activity is for students to compare two methods to record newly composed tens and hundreds when using the same algorithm. The first method, which students saw in a previous lesson, records the newly composed tens and hundreds as a 10 or 100 at the top of the problem. The second method reco... |
1.NBT.A.1 | Stage 2: Up to 99
Required Preparation
Materials to Gather
10-frames
Collections of objects
Cups
Paper plates
Materials to Copy
Blackline Masters
Counting Collections Stages 1 and 2 Recording Sheet
Narrative
Students are given a collection of up to 99 objects. They work with a partner to figure out how many objects ar... |
4.OA.B.4 | Narrative
In this activity, students use area of rectangles to find all of the factor pairs of a given whole number and decide if the number is prime or composite. The synthesis focuses on finding all possible rectangles for a given area as a strategy to find all the factor pairs of a number. Students may notice that t... |
G-C.A.1 | Activity
In this activity, students revisit the fact that when a figure is dilated, corresponding angles do not change measure, all lengths and distances change by the scale factor, and areas change by the square of the scale factor. They are also reminded that all circles are similar, so any one circle is a dilation o... |
5.NF.A.1 | Task
Alex is training for his school's Jog-A-Thon and needs to run at least $1$ mile per day. If Alex runs to his grandma's house, which is $\frac58$ of a mile away, and then to his friend Justin's house, which is $\frac12$ of a mile away, will he have trained enough for the day?
|
6.RP.A | Task
The ratio of the number of boys to the number of girls at school is 4:5.
What fraction of the students are boys?
If there are 120 boys, how many students are there altogether?
|
8.G.A | Activity
Each classroom activity in this lesson (this one, creating a tessellation, and the next one, creating a design with rotational symmetry) could easily take an entire class period or more. Consider letting students choose to pursue one of the two activities.
A tessellation of the plane is a regular repeating pat... |
F-IF.C.7e | Activity
Students continue to explore financial situations that involve repeated percent increase. They compare the effects of repeatedly applying different interest rates to a balance and graph them to see the impacts on the amount owed over time. Students see that higher interest rates have an increasingly dramatic i... |
F-BF.B | Activity
Continuing to work with the data from the warm-up, students now consider the two functions the data represent and the meaning of the new function created by their quotient. Expressions for each function are purposefully left out of this activity to help students focus on the meaning of the new function created... |
8.G.C.9 | Problem 1
Look at the four figures shown below.
###IMAGE0###
a. What do you notice about each figure? What do you wonder about each figure?
b. What measurements would you need in each figure to determine its volume?
Problem 2
Option #1:
Glasses
The diagram shows three glasses (not drawn to scale). The measurements ... |
1.OA.C.6 | Stage 3: Add 7, 8, or 9
Required Preparation
Materials to Gather
Number cards 0–10
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Addition and Subtraction Stage 3 Gameboard
Narrative
Students choose a number card 0-10 and choose to add 7, 8, or 9 to the number on their card and then place their c... |
5.G.B.3 | Narrative
The purpose of this activity is for students to sort triangles in a way that makes sense to them and then make observations about right triangles. Students make statements about the right triangle shape cards using the quantifiers all, some, or none. The main shape characteristics students will likely use in ... |
6.SP.B | Activity
This activity introduces students to the concept of
mean
or
average
in terms of equal distribution or fair share. The two contexts chosen are simple and accessible, and include both discrete and continuous values. Diagrams are used to help students visualize the distribution of values into equal amounts.
The f... |
5.MD.B.2 | Narrative
The purpose of this activity is for students to make and analyze line plots. In this activity, students analyze the free time data collected in the previous activity. They make observations and comparisons to tell the story of their data set.
MLR8 Discussion Supports.
Synthesis: During group presentations, in... |
8.G.A.1 | Activity
This activity highlights that translations take lines to parallel lines and segments to segments of the same length. Both of these properties will be used in future lessons to prove theorems. The activity also previews a proof of the Triangle Angle Sum Theorem later in this unit.
Monitor for different ways stu... |
G-CO.A.3 | Activity
This activity invites students to apply the definition of reflection when they write out a justification for why a line is or is not a line of symmetry in a kite.
Launch
Action and Expression: Develop Expression and Communication.
Maintain a display of important terms and vocabulary. During the launch, take ti... |
1.OA.C.6 | Stage 1: Add within 10
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cubes
Materials to Copy
Blackline Masters
Capture Squares Stage 1 Gameboard
Narrative
Students roll two number cubes and find the sum.
