Big Ideas: A fraction represents the division of a whole into equal shares. The denominator is represented by the number of segments on a number line between two whole numbers.
This lesson builds on students' work with partitioning area models of wholes into equal shares. This task requires students to recognize whether number lines were partitioned correctly, justify their reasoning, and partition number lines on their own. Students will be building the foundations of fraction sense on a number line by representing, partitioning, and labeling equal shares. The mathematical concepts in this lesson build toward students' future work with composing, decomposing, and identifying specific fractions on number lines as well as future work with comparing and equivalent fractions.
Vocabulary: number line, line segments, fraction, numerator, denominator, halves, thirds, fourths, sixths, eighths

This lesson involves students in solving a riddle related to multiplying fractions by fractions. Students are presented a riddle and are given think time by themselves to analyze models and try to solve the problem. After some individual think time, students interact with each other to explain their ideas and critique the ideas of others.

The resource involves a video of the lesson in action, a fully written lesson plan, and a handout for students to use to view the models and explain their reasoning.

Typically, American mortgage lenders will offer potential borrowers a menu of loans, each of which bears an interest rate and an extra amount of "interest" that the borrower must pay at the inception of the loan. This extra prepaid interest is generally referred to as "points" and is computed as a stated fraction of the initial loan balance. The menu generally permits the borrower to "buy down" the interest rate by paying points. If the borrower thinks he or she will hold the underlying real estate for a long period, it is often a good idea to pay points. On the other hand, if the borrower thinks he or she is likely to sell the underlying real estate in the near future, points are often not a good idea.

Experiment using pennies,  water. lemon, and salt to create a battery to power an led light
includes a materials list 
a video of the experiment
an explanation of the concept  behind the battery

This resource is an interactive activity that helps students analyze and determine whether the plotted data is a linear, quadratic, or exponential function.  If the teacher logs in, a code pops up for students to enter into their own device and student responses are collected and reported.  It would be a great activity to use with iPads.

This book is a great way to illustrate consideration of others.  The book reminds children how their actions affect others and how to politely ask friends to quiet down.

This resource from the Virginia Department of Education includes brief activities to support phonological awareness. Activities to support student learning in the areas of listening, rhyme, word awareness, syllable awareness, and phonemic awareness (including phoneme blending, deletion, and substitution) are all included.

This task provides students an opportunity to solve problems examining the aspect ratio of various sizes of photographs.

With this resource, students will identify elements of setting development within multiple texts as well as recognize picture books as model texts that exemplify multiple literary elements. The lesson has a writing component where students apply the elements of setting development to revisions of their own writing.

Pixar in a Box - Virtual Cameras is an engaging activity to assist students as young as grade 5 to explore how light and lenses in cameras work.  The lesson also focuses on ratios.  The following are the standards covered in this lesson:
Math:  CCSS.MATH.CONTENT.6.RP.A.3
Science:  MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

This lesson was used with a tier 3 fourth grade intervention math group to help students to progress from counting by tens and ones to combining and separating by tens and ones without skip counting. I used this Illustrative Math lesson, https://www.illustrativemathematics.org/content-standards/tasks/2106, and modified it to meet the students' needs. I modified the lesson by doing only the activities in Part 3 and then extending this by modeling the equations, that matched the hundreds chart work, with base ten blocks. I also made sure students saw the pattern in adding ones and adding tens and encouraged the proper place value terms. For example, "4 + 3 = 7 so 4 groups of ten + 3 groups of ten = 7 groups of ten which is the same as 40 + 30 = 70." I then extended this by having students add numbers with tens and ones to number with tens and ones with and without regrouping and asked them to first model it on the hundreds chart and with base ten blocks and then do the addition without skip counting (first adding the tens and then the ones and then combine the results).

This is a high school geometry task that has students physically construct the point equidistant from three non-collinear points and to identify why the construction works.  This construction motivates the notion of a triangle inscribed into a circle and why that particular construction might be useful.

This task is a procedures with connections task, of high cognitive demand.  The procedure is not specified for students but there is largely only one way of folding the paper to be able to identify the intersection point.  The high cognitive demand comes from students having to explain why the construction works and why only two creases are necessary.  This gets at both the meaning and motivation for the construction and the notion of efficiency in having a canonical construction for a circle that inscribes a triangle given three non-collinear points that can form a triangle.

This task could also be used as an assessment task after students learn the construction, although the explanations that may be given by students are more likely to focus on the construction procedures in this particular case.

This task addresses the Pivotal Understanding of equivalence, because it focuses on generating a geometric construction procedure that determines a point equidistant from three non-collinear points.  Equivalence is evident in at least two ways.  First, the distance from the target point to each of the source points is equal.  Second, the construction produces equivalent results (inscribed triangle within a circle given three points) each time.

Students will compare and contrast adult plants and seedlings/young plants using pictures, journaling, growing plants in the classroom and comparing experimental plant growth with natural plant growth to learn why plants survive and where.

In this Ed.ted lesson plan, Alex Gendler unravels Plato's Allegory of the Cave, found in Book VII of The Republic. The source contains a video lecture explaining and demonstrating Plato's allegory. The source offers comprehension questions to check for understanding, as well as interactive discussions. Finally, the source provides links to the full text context (Book VII of the Republic), two excellent video interpretations of the allegory, and connections to both modern scientific interpretatins of knowledge and modern interpretations of the story in the movies (The Matrix

In this two-player e-example, students take timed turns racing to the end of each fraction line by moving one or more of their markers to sum to a given fraction value.

PlopIt allows users to build dot plots of data using the mouse. View how the mean, median, and mode change as entries are added to the plot. Parameters: Range for observations.

A teacher records suggestions and comments on writing assignments as a podcast that students can access anytime and replay as needed. This allows for timely formative feedback.

This resource is a political survey. The results place the respondant on a two-dimensional political spectrum, based on personal and economic beliefs.

In the game Polygon Capture, students select polygons based on specific attributes as associated with angles of the polygon and sides of the polygons.  During the activity, students will be presented with situations they may not always encounter in geomoetry.  For instance, instead of being asked to select "all polygons with right angles" and "all polygons with 4 equal sides" they may be asked to select "all polygons with at least one right angle" and with "no parallel sides."