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• Common Core State Standards Math
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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 ...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
03/16/2013
Unrestricted Use
CC BY
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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.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
Unrestricted Use
CC BY
Rating
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This task suggests methods of introducing and continuing choral counting in the classroom.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
Unrestricted Use
CC BY
Rating
3.0 stars

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.

Subject:
Mathematics
Measurement and Data
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
06/20/2012
Unrestricted Use
CC BY
Rating
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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.

Subject:
Functions
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
08/06/2015
Educational Use
Rating
3.0 stars

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.

Subject:
Engineering
Chemistry
Material Type:
Activity/Lab
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Janet Yowell
Jessica Todd
Malinda Schaefer Zarske
Melissa Straten
10/14/2015
Educational Use
Rating
0.0 stars

Subject:
Mathematics
Material Type:
Lecture
Provider:
PBS LearningMedia
Provider Set:
PBS Learning Media: Multimedia Resources for the Classroom and Professional Development
Author:
U.S. Department of Education
WNET
09/09/2008
Only Sharing Permitted
CC BY-NC-ND
Rating
4.0 stars

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.

Subject:
Education
Mathematics
Geometry
Material Type:
Lesson Plan
Simulation
Teaching/Learning Strategy
Provider:
Maryland Public Television
Provider Set:
Mathlanding: Elementary Mathematics Pathway
11/05/2011
Educational Use
Rating
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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.

Subject:
Mathematics
Algebra
Material Type:
Lecture
Provider:
PBS LearningMedia
Provider Set:
PBS Learning Media: Multimedia Resources for the Classroom and Professional Development
Author:
U.S. Department of Education
WNET
07/10/2008
Unrestricted Use
CC BY
Rating
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In this activity students become familiar with the math vocabulary more/less/same and most/least as they count and compare small groups.

Subject:
Mathematics
Measurement and Data
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
06/20/2012
Unrestricted Use
CC BY
Rating
5.0 stars

In this scavenger hunt games students are given the task of finding and identifying real-world shapes in their environment.

Subject:
Mathematics
Geometry
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
08/14/2012
Unrestricted Use
CC BY
Rating
4.0 stars

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?"

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
11/26/2012
Unrestricted Use
CC BY
Rating
0.0 stars

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: Materials * Class white board and one marker * Paper and pencil for students * Materials such as counters or linker cubes * Number lines that go from 0...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/22/2013
Educational Use
Rating
0.0 stars

Students find the volume and surface area of a rectangular box (e.g., a cereal box), and then figure out how to convert that box into a new, cubical box having the same volume as the original. As they construct the new, cube-shaped box from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package things. Students then consider why consumer goods generally aren't packaged in cube-shaped boxes, even though they would require less material to produce and ultimately, less waste to discard. To display their findings, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved. The activities involved provide valuable experience in problem solving with spatial-visual relationships.

Subject:
Engineering
Geometry
Material Type:
Activity/Lab
Lesson Plan
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Mary R. Hebrank
09/18/2014
Unrestricted Use
CC BY
Rating
4.0 stars

One common mistake students make when dividing fractions using visuals is the confusion between remainder and the fractional part of a mixed number answer.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
Unrestricted Use
CC BY
Rating
3.0 stars

In this number line task students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s).

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/01/2012
Unrestricted Use
CC BY
Rating
4.0 stars

The goal of this task is to provide examples for comparing two fractions by finding a benchmark fraction which lies in between the two.

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
IInstitute for Mathematics & Education funded by the Bill & Melinda Gates Foundation
Illustrative Mathematics
07/30/2012
Unrestricted Use
CC BY
Rating
4.0 stars

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.

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics