This short video and interactive assessment activity is designed to teach second graders about identifying digit values in numbers (numbers to 10,000).
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 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.
Unit 8: Data Sets and Distributions
Lesson 8: Describing Distributions on Histograms
In this lesson, students explore various shapes and features of a distribution displayed in a histogram. They use the structure (MP7) to look for symmetry, peaks, clusters, gaps, and any unusual values in histograms. Students also begin to consider how these features might affect how we characterize a data set. For example, how might we describe what is typical in a distribution that shows symmetry? What about in a distribution that has one peak that is not symmetrical? This work is informal, but helps to prepare students to better understand measures of center and spread later in the unit. Students also distinguish between the uses and construction of bar graphs and histograms in this lesson.
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 short video and interactive assessment activity is designed to teach third graders about describing patterns using letters.
This short video and interactive assessment activity is designed to teach fourth graders about describing patterns using letters.
This lesson unit is intended to help teachers assess how well students are able to: Select appropriate mathematical methods to use for an unstructured problem; interpret a problem situation, identifying constraints and variables, and specify assumptions; work with 2- and 3-dimensional shapes to solve a problem involving capacity and surface area; and communicate their reasoning clearly.
Unit: Area and Surface Area
Lesson 19: Designing a Tent
In this culminating lesson, students use what they learned in this unit to design a tent and determine how much fabric is needed for the tent. The task prompts students to model a situation with the mathematics they know, make assumptions, and plan a path to solve a problem (MP4). It also allows students to choose tools strategically (MP5) and to make a logical argument to support their reasoning (MP3).
The lesson has two parts. In the first part, students learn about the task, gather information, and begin designing. The introduction is important to ensure all students understand the context. Then, after answering some preparatory questions in groups and as a class, students work individually to design and draw their tents. They use their knowledge of area and surface area to calculate and justify an estimate of the amount of fabric needed for their design.
The second part involves reflection and discussion of students’ work. Students explain their work to a partner or small group, discuss and compare their designs, and consider the impact of design decisions on the surface areas of their tents.
Depending on instructional choices made, this lesson could take one or more class meetings. The time estimates are intentionally left blank, as the time needed will vary based on instructional decisions made. It may depend on:
whether students use the provided information about tents and sleeping bags or research this information.
whether the Tent Design Planning Sheet is provided or students organize their work with more autonomy.
expectations around drafting, revising, and the final product.
how student work is ultimately shared with the class (not at all, informally, or with formal presentations).
Note: Students will need to bring in a personal collection of 10–50 small objects ahead of time for the first lesson of the next unit. Examples include rocks, seashells, trading cards, or coins.
This lesson should be used after students have completed the introductory Lego EV3 block building. This lesson wil help students get a better understanding of how to use input and output parameters. Students will explore and identify previously used software that uses block programming. Students will connect early interactions in Computer Science programming with the input and output parameters in Math. This lesson review input and output functions associated with the mechanics of a computer
This course covers the design, construction, and testing of field robotic systems, through team projects with each student responsible for a specific subsystem. Projects focus on electronics, instrumentation, and machine elements. Design for operation in uncertain conditions is a focus point, with ocean waves and marine structures as a central theme. Topics include basic statistics, linear systems, Fourier transforms, random processes, spectra, ethics in engineering practice, and extreme events with applications in design.
This short video and interactive assessment activity is designed to give fourth graders an overview of length (english units).
This short video and interactive assessment activity is designed to teach fourth graders about using real maps (english lengths and distances).
This short video and interactive assessment activity is designed to teach second graders about using real maps (english lengths and distances).
This short video and interactive assessment activity is designed to teach second graders an overview of elapsed time.
This short video and interactive assessment activity is designed to give fourth graders an overview of elapsed time.
This short video and interactive assessment activity is designed to teach third graders an overview of telling time to 1-minute intervals.
This video provides example of how to determine if numbers are prime or composite.
This video explains how to read two times from analog clock. Then the number of hours and minutes between the times is determined.http://mathspower4u.com
This video explains to how determine the value of fraction pieces.