This problem uses the same numbers and asks essentially the same mathematical questions as "6.NS Bake Sale," but that task requires students to apply the concepts of factors and common factors in a context.
This lesson unit is intended to help you to assess how well students are able to understand the
meanings of the terms ‘Greatest Common Factor’ (GCF) and ‘Least Common Multiple’ (LCM). In
particular, the lesson will help you to identify and help students who:
*Confuse GCFs and LCMs
*Lack a sense of what values of GCF or LCM might be reasonable for a given pair of numbers.
Through this four part lesson students develop an understanding of the relationship between area and perimeter. The lesson involves students making human rectangles, exploring geoboard connections, playing perimeter war, and playing Square Off from Calculation Nation. The lesson plan includes all data collection worksheets, games pieces, link to Calculation Nation, extension and assessment ideas.
Students will use the context of a scene from the movie Les Miserables to model a quadratic relationship between a falling object and its distance
Learning Target: I will create a quadratic equation to model the relationship between the time an object falls and its distance
Success Criteria: Students will be able to accurately represent speed of an object falling vs time using a graph table and equation. In doing so, they will be able to determine a reasonable height for Javert’s fall given the scene in the movie.
The 9-session NASA Family Science Night program invites middle school children and their families to discover the wide variety of science, technology, engineering, and mathematics being performed at NASA and in everyday life. Family Science Night programs explore various themes on the Sun, the Moon, the Stars, and the Universe through fun, hands-on activities, including at-home experiments. Information about Family Science Night implementation and support resources, including the facilitator's guide, are available by registering on the Family Science Night Facilitators website (see Related & Supplemental Resources for link).
Students have the opportunity to create and interpret data from simple daily questions.
Students will multiply and divide a recipe to feed groups of various sizes. Students will use unit rates or proportions and think critically about real world applications of a baking problem.
All of us have felt sick at some point in our lives. Many times, we find ourselves asking, "What is the quickest way that I can start to feel better?" During this two-lesson unit, students study that question and determine which form of medicine delivery (pill, liquid, injection/shot) offers the fastest relief. This challenge question serves as a real-world context for learning all about flow rates. Students study how long various prescription methods take to introduce chemicals into our blood streams, as well as use flow rate to determine how increasing a person's heart rate can theoretically make medicines work more quickly. Students are introduced to engineering devices that simulate what occurs during the distribution of antibiotic cells in the body.
Working individually or in groups, students explore the concept of stress (compression) through physical experience and math. They discover why it hurts more to poke themselves with mechanical pencil lead than with an eraser. Then they prove why this is so by using the basic equation for stress and applying the concepts to real engineering problems.
In this task, a group of children sit around a table. Without peeking, they figure out how many feet are under the table. They can use mathematical tools, such as cubes or drawings, that will help them.
I extended off of this to add it to our development of place value, groups of ten, and extra ones. I added an additional material of a tens frame to help students see the grouping of ten and extra ones. After we worked through all the steps (1-6) I added an additional step of scenarios where additional students were added to continue working with larger numbers with groupings of tens and extra ones. As well, students who needed to work with counting on from larger two digit numbers, this activity also helped to increase that knowledge.
This task provides students the opportunity to make use of units to find the gas need (N-Q.1). The key point is for them to explain their choices. This task provides an opportunity for students to practice MP2, Reason abstractly and quantitatively, and MP3, Construct viable arguments and critique the reasoning of others.
This lesson unit is intended to help teachers assess how well students are able to: model a periodic situation, the height of a person on a Ferris wheel, using trigonometric functions; and interpret the constants a, b, c in the formula h = a + b cos ct in terms of the physical situation, where h is the height of the person above the ground and t is the elapsed time.
Using the LEGO® NXT robotics kit, students construct and program robots to illustrate and explore the Fibonacci sequence. Within teams, students are assigned roles: group leader, chassis builder, arm builder, chief programmer, and Fibonacci verifier. By designing a robot that moves based on the Fibonacci sequence of numbers, they can better visualize how quickly the numbers in the sequence grow. To program the robot to move according to these numbers, students break down the sequence into simple algebraic equations so that the computer can understand the Fibonacci sequence.
This task allows students to relate addition and subtraction problems to money in a context that introduces the concept of scarcity.
In this primary grades Illuminations lesson, students identify figures on a football field. They look for both congruent and similar figures, and they consider figures that are the same but that occur in a different orientation because of translation, rotation, or reflection. The lesson includes a student worksheet and discussion questions.
This task asks students to locate fractions on a number line.
This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.
This card game allows students to practice number skills.
In this lesson students will explore the properties of four different shapesâ€â€triangles, circles, rectangles, and squares. Students will locate examples of circles, squares, rectangles, and triangles in the world around them and compare various types of shapes.
The purpose of this task is to have students work on a sequence of area problems that shows the advantage of increasingly abstract strategies in preparation for developing general area formulas for parallelograms and triangles.