Additional Information
Each group of 2 needs two number cubes.
|
G-GPE.B.5 | Write the equation of the line that passes through point
$${(6,8)}$$
and is perpendicular to the line
$${3x+2y=8}$$
.
|
5.G.B | Stage 5: Grade 5 Shapes
Required Preparation
Materials to Gather
Paper
Materials to Copy
Blackline Masters
Quadrilateral Cards Grade 5
Triangle Cards Grade 5
Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students write an attribute that is shared by b... |
F-BF.A.1b | A theater decided to sell special event tickets at $10 per ticket to benefit a local charity. The theater can seat up to 1,000 people, and the manager of the theater expects to sell all 1,000 seats for the event. To maximize the revenue for this event, a research company volunteered to do a survey to find out whether t... |
6.NS.B.3 | Activity
This activity introduces the question for the last five activities in the voting unit: How can we fairly share a small number of representatives between several groups of people?
The first question of the activity asks students to distribute computers to families with children. In this question, computers can ... |
5.NF.B.4a | Stage 4: Multiply Fractions
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Rolling for Fractions Stage 4 Recording Sheet
Narrative
Students roll 4 number cubes to generate a multiplication expression involving 2 fractions and compare the value of the expressions. Two recordin... |
7.EE.A | Activity
Students have explored quantities that increase by the same factor (e.g., doubling or tripling). Up to this point, that factor has always been greater than 1. In this lesson, they will look at situations where quantities change exponentially, but by a positive factor that is less than 1. The factor is still ca... |
G-SRT.C.8 | Problem 1
Watch the video
"Marine Ramp"
by Dan Meyer and determine which bridge is best.
Problem 2
Write a model that describes how to find the optimal ramp length, regardless of the horizontal and vertical displacement of the pier and the ramp.
Use the following link,
Boat Dock
, to test out your model in different sc... |
3.OA.A.3 | Narrative
The purpose of this warm-up is to elicit the idea that many different questions could be asked about a situation, which will be useful when students solve problems in a later activity.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss ... |
F-IF.B.4 | Warm-up
At the beginning of this unit, students compared linear and exponential growth. They return to this comparison in this lesson. This warm-up aims to show that, visually, it could be very difficult to distinguish linear and exponential growth for some domain of the function. While any exponential function
eventua... |
4.NF.C.5 | Problem 1
Complete the following table. Draw models for each row if they will help you.
###TABLE0###
Problem 2
Use the following numbers to answer each of the following questions:
1.57
5.03
98.30
623.46
a. What is the value of the digit 1 in (i)? The digit 5?
b. What is the value of the digit 3 in (ii), (iii), and ... |
S-IC.B.4 | Below are three dot plots of the proportion of tails in 20, 60, or 120 simulated slips of a coin. The mean and standard deviation of the sample proportions are also shown for each of the three dot plots. Match each dot plot with the appropriate number of flips. Clearly explain how you matched the plots with the number ... |
7.NS.A.2a | Activity
Students use their earlier understanding of a chosen zero point and description of positive and negative velocity, and extend this to include negative values for time to represent a time before the time assigned chosen as zero. This will produce different end points depending on if the velocity or time is nega... |
2.OA.B.2 | Narrative
The purpose of this Estimation Exploration is to practice the skill of making a reasonable estimate. Students consider how the arrangement of the objects helps them estimate the total number of objects (MP7). For the first image, students should keep their books closed and discuss estimates as a group. They w... |
S-ID.A.2 | Problem 1
A science museum has a “Traveling Around the World” exhibit. Using 3-D technology, participants can make a virtual tour of cities and towns around the world. Students at Waldo High School registered with the museum to participate in a virtual tour of Kenya, visiting the capital city of Nairobi and several sma... |
6.RP.A.3c | Dan uses a coupon at CVS that saves him 20%. On his receipt, he sees that he saved $3. How much was his bill before he used the coupon? Show your work using a strategy of your choice.
|
6.RP.A.3c | Activity
In the previous activities, representatives (“advisors”) were assigned to groups that couldn’t be changed: schools. Sometimes the groups or districts for representatives can be changed, as in districts for the U.S. House of Representatives, and for state legislatures, wards in cities, and so on. Often, the peo... |
5.NF.B.4a | Problem 1
Solve. Show or explain your work.
a.
$${{3\over4} \times 32}$$
b.
$${{2\over5} \times 8}$$
Problem 2
On Monday, Mrs. Johnson went on a walk that was
$$4$$
miles long. On Tuesday, she goes on a walk that is
$${{2\over3}}$$
as long as her walk on Monday. How long was Mrs. Johnson’s walk on Tuesday?
|
6.NS.B.4 | Problem 1
a. List all the multiples of 8 that are less than or equal to 100.
b. List all the multiples of 12 that are less than or equal to 100.
