This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

Unit 1: Scale Drawings
Lesson 2: Corresponding Parts and Scale Factors

This lesson develops the vocabulary for talking about scaling and scaled copies more precisely (MP6), and identifying the structures in common between two figures (MP7).

Specifically, students learn to use the term corresponding to refer to a pair of points, segments, or angles in two figures that are scaled copies. Students also begin to describe the numerical relationship between the corresponding lengths in two figures using a scale factor. They see that when two figures are scaled copies of one another, the same scale factor relates their corresponding lengths. They practice identifying scale factors.

A look at the angles of scaled copies also begins here. Students use tracing paper to trace and compare angles in an original figure and its copies. They observe that in scaled copies the measures of corresponding angles are equal.

This lesson unit is intended to help assess how well students are able to interpret and use scale drawings to plan a garden layout. This involves using proportional reasoning and metric units.

This lesson unit is intended to help you assess how well students are able to: solve simple problems involving ratio and direct proportion; choose an appropriate sampling method; and collect discrete data and record them using a frequency table.

This lesson unit is intended to help you assess how well students are able to: Model a situation; make sensible, realistic assumptions and estimates; and use assumptions and estimates to create a chain of reasoning, in order to solve a practical problem.

The purpose of this task is for students to translate between measurements given in a scale drawing and the corresponding measurements of the object represented by the scale drawing.

This link takes you to MoodleNet where you can download Middle School level math LMS courses that include Geogebra's digital app version of Illustrative Mathematics. The courses will work in Moodle, Canvas, Schoology or D2L. From the list of courses in the GeoGebra Illustrative Mathematics collection on MoodleNet click on the name of the unit you want. Then choose to either send it to Moodle or download the file so that it can be uploaded to Canvas, Schoology or D2L.

This site teaches Geometry to 7th graders through a series of 467 questions and interactive activities aligned to 26 Common Core mathematics skills.

Frances Gabe detested housework, so she invented a contraption to free herself from this tedious task forever: a self-cleaning house! Gabe's wacky, wonderful home included almost 70 new patented inventions, from a soap-spraying sprinkler in the ceiling to a kitchen cabinet that washed, dried, and stored dishes all in one place. Though Gabe's invention didn't catch on, her determination and clever thinking remind us that we don't have to accept the world as it is; we can improve it using our minds and our own two hands. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Frances Gabe created over 70 inventions because she hated cleaning. What is one thing you hate doing for chores? Develop an invention to have it clean itself.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

The goal of this task is to get students to think critically about the effect that changing from one scaling to another has on an image, and then to physically produce the desired image.

The purpose of this task is for students to translate between information provided on a map that is drawn to scale and the distance between two cities represented on the map.

The goal of this task is to study the circumferences of different sized circles, both using manipulatives and from the point of view of scaling.

The purpose of this task is for students to translate between measurements given in a scale drawing and the corresponding measurements of the object represented by the scale drawing.

The goal of this task is to gather together knowledge and skills from the seventh grade in a context which prepares students for the important eighth grade notion of similarity.

Use the idea of scaling to show that the ratio Area of Circle: (Radius of Circle)2 does not depend on the radius.
Use formulas for the area of squares and triangles to estimate the value of the real number c satisfying
Area(Circle of Radius r)=cr2.

The goal of this task is twofold:

Use the idea of scaling to show that the ratio Area of Circle: (Radius of Circle)2 does not depend on the radius.
Use formulas for the area of squares and triangles to estimate the value of the real number c satisfying
Area(Circle of Radius r)=c