Spreadsheets Across the Curriculum module/Geology of National Parks course. Students estimate travel times and costs of a driving/camping trip to visit national parks in Colorado.
Students need to determine if fractions are the same as whole numbers by answering several questions and providing evidence and explaining their reasoning.
Students play and record the “Mary Had a Little Lamb” song using musical instruments and analyze the intensity of the sound using free audio editing and recording software. Then they use hollow Styrofoam half-spheres as acoustic mirrors (devices that reflect and focus sound), determine the radius of curvature of the mirror and calculate its focal length. Students place a microphone at the acoustic mirror focal point, re-record their songs, and compare the sound intensity on plot spectrums generated from their recordings both with and without the acoustic mirrors. A worksheet and KWL chart are provided.
This resource can be used to present to students how to add fractions with unlike denominators by using area models to represent the fractions.
Learners follow steps to add fractions with different denominators. They also review fraction concepts, do a drag-and-drop exercise involving fraction terms, and add fractions with common denominators.
People using crutches have their hands occupied, which makes it difficult to carry books and other items they want to have handy. Student teams are challenged to design assistive devices that modify crutches to help people carry things such as books and school supplies. Given a list of constraints, including a device weight limit and minimum load capacity, groups brainstorm ideas and then make detailed plans for their best solutions. They create prototypes and then test for functionality by loading them and using them, making improvements with each iteration. At a concluding design expo, teams present their concepts and demonstrate their final prototype devices.
This Desmos activity walks students through the addition of integers by starting with balancing values. The activity is interactive and allows students to work at their own pace. About half way through there's a reflection question which encourages math discourse. This was a great introductory lesson that encouraged my students to think without reaching levels of frustration. Towards the end it also challenges students to analyze statements made by the Desmos characters, reaching a new level on the depths of knowledge wheel.
This task asks students to explore multiples of 6.
This problem simply asks students to add the tenths and hundredths together.
I use this tool with students who are struggling with adding and subtracting fractions with unlike denominators. In the beginning this can be an overwhelming task for many students. I have found that this tool can help those struggling students build their confidence.At this point there are students who need help generating their equivalent fractions, this tool can help. Students often struggle in keeping their thinking or work organized, again this tool can help. The work on the tool is also set up to help students see that they need to multiply the numerator and denominator by the same number. Students will see that the multiplier is 2/2, 5/5, or 7/7. So the tool also helps reinforce the idea that these fractions are equivalent because they are multiplying them by 1, 2/2 = 1.Laminate the worksheet so students can use it as often as they need it.
This educational song/video helps young children to understand that adding means to 'put together' and subracting means to 'take away' and also includes a story problem as an example for each.
This resource is a teaching video for students to watch to learn how to add integers using a number line. The video relates adding integers to real world problems during the lessons.
Students will solve contextual word problems and explain why the sum of any number and zero is the nonzero number. Some students have the misconception that since you are adding then the sum must be larger than the start. Using context problems and concrete manipulatives can help students visualize the reationship.***Note: Purposefully choose values for the context problems that are accessible for the student. The focus of the lesson should be on the Additive Identity Property.
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.
Students use this puzzle to practice 2-digit addition. There are two puzzles: one without regrouping and one with regrouping. These puzzles make a great math station/center as students are able to independently check their work. Students can also use this resource as a math choice for when they finished their work.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a modification of the Illustrative Math lesson, "Ford and Logan add 45 + 36," https://www.illustrativemathematics.org/content-standards/tasks/2068. This lesson was used with a tier 3 fourth grade intervention math group to help students develop their understanding of place value and use of tens language when adding two digit numbers. I modified it to meet the students' needs by adding ways two other students (Sarah and Tammy) solved the problem: Sarah said, "I know 4 tens plus 3 tens is 7 tens; 5 ones plus 6 ones is eleven ones which is 1 ten and 1 one so 4 tens plus 3 tens plus 1 tens is 8 tens and the one left so the answer is 81." Tammy said, " 45 plus 30 is 75, plus 6 more is 81." Students analyzed and discussed all four methods and compared them to their own methods. I then had students practice using the tens and ones language (like Sarah) for some more addition problems without using place value blocks or models.
Students will have review and practice in two digit addition, with and without regrouping.
The module Instructional Materials & Professional Learning based on Instructional Partners Curriclum Support Guide Framework is designed to guide district teams as they Understand and explain why instructional materials matterBuild understanding of the Curriculum Support Guide FrameworkBegin to develop the district plan and establish the Review Committee
Adoption Templates Math ELA Social Studies :Vendor Questions 12.18.19