Students use a virtual protractor to measure a variety of angles after going through a short introduction of how to use a protractor.
In this activity, students will test whether the color of a material affects how much heat it absorbs.
This task requires students to represent fractions on a number line.
Both of the questions in this task are solved by the division problem 12Ö3 but what happens to the ribbon is different in each case.
Students work in pairs to measure length by lining up cubes along the longest side of an item. They count and record length by counting the number of cubes.
The first of these word problems is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"
In this activity, students explore the effect of chemical erosion on statues and monuments. They use chalk to see what happens when limestone is placed in liquids with different pH values. They also learn several things that engineers are doing to reduce the effects of acid rain.
This task suggests methods of introducing and continuing choral counting in the classroom.
The purpose of this task is for students to select 2 numbers from a set that sum to 5 (or any other number).
In this video segment from Cyberchase, Digit and the CyberSquad learn that equations are balanced when the same number is on each side. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.
In this video from Cyberchase, the CyberSquad searches for a kidnapper using their only clues: a footprint and a handprint. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.
Students create patterns using pattern blocks. Then they pose a question to their peers like, öWhat fraction of my shape is red? Students describe their answers geometrically, verbally, and in writing.
In this activity students become familiar with the math vocabulary more/less/same and most/least as they count and compare small groups.
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.
In this scavenger hunt games students are given the task of finding and identifying real-world shapes in their environment.
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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: One day, Frog and Toad were sitting together on a lily pad. Some lily pads were in a line across the pond. In the morning, Frog hopped three lily pads ...
The Rational Number Project (RNP) advocates teaching fractions using a model that emphasizes multiple representations and connections among different representations.
Initial Fraction Ideas include developing meaning for fractions using a part-whole model, constructing informal ordering strategies based on mental representations for fractions, creating meaning for equivalence concretely, and adding and subtracting fractions using concrete models. Initial Fraction Ideas do not include formal algorithms, and instruction with formal algorithms was not part of this original RNP curriculum module.
When students plot irrational numbers on the number line, it helps reinforce the idea that they fit into a number system that includes the more familiar integer and rational numbers.
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.