This is a task from the Illustrative Mathematics website that is one ...

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: Take a square with area 1. Divide it into 9 equal-sized squares. Remove the middle one. What is the area of the figure now? Take the remaining 8 square...

This is a task from the Illustrative Mathematics website that is one ...

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: The vertices of eight polygons are given below. For each polygon: * Plot the points in the coordinate plane connect the points in the order that they a...

This is a task from the Illustrative Mathematics website that is one ...

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.

Students will create a map that includes (at minimum) five buildings, one ...

Students will create a map that includes (at minimum) five buildings, one must be your house and one must be the post office. They will use the spheros to find the best route to the post office in order to ship their gift, in the shortest amount of time. Students will need to find the length and width of each building on your map, using the spheros and the distance=rate x time and find the area of each building.

This is an introductory project-based lesson. It is assumed that background knowledge ...

This is an introductory project-based lesson. It is assumed that background knowledge of vocabulary, procedural steps, and concept have been previously instructed. In this project, students will create a square-based pyramid net that would represent their actual tent. Then, they will need to figure out how much fabric that they will need in order to cover their tent. Extensions are built into this activity that would allow the students to practice / explore skills with decimals, percents, and ratios.

This resource accompanies our Rethink 6th Grade Math course. It includes ideas ...

This resource accompanies our Rethink 6th Grade Math course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.

In this project, students will create videos that describe what surface area ...

In this project, students will create videos that describe what surface area is, what algorithmic steps are needed to find surface area, and finally, they will show how to find the surface area of a polyhedron. Note: This lesson assumes that students have had previous lessons on surface area. This lesson is meant to be sort of a summative assessment tool in which students show their conceptual and procedural fluency of surface area.

A web page and interactive applet showing the ways to calculate the ...

A web page and interactive applet showing the ways to calculate the area of a parallelogram. The user can drag the vertices of the parallelogram and the other points change automatically to ensure it remains a parallelogram. A grid inside the shape allows students to estimate the area visually, then check against the actual computed area, which is continuously recomputed and displayed. The text on the page gives three different ways to calculate the area with a formula for each. The applet uses one of the methods to compute the area in real time, so it changes as the rhombus is reshaped with the mouse. A companion page is http://www.mathopenref.com/parallelogram.html showing the definition and properties of a parallelogram Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

An interactive applet and associated web page that explain the area of ...

An interactive applet and associated web page that explain the area of a triangle. The applet shows a triangle that can be reshaped by dragging any vertex. As it changes, the area is continually recalculated using the 'half base times height' method. The triangle has a fixed square grid in its interior that can be used to visually estimate the area for later correlation with the calculated value. The calculation can be hidden while estimation is in progress. The text page has links to a similar page that uses Heron's Formula to compute the area. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

The purpose of this task is to help students understand what is ...

The purpose of this task is to help students understand what is meant by a base and its corresponding height in a triangle and to be able to correctly identify all three base-height pairs.

This is an interactive lesson plan with videos, questions, and activities pertaining ...

This is an interactive lesson plan with videos, questions, and activities pertaining to area, surface area, and volume. It is a fun and engaging activity in which students pretend they are renovating their bedrooms and have to figure out how much of a material to by based on area measurments.

This task is primarily about volume and surface area, although it also ...

This task is primarily about volume and surface area, although it also gives students an early look at converting between measurements in scale models and the real objects they correspond to.

The purpose of this task is to have students work on a ...

The purpose of this task is to have students work on a sequence of area problems that shows the advantage of increasingly abstract strategies in preparation for developing general area formulas for parallelograms and triangles.

Students are given two vertices of a triangle and its area. They ...

Students are given two vertices of a triangle and its area. They are asked to determine where the third vertex is located. The mathematics task is intended to be a problem or question that encourages the use of mathematical practices. The dialogue is meant to show how students might engage in the mathematical practices as they work on the task.

Find the area of a shape by counting unit squares Describe the ...

Find the area of a shape by counting unit squares Describe the relationship between area and perimeter Build shapes with a given area and/or perimeter Find the area of an irregular shape by decomposing into smaller, regular shapes (e.g., rectangles, triangles, squares) Determine the scale factor of similar shapes Generalize how area and perimeter change when scaling shapes

Students will review coordinate plane concepts, practice map skills, review shapes, transform ...

Students will review coordinate plane concepts, practice map skills, review shapes, transform geometric figures, and calculate the area and perimeter of figures.

In this module, students utilize their previous experiences in order to understand ...

In this module, students utilize their previous experiences in order to understand and develop formulas for area, volume, and surface area. Students use composition and decomposition to determine the area of triangles, quadrilaterals, and other polygons.

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