In this lesson, students compare and contrast stories in the Magic Tree House series.

For this lesson, students explain a proof of the converse of the Pythagorean Theorem. Students apply the theorem and its converse to solve problems.

In this lesson, students answer questions using details from the text and explain why they chose specific details to answer questions from the text.

This lesson is an exploration focusing on the symmetric nature of quadratic functions and their graphs and the interpretation of the key features.

In this lesson, students express the difference in sample means as a multiple of a measure of variability. Students understand that a difference in sample means provides evidence that the population means are different if the difference is larger than what would be expected as a result of sampling variability alone.

Students will identify why and how Feynman started to look at the world through the eyes of a scientist. Students will both learn how memoirs can be as deeply revealing as fiction and how to unpack the meaning of a first person narrative.

This lesson focuses on revising the paragraph side of the Freaky Frog trading card.

In this lesson, students define the center of a data distribution by a "fair share" value called the mean. Students connect the "fair share" concept with a mathematical formula for finding the mean.

In this lesson, students informally fit a straight line to data displayed in a scatter plot. Students determine the equation of a line fit to data. Students make predictions based on the equation of a line fit to data.

In this lesson, students identify the same value relating the measures of x and the measures of y in a proportional relationship as the constant of proportionality and recognize it as the unit rate in the context of a given situation. Students find and interpret the constant of proportionality within the contexts of problems.

In this lesson, students graph two equations and find the point of intersection. Students identify the point of intersection of the two lines as the solution to the system. Students verify by computation that the point of intersection is a solution to each of the equations in the system.

In this lesson, students find 100% of a quantity (the whole) when given a quantity that is a percent of the whole by using a variety of methods including finding 1%, equations, mental math using factors of 100, and double number line models. Students solve word problems involving finding 100% of a given quantity with and without using equations.

In this lesson, students find the area of regions in the plane with polygonal boundaries by decomposing the plane into triangles and quadrilaterals, including regions with polygonal holes. Students find composite area of regions in the plane by decomposing the plane into familiar figures (triangles, quadrilaterals, circles, semi-circles, and quarter circles).

In this lesson, students find the areas of triangles and simple polygonal regions in the coordinate plane with vertices at grid points by composing into rectangles and decomposing into triangles and quadrilaterals.

For this lesson, students find the positive solutions for equations of the form x2 = p and x3 = p.

In this lesson, students find the surface area of three-dimensional objects whose surface area is composed of triangles and quadrilaterals, specifically focusing on pyramids. They use polyhedron nets to understand that surface area is simply the sum of the area of the lateral faces and the area of the base(s).

In this lesson, students find the surface area of three-dimensional objects whose surface area is composed of triangles and quadrilaterals. They use polyhedron nets to understand that surface area is simply the sum of the area of the lateral faces and the area of the base(s).

In this lesson, students use mentor texts to deepen their understanding of a text and of an author's craft or purpose.

Students examine that a vertical translation of the graph of y = f(x) corresponds to changing the equation from y = f(x) to y = f(x) + k and that a vertical scaling of the graph of y = f(x) corresponds to changing the equation from y = f(x) to y = kf(x).