Tutorial videos on cross sections of 3D objects along with interactive practice problems.

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.

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.

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: * Color the inside of all the triangles blue. * Color the inside of all the quadrilaterals red. * Color the inside of all the pentagons orange. * Color...

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 * Alexander, Who Used to be Rich Last Sunday