Provided in the content is only one doubles sheet. To play with more than one student at a time, multiple copies will have to be made with different patterns. Some students will still need to have concrete manipulatives available to them so that the can create the double, or you might ask the students to make a picture to should how they doubled (did they make pairs, did they count out the given value and then make a copy).For each player distribute:1 card.20 counters to mark spaces on the cardCaller should have:1 10-faced die1 spinner split into sixths each sixth should have a letter from the word D-O-U-B-L-E in it.Directions:Have the caller read out a letter-number combination. The caller should roll the die and spinner the spinner to identify the letter-number combination.Place a chip on your scorecard if you have that letter and number. Students will find the letter given by the and will have to double the value from the die since every number on a Doubles card should only have numbers that can be created by doubling. Continue playing until someone gets 5 chips in a row on their scorecard. Othe variations include Blackout (fill the whole card), X Marks the Spot (two diagonal lines that intersect in the middle and include the four corners), Perimeter-or Square (fill all of the spaces on the outside edge), etcShout "DOUBLE” if you get 5 squares in a row (or you have completed the variation).Repeat

The purpose of this task is to study some patterns in a small addition table. Each pattern identified persists for a larger table and if more time is available for this activity students should be encouraged to explore these patterns in larger tables.

This lesson is about trying to get students to make connections between ideas about equations, inequalities, and expressions. The lesson is designed to give students opportunities to use mathematical vocabulary for a purpose to describe, discuss, and work with these symbol strings.The idea is for students to start gathering global information by looking at the whole number string rather than thinking only about individual procedures or steps. Hopefully students will begin to see the symbol strings as mathematical objects with their own unique set of attributes. (7th Grade Math)

In this task, the students are not asked to find an answer, but are asked to analyze word problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.

I use this help students make sense of equivalent fractions and deepen their understanding.  It gives students an opportunity to work with fractions that are equivlanet to 1/4, but also identify fractions that are not equivalent to 1/4.  This activity will reinforce the concept that when making equivalent fractions the numerator and denominator need to be multiplied by the same number.  It's like multiplying by a whole or one, that's why the fractions are equivalent. 

Remember your multiplication tables? ... me neither. Brush up on your multiplication, division, and factoring skills with this exciting game. No calculators allowed! The students will be given mutiplication and division problems which they must answer. They also have the option of being given a number then stating the factors of how that number was attained using either multiplication or division.

The purpose of this learning video is to show students how to think more freely about math and science problems. Sometimes getting an approximate answer in a much shorter period of time is well worth the time saved. This video explores techniques for making quick, back-of-the-envelope approximations that are not only surprisingly accurate, but are also illuminating for building intuition in understanding science. This video touches upon 10th-grade level Algebra I and first-year high school physics, but the concepts covered (velocity, distance, mass, etc) are basic enough that science-oriented younger students would understand. If desired, teachers may bring in pendula of various lengths, weights to hang, and a stopwatch to measure period. Examples of in- class exercises for between the video segments include: asking students to estimate 29 x 31 without a calculator or paper and pencil; and asking students how close they can get to a black hole without getting sucked in.

Lesson Time Estimate: 90 Minutes

Students will be able to:
-Utilize knowledge and strategies to get the best possible financing terms (that meet their individual needs and budget) for a new or used car
-Explain the difference between a car loan and a lease as well as the advantages and disadvantages of each
-Have a backup plan if they find themselves unable to afford their car payments

The purpose of this task is to provide students with a concrete situation they can model by dividing a whole number by a unit fraction.

The purpose of this game is to help students think flexibly about numbers and operations and to record multiple operations using proper notation.

This instructional task requires students to figure out word problems that require thinking in base 10.

In this task students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Students must, in some cases, decompose hundreds to tens and tens to ones.

In this task, students can see that if the price level increases and peopleŐs incomes do not increase, they arenŐt able to purchase as many goods and services; in other words, their purchasing power decreases.

Teachers (and then students) lead the class in chanting numbers from 1 to 120.

An applet for students to use in exploring the area and circumference of a circle in relation to its radius and diameter. When the radius is changed, the other measures automatically change and are shown on a board. Most importantly, the ratio between any pair of these measures can be shown.