c. What are the common multiples of 8 and 12 from the two lists?
d. What is the least common multiple of 8 and 12?
e. Lyle noticed that the list of common multiples ... |
F-BF.A.1a | Activity
The purpose of this activity is to familiarize students with the terms
annually, semi-annually, quarterly,
and
monthly
, and use the meaning of these terms to solve some problems. In each problem, students perform a few numerical computations and then generalize by writing an expression, which is an example of... |
3.OA.C.7 | Stage 5: Multiply with 2, 5, and 10
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 5 Spinner
Capture Squares Stage 5 Gameboard
Narrative
Students roll a number cube and spin a spinner and find the product of the two... |
3.MD.C.6 | Problem 1
Label the following shaded rectangle with the number of rows and columns of unit squares that it consists of. Then find its area.
###IMAGE0###
Problem 2
Label the following shaded rectangle with the number of rows and columns of unit squares that it consists of. Then find its area.
###IMAGE1###
|
G-CO.B.6 | Task
Below is a picture of a regular hexagon, which we denote by $H$, and two lines denoted $\ell$ and $m$, each containing one side of the hexagon:
###IMAGE0###
Draw $r_\ell(H)$, the reflection of the hexagon about $\ell$.
Draw $r_m(H)$, the reflection of the hexagon about line $m$, together with $H$ and $r_\ell(H)$... |
3.MD.D.8 | Narrative
The purpose of this activity is for students to understand that many different shapes can have the same perimeter. Students start to focus more specifically on shapes with repeated side lengths, so they can leverage the efficient addition strategies elicited in the warm-up (MP7).
MLR7 Compare and Connect.
Syn... |
K.OA.A.3 | Narrative
The purpose of this activity is for students to see 8 pattern blocks broken into 2 parts in multiple ways. Students represent each pattern block design with an expression. When students write an expression to represent the pattern blocks they reason abstractly and quantitatively (MP2).
Representation: Access ... |
7.EE.B.4b | Activity
The purpose of this activity is for students to interact with contexts in which the direction of inequality is the opposite of what they might expect if they try to solve like they would with an equation. For example, in the second problem, the original inequality is
\(9(7-x) \leq 36\)
, but the solution to th... |
5.MD.C.5 | A rectangular prism has a volume of 728 cubic yards. The length is 13 yards. The width is 7 yards. What is the height, in yards?
|
A-CED.A.3 | Activity
The purpose of this task is to motivate the need to write and solve a quadratic equation in order to solve a problem.
Students are asked to frame a picture by cutting up a rectangular piece of “framing material” into strips and arranging it around a picture such that they create a frame with a uniform thicknes... |
4.NF.B.4 | Narrative
This Number Talk encourages students to rely on properties of operations and what they know about multiplication of a fraction and a whole number to mentally solve problems. The understandings elicited here will be helpful later in the lesson when students complete or create Number Talk activities.
Launch
Dis... |
6.SP.B.4 | Activity
To construct their box plots, students calculate the five-number summary: minimum, maximum, median, first quartile, and third quartile. At this stage, student drawings of the box plot may be considered rough drafts that are only required to demonstrate understanding of the five-number summary and the range. Al... |
F-IF.A.1 | Task
Let $F$ assign to each student in your math class his/her biological father. Explain why $F$ is a function.
Describe conditions on the class that would have to be true in order for $F$ to have an inverse.
In a case from part (b) in which $F$ does not have an inverse, can you modify the domain so that it does?
|
G-CO.A.5 | Task
Triangles $ABC$ and $PQR$ pictured below are congruent:
###IMAGE0###
Show the congruence using rigid motions of the plane.
Can the congruence be shown with a single translation, rotation, or reflection? Explain.
Is it possible to show the congruence using only translations? Explain.
Is it possible to show the c... |
5.G.B.4 | Narrative
The purpose of this activity is for students to define a trapezoid and to explore two definitions for a trapezoid. The exclusive definition of a trapezoid states that a trapezoid has exactly one pair of opposite sides that are parallel. The inclusive definition states that a trapezoid has at least one pair of... |
A-SSE.B.4 | Task
For 70 years, Oseola McCarty earned a living washing and ironing other people’s clothing in Hattiesburg, Mississippi. Although she did not earn much money, she budgeted her money wisely, lived within her means, and began saving at a very young age. Before she died, she drew worldwide attention by donating \$150,00... |
G-GMD.A.3 | Problem 1
The cylinder is full of water. The water flows out through a pipe at the bottom of the cylinder. Imagine looking down on the cylinder as the water flows out of it. Draw the shape of the surface of the water at five different levels.
