This short video and interactive assessment activity is designed to teach fourth graders about elapsed time in a sequence of events - word problems.
This short video and interactive assessment activity is designed to teach fifth graders about determining duration time - one step with timeline.
This short video and interactive assessment activity is designed to teach fifth graders about determining less than or greater than values of a decimal.
This short video and interactive assessment activity is designed to teach third graders about determining unknown angles in parallelograms.
This short video and interactive assessment activity is designed to teach third graders about determining unknown angles in trapezoids.
This short video and interactive assessment activity is designed to teach fourth graders about determining unknown angles in trapezoids.
This short video and interactive assessment activity is designed to teach fifth graders about determining unknown angles within rectangles and squares.
This short video and interactive assessment activity is designed to teach third graders about determining unknown angles within rectangles and squares.
This short video and interactive assessment activity is designed to give fourth graders an overview of capacity - word problems.
This short video and interactive assessment activity is designed to give fifth graders an overview of capacity - word problems.
This short video and interactive assessment activity is designed to teach fifth graders about determining the elapsed time given start and end time.
This short video and interactive assessment activity is designed to teach fourth graders about determining the order of decimals in word problems.
This short video and interactive assessment activity is designed to teach fifth graders about determining the product of two decimals without calculation.
This short video and interactive assessment activity is designed to teach third graders about determining the unknown angle in an isosceles triangle.
This short video and interactive assessment activity is designed to give fourth graders an overview of special triangles.
This lesson unit is intended to help you assess whether students recognize relationships of direct proportion and how well they solve problems that involve proportional reasoning. In particular, it is intended to help you identify those students who: use inappropriate additive strategies in scaling problems, which have a multiplicative structure; rely on piecemeal and inefficient strategies such as doubling, halving, and decomposition, and have not developed a single multiplier strategy for solving proportionality problems; and see multiplication as making numbers bigger, and division as making numbers smaller.
Unit 8: Data Sets and Distributions
Lesson 11: Deviation from the Mean
In a previous lesson, students computed and interpreted distances of data points from the mean. In this lesson, they take that experience to make sense of the formal idea of mean absolute deviation (MAD). Students learn that the MAD is the average distance of data points from the mean. They use their knowledge of how to calculate and interpret the mean to calculate (MP8) and interpret (MP2) the MAD.
Students also learn that we think of the MAD as a measure of variability or a measure of spread of a distribution. They compare distributions with the same mean but different MADs, and recognize that the centers are the same but the distribution with the larger MAD has greater variability or spread.
Students practice data collection by gathering data within the classroom on common causes of allergies. They examine and interpret data charts on national trends in allergies.
This task supports students in correctly writing numbers. Because students have to trace the number, instead of coloring in a bubble with the number in it or circling the correct number, they gain handwriting practice as well as counting and addition practice.
Modeling the movement of agents, whether they are people, molecules, cars or ideas, is an important part of modeling systems. Different agents will have different movement patterns and varying amount of randomness in their “walks.” The amount of randomness in a walk can have impact on systems.
In this activity, students will learn the mathematical foundation for randomness in walks through a series of activities. The first activity is a table top activity using dice and establishing probabilities of different outcomes. In the second activity, this probability is linked to programming the movement of agents in a simulated world. The final activity is to make a simple model in which the movement of the agent has impact on the state of the environment. Data is collected from runs of the model and analyzed to measure the impact of movement types. For details, see the Dice and Data Instructions, below.