Students will complete the first part of their project, deciding on two right prisms for their models of buildings with polygon bases. They will draw two polygon bases on grid paper and find the areas of the bases.Key ConceptsProjects engage students in the application of mathematics. It is important for students to apply mathematical ways of thinking to solve rich problems. Students are more motivated to understand mathematical concepts if they are engaged in solving a problem of their own choosing.In this lesson, students are challenged to identify an interesting mathematical problem and choose a partner or a group to work collaboratively on solving that problem. Students gain valuable skills in problem solving, reasoning, and communicating mathematical ideas with others.GoalsSelect a project shape.Identify a project idea.Identify a partner or group to work collaboratively with on a math project.SWD: Consider how to group students skills-wise for the project. You may decide to group students heterogeneously to promote peer modeling for struggling students. Or you can group students by similar skill levels to allow for additional support and/or guided practice with the teacher. Or you may decide to create intentional partnerships between strong students and struggling students to promote leadership and peer instruction within the classroom.ELL: In forming groups, be aware of your ELLs and ensure that they have a learning environment where they can be productive. Sometimes, this means pairing them up with English speakers, so they can learn from others’ language skills. Other times, it means pairing them up with students who are at the same level of language skill, so they can take a more active role and work things out together. Other times, it means pairing them up with students whose proficiency level is lower, so they play the role of the supporter. They can also be paired based on their math proficiency, not just their language proficiency.

Students further explore scale, taking a scale drawing floor plan and redrawing it at a different scale.Key ConceptsStudents explore change from one scale to another, focusing on the ratios. Students will draw a scale model of a house.GoalsRedraw a scale drawing at a different scale.Find measurements using a scale drawing.

Gallery 2Allow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need to review the unit’s concepts or have fallen behind on work.Gallery OverviewOne World Trade CenterThis task gives students an opportunity to further explore figures that have been intersected by a plane. The task also allows students to revisit scale and think about the net of a sliced prism.Sketch ThreeThis task extends students’ knowledge of nets as they think about surfaces that are triangular and won’t line up parallel. Students may need to use a protractor to keep the angles of the sides consistent.Partial Cube NetThis task provides students with further experience in thinking about the revealed surface in a sliced prism, constructing a more complex net, and estimating area based on area formulas and measuring.Round PrismsThis task extends students’ knowledge of prism measurement to cylinders, which are really no different. Students will see that the only difference is that the base is circular, and they know how to find the circumference (perimeter) and area.Project Work TimeStudents may use a Gallery day to work on their projects and get help if needed.Cube Volume and NetsUsing the 2-D/3-D tool or the parallelogram cubes, students create a solid made of cubes. Using the 2-D views as a guide, they make a net for the figure and find its surface area. Students are challenged to make the net with one piece of paper.Same Surface Area, Different VolumeStudents create two solids with the same surface area but very different volumes. They that surface areas are the same by drawing the 2-D views.Tree House 2This task gives students further practice making a scale drawing and thinking about the net of a solid. Students should also realize that the plans for a building are the 2-D views of the building and are similar to a net.

Lesson OverviewStudents will work on the final portion of their project which includes creating the nets for the sides, making a slice in one of their buildings, and putting their buildings together. Once their two model buildings are complete, they will find the surface area and volume for their models and the full-size buildings their models represent.Key ConceptsThe second part of the project is essentially a review of the second half of the unit, while still using scale drawings. Students will find the surface area of a prism as well as the surface area of a truncated prism. The second prism will require estimating and problem solving to figure out the net and find the surface area. Students will also be drawing the figure using scale to find actual surface area.GoalsRedraw a scale drawing at a different scale.Find measurements using a scale drawing.Find the surface area of a prism.SWD: Students with disabilities may have a more challenging time identifying areas of improvement to target in their projects. It may be helpful to model explicitly for students (using an example project or student sample) how to review a project using the rubric to assess and plan for revisions based on that assessment.Students with fine motor difficulties may require grid paper with a larger scale. Whenever motor tasks are required, consider adaptive tools or supplementary materials that may benefit students with disabilities.Students with disabilities may struggle to recall prerequisite skills as they move through the project. It may be necessary to check in with students to review and reinforce estimation skills.

This article describes a number of creative projects that incorporate art and literacy skills into a science unit on biomes and ecosystems.

Students will model the atomic structure of common elements found in soils, determine an atom's valence electrons, draw Lewis electron dot diagrams, and discuss the basic principles of element bonding.

The purpose of this resource is to familiarize students with the importance of perspective and various scales of remotely sensed data. Students create a 3-D model of an area and develop a classification system for the landforms in their model. The maps can then be used to answer certain questions about the environment.

This 5-E lesson introduces the use of nonfiction materials from the library with a maker component. Students willexamine nonfiction materials,draw diagrams,make models,ask questions of others,and explain their work. 

This file contains sample anchor charts to create with students. Anchor charts are to be made with students, then displayed as a classroom reference. Parents may also benefit from seeing anchor charts, as they provide a snapshot into the math class.

This file contains sample anchor charts to create with students. Anchor charts are to be made with students, then displayed as a classroom reference. Parents may also benefit from seeing anchor charts, as they provide a snapshot into the math class.

This resources is part of Tools4NCTeachers.As students learn to add/subtract within 10, they need to be exposed to a variety of representations.  This illustrated chart shows samples of kindergarten representations for addition within ten.  These representations may be incorporated into a classroom anchor chart.

This resource is part of Tools4NCTeachers.

This file contains strategies and representations for adding sums within ten. The images in this file help teachers better understand ways to record strategies on the board and/or anchor charts.

There is a 40% chance that the lower ⅓ of the of the Cascadia subduction zone will rupture in the next 50 years, generating a large earthquake and ensuing tsunami. In this project, students will work collaboratively to design and test a model of a vertical evacuation structure. They will evaluate the performance of their models and propose further modifications to improve their design. Students will then make a scale drawing and a model to apply math concepts of scale to designing and creating an ideal model of a vertical evacuation structure. Finally, students will present their findings and proposed final design to their peers and an adult audience. The entire process takes about 2 weeks, and was expanded to include more information and activities with earthquake/tsunami prediction and application of scale. The unit is a great fit for standards within Earth Science (specifically plate tectonics and human mitigation) as well as Engineering and Design standards.

In this activity, students will understand the concept of half-life and how it relates to radioactive material. Students will determine, with a simulation activity, the half-life of a radioactive element, "Coinheadsium". Students will create and be able to recognize a graph representing the half-life of a radioactive element.

What questions do we need to answer in order to explain what is happening with the Juncos?

Write down the things you notice and wonder about the phenomenon described in the video.

Build a mathematical model to determine how many doses it would take to kill 1,000,000 bacteria if the antibiotic we were using was 90% effective

This article explains how hands-on science activity can support vocabulary development and links to two books and six web sites that provide more information.