###IMAGE0###
Problem 2
Sketch the cross sections of the coffee cup at each of... |
A-REI.B.4b | Activity
In this activity, students interpret a quadratic formula in a situation. In the associated Algebra 1 lesson, students solve quadratic equations in situations. This activity supports students by helping them connect the equation to the situation. Students use appropriate tools strategically (MP5) when they use ... |
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.B.5 | Narrative
The purpose of this Number Talk is to elicit the methods students have for subtracting tens from a two-digit number. After students consider and discuss ways to take tens from tens in the first three expressions, students are encouraged to use repeated reasoning to consider subtracting 20 from 35 and adding 1... |
8.EE.C.7a | Todd and Jason both solved an equation and ended up with this final line in their work:
$${{-2}x=4x}$$
.
Todd says, “This equation has no solution because
$${{-2}\neq 4}$$
.”
Jason says, “The solution is
$${-2}$$
because
$${-2}({-2})=4$$
.”
Do you agree with either Todd or Jason? Explain your reasoning.
|
F-LE.A.4 | Task
Graphite is a mineral with many technological uses and it is perhaps most familiar for its use in writing instruments. At the atomic level, it is made of many layers of carbon atoms, each layer arranged in the familiar pattern of hexagonal tiles:
###IMAGE0###
The pattern continues on in all directions and there is... |
A-SSE.B.4 | Problem 1
Find the following products:
$${(1-r)(1+r)}$$
$${(1-r)(1+r+r^2)}$$
$${(1-r)(1+r+r^2+r^3)}$$
What happens in each case? What happens for the general product
$${(1-r)(1+r+r^2+...+r^n)}$$
?
Explain what is happening at each step:
$${S=a+ar+ar^2+...+ar^{n-1}}$$
$${S=a(1+r+r^2+...+r^{n-1})}$$
$${S(1-r)=a(1-r^n)}$$... |
5.NBT.A | Stage 4: Decimals
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
Greatest of Them All Stage 4 Recording Sheet
Narrative
Students make decimal numbers less than 1.
Variation:
Students can write digits in the ones and tens place, as well.
|
7.G.A | Activity
The purpose of this activity is to continue developing the idea that we can measure different attributes of a circle and to practice using the terms diameter, radius, and circumference. Students reason about these attributes when three different-sized circles are described as “measuring 24 inches” and realize ... |
6.NS.C.6a | Warm-up
The purpose of this warm-up is to use opposites to get students to think about distance from 0. Problem 3 also reminds students that the opposite of a negative number is positive.
Notice students who choose 0 or a negative number for
\(a\)
and how they reason about
\(\text-a\)
.
Launch
Arrange students in group... |
A-SSE.B.3 | Task
Joanne wants to graph a quadratic function whose roots are $5 \pm 2i$, and says:
I know the graph is a parabola, and the roots tell me that my function does not cross the $x$-axis, but I'm not sure where to go next -- how do I use this information to help with my graph?
What can you deduce about the vertex of Joan... |
3.MD.A.2 | Narrative
The purpose of this warm-up is to elicit the idea that weight can be measured. While students may notice and wonder many things about this image, how weight can be measured is the important discussion point.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think ... |
1.OA.D.8 | Stage 1: Within 10
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Addition and Subtraction Stage 1 Gameboard
Number Puzzles Digit Cards
Narrative
Students work together to use digit cards to make addition and subtraction equations within 10 true. Each digit card may only be used one time on a ... |
A-APR.D.6 | A great target task for this lesson is question #21 on the 2012 Public Practice Exam: AP Calculus AB released by the College Board. We are unable to reproduce the content online here due to the policies of the College Board; however, teachers can find the exam and question at
apcentral.collegeboard.org
.
Ask these ques... |
7.G.B.5 | Warm-up
This activity prompts students to compare four images. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another. In particular, students will be focused on the cha... |
7.G.A.2 | Problem 1
Draw a square with side lengths equal to 4 inches. Label your square
$$ABCD$$
.
Problem 2
Draw a circle with center at point
$$E$$
and a diameter of 8 cm. Draw and label the diameter as line segment
$$FG$$
.
|
G-SRT.A.3 | Task
In the two triangles pictured below $m(\angle A) = m(\angle D)$ and $m(\angle B) = m(\angle E)$:
###IMAGE0###
Using a sequence of translations, rotations, reflections, and/or dilations, show that $\triangle ABC$ is similar to $\triangle DEF$.
|
1.NBT.A.1 | Narrative
The purpose of this activity is for students to count a collection of between 90 and 120 objects. As students count, they apply what they have learned about grouping objects to make counting more efficient and accurate (MP6, MP7). Students may represent their count with different representations that they hav... |
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