Open Educational Resources
| Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
|---|---|---|---|---|---|---|---|
|
Division of Fractions
This is a series of 4 activities designed to help students to focus on the idea of division from a proportional reasoning perspective. |
8/2/2016 |
Scott Adamson
|
5.NF.B.3 5.NF.B.7 5.NF.B.7a 5.NF.B.7b 5.NF.B.7c 6.NS.A.1 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8 MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8 | 5 6 | Activity | |
|
|
Shooting Hoops! - Dan Meyer Three Act Task
In this lesson, students learn to graph quadratic equations, translate between the vertex, standard, and factored forms, and recognize the impact of changing the parameters of a quadratic equation. |
8/2/2016 |
Trey Cox
|
HSF-IF.C.7a HSF-IF.C.8a HSA-SSE.B.3a HSA-SSE.B.3b HSF-IF.B.4 HSF-IF.B.5 MP.1 MP.2 MP.3 MP.4 MP.5 MP.7 MP.1 MP.2 MP.3 MP.4 MP.5 MP.7 | HS | Activity | |
|
Number Systems - Binary, Decimal, and Other systems
Students can struggle mightily with understanding place value as they begin to add and subtract numbers and "carry" and "borrrow". This short activity can be a great way to help students understand the concept of place value. |
8/2/2016 |
Trey Cox
|
5.NBT.A.1 5.NBT.A.3 5.NBT.A.3a 5.NBT.A.3b 5.NBT.A.4 4.NBT.A.1 4.NBT.A.2 4.NBT.A.3 4.NBT.B.4 MP.2 MP.7 MP.8 MP.2 MP.7 MP.8 | 4 5 | Activity | |
|
|
Sharing Pencils
Sarah and Michelle are working on a class project using colored pencils. Given some information about the number of pencils that Sarah and Michelle had when they started, and how some sharing of pencils has taken place, students must employ proportional reasoning skills to determine how many colored pencils the girls now possess. |
8/2/2016 |
Lynda Boepple
|
6.RP.A.2 6.RP.A.3 6.RP.A.3a 7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c MP.1 MP.3 MP.4 MP.6 MP.7 MP.1 MP.3 MP.4 MP.6 MP.7 | 6 7 | Activity | |
|
|
Steeper, Faster, Division, and Slope
What does "steeper" mean? What does "faster" mean? And how do these ideas connect to the idea of linear functions? This 3-part series explores these questions and helps students to understand why we divide when computing slope and what proportional correspondence has to do with it all! |
8/2/2016 |
Scott Adamson
|
7.RP.A.1 7.RP.A.2 7.RP.A.2b 7.RP.A.2c 7.RP.A.2d 8.F.A.1 8.F.A.3 8.F.B.4 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 MP.8 | 7 8 HS | Activity | |
|
|
Here Fishy, Fishy!
Yolanda and Zachary each have some fish. Zachary gives Yolanda some of his fish, and now he has twice as many fish as she does. Students must utilize given information and apply proportional reasoning skills in order to figure out how many fish Zach gave Yolanda. |
8/2/2016 |
Lynda Boepple
|
6.RP.A.2 6.RP.A.3 6.RP.A.3a 7.RP.A.2 7.RP.A.2a 7.RP.A.2b 7.RP.A.2c MP.1 MP.3 MP.4 MP.6 MP.7 MP.1 MP.3 MP.4 MP.6 MP.7 | 6 7 | Activity | |
|
|
Titanic & Two-Way Tables (Illustrative Mathematics)
This is the first task in the series of three, which ask related questions, but use different levels of scaffolding. Also, the third task uses a more detailed version of the data table. The emphasis is on developing their understanding of conditional probability. |
8/2/2016 |
Trey Cox
|
HSS-CP.A.1 HSS-CP.A.2 HSS-CP.A.3 HSS-CP.A.4 HSS-CP.A.5 HSS-CP.B.6 HSS-CP.B.7 HSS-CP.B.8 7.SP.C.8a 7.SP.C.8b 8.SP.A.4 MP.1 MP.3 MP.4 MP.5 MP.7 MP.1 MP.3 MP.4 MP.5 MP.7 | HS 7 8 | Activity |
