The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions.
This lesson was used with a tier 3 fourth grade intervention math group to help students understand how to compare fractions with like and unlike denominators. In addition, this promotes conceptual understanding of equal size wholes.
In this interactive activity adapted from Anneberg Learner’s Teaching Math Grades 3–5, compare fractions on number lines to determine which class of students wins bubble-gum-blowing contests.
Students again have a set of fraction cards that they use to compare fractions less than one. There are two sets of cards on set has a visual and the other does not.
This video is a fun interactive way to show students how to compare fractions. The video uses a scale, weights, and fractions to help understand how to compare fractions and what comparing fractions even means.
This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. Particularly important is that students understand that when you compare fractions, you implicitly always have the same whole.
This task is appropriate for assessing student's understanding of differences of signed numbers. Because the task asks how many degrees the temperature drops, it is correct to say that "the temperature drops 61.5 degrees." However, some might think that the answer should be that the temperature is "changing -61.5" degrees. Having students write the answer in sentence form will allow teachers to interpret their response in a way that a purely numerical response would not.
The purpose of this task is to foster a classroom discussion that will highlight the difference between multiplicative and additive reasoning.
The purpose of this task is to assess studentsŐ understanding of multiplicative and additive reasoning.
This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.
The foundation of this lesson is constructing, communicating, and evaluating student-generated tables while making comparisons between three different financial plans. Students are given three different DVD rental plans and asked to analyze each one to see if they could determine when the 3 different DVD plans cost the same amount of money, if ever. (7th/8th Grade Math)
This lesson is to help students work in small groups or pairs to find items around the classroom to measure in non-standard and then standard units of measurement. It helps focusing on the unit of measurement, organizing a ruler, and how to continue measuring in the case it is longer than a ruler.Materials:Attached Measuremnt SheetInchwormsPaperclipsInch RulersCentimeter Rulers Lesson:I begin by handing out the measurement actiivty sheet. I get my students into small groups or parnters. They then choose three items in the room they woudl like to measure. You could brainstorm as a class a variety of items they could measure before hand to better control what the students are measuring. I begin the first day having students write the item or drawing it. They then begin to measure with paper clips and then do it again with inch worms. We discuss what the answers are and if there are any outliers, why this may be. If time allows, we then bring in our inch rulers. The groups discuss how to measure if they run out of their ruler. They then measure with inches and centimeter rulers, keeping track of the data. We reconveine as a class to record and collect the data found; searching for any outliers again. In the end, we review the importance of measurement, why using standard vs. non-standard units are beneficial and some basic "rules" to follow when measuring.
These word problems involve multiplicative comparison.
The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades.
This task can be used to either build or assess initial understandings related to rational approximations of irrational numbers.
Students must calculate the volume of a cone in this real world task.
This task provides the opportunity for students to reason about graphs, slopes, and rates without having a scale on the axes or an equation to represent the graphs. Students who prefer to work with specific numbers can write in scales on the axes to help them get started.
The purpose of this task is to help develop students' understanding of addition of fractions; it is intended as an instructional task.
The purpose of the task is for students to compare signed numbers in a real-world context.
The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together.