This word problem requires students to find multiple solutions.
Students conduct Internet research to investigate the purpose and current functioning status of some of the largest dams throughout the world. They investigate the success or failure of eight dams and complete a worksheet. While researching the dams, they also gain an understanding of the scale of these structures by recording and comparing their reservoir capacities. Students come to understand that dams, like all engineered structures, have a finite lifespan and require ongoing maintenance and evaluation for their usefulness.
Students must convert yards to feet to solve this word problem.
The purpose of this task is to help students explore the meaning of fraction division and to connect it to what they know about whole-number division.
The applet in this section allows for simple data analysis of univariate data. Users can either generate normal or uniform data for k samples or copy and paste data from another source to a text box. A univariate analysis is performed for all k samples.
Our team of experts is excited to share with you their favorite tips and tricks about how to access and use Census Bureau Data.
So we created the Data Gems: a series of "how-to" videos available for data users who are looking for an easy and quick way to enhance their knowledge of Census data.
They will introduce you to various concepts and techniques to improve your ability to navigate our website and use our data-access tools.
We hope you find these Gems valuable! Drop us a line at census.academy@census.gov and let us know what you think!
This task asks the students to solve a real-world problem involving unit rates (data per unit time) using units that many teens and pre-teens have heard of but may not know the definition for. While the computations involved are not particularly complex, the units will be abstract for many students.
This problem was designed to explore equivalence of change (ie. if a 10% decrease isn't the opposite of a 10% increase, what is? ) and to move students towards the concept: exponential growth and decay.
Unit 5: Arithmetic in Base Ten
Lesson 5: Decimal Points in Products
In earlier grades, students have multiplied base-ten numbers up to hundredths (either by multiplying two decimals to tenths or by multiplying a whole number and a decimal to hundredths). Here, students use what they know about fractions and place value to calculate products of decimals beyond the hundredths. They express each decimal as a product of a whole number and a fraction, and then they use the commutative and associative properties to compute the product. For example, they see that (0.6 x 0.5) can be viewed as (6 x 0.1 x 5 x 0.1) and thus as (6 x 1/10) x (5 x 1/10). Multiplying the whole numbers and the fractions gives them (30 x 1/100) and then 0.3.
Through repeated reasoning, students see how the number of decimal places in the factors can help them place the decimal point in the product (MP8).
This short video and interactive assessment activity is designed to teach fifth graders about determining the greatest quotient without calculation.
Students learn about and practice converting between fractions, decimals and percentages. Using a LEGO® MINDSTORMS® NXT robot and a touch sensor, each group inputs a fraction of its choosing. Team members convert this same fraction into a decimal, and then a percentage via hand calculations, and double check their work using the NXT robot. Then they observe the robot moving forward and record that distance. Students learn that the distance moved is a fraction of the full distance, based on the fraction that they input, so if they input ½, the robot moves half of the original distance. From this, students work backwards to compute the full distance. Groups then compete in a game in which they are challenged to move the robot as close as possible to a target distance by inputting a fraction into the NXT bot.
This short video and interactive assessment activity is designed to teach second graders about decomposing decimals into place values up to hundredths.
This short video and interactive assessment activity is designed to teach second graders about decomposing decimals into place values to tenths.
This video defines different types of triangles.
Unit 2: Introducing Ratios
Lesson 5: Defining Equivalent Ratios
Previously, students understood equivalent ratios through physical perception of different batches of recipes. In this lesson, they work with equivalent ratios more abstractly, both in the context of recipes and in the context of abstract ratios of numbers. They understand and articulate that all ratios that are equivalent to a:b can be generated by multiplying both a and b by the same number (MP6).
By connecting concrete quantitative experiences to abstract representations that are independent of a context, students develop their skills in reasoning abstractly and quantitatively (MP2). They continue to use diagrams, words, or a combination of both for their explanations. The goal in subsequent lessons is to develop a general definition of equivalent ratios.
The primary purpose of this task is to illustrate certain aspects of the mathematics described in the A.SSE.1. The task has students look for structure in algebraic expressions related to a context, and asks them to relate that structure to the context. In particular, it is worth emphasizing that the task requires no algebraic manipulation from the students.
In this first part of a two-part lab activity, students use triple balance beams and graduated cylinders to take measurements and calculate the densities of several common, irregularly shaped objects with the purpose to resolve confusion about mass and density. After this activity, conduct the associated Density Column Lab - Part 2 activity before presenting the associated Density & Miscibility lesson for discussion about concepts that explain what students have observed.
Concluding a two-part lab activity, students use triple balance beams and graduated cylinders to take measurements and calculate densities of several household liquids and compare them to the densities of irregularly shaped objects (as determined in Part 1). Then they create density columns with the three liquids and four solid items to test their calculations and predictions of the different densities. Once their density columns are complete, students determine the effect of adding detergent to the columns. After this activity, present the associated Density & Miscibility lesson for a discussion about why the column layers do not mix.
This short video and interactive assessment activity is designed to teach fifth graders about one-step conversions between hundreds, tens, and ones.
This short video and interactive assessment activity is designed to teach fourth graders about completing the expanded forms of numbers (place values to 1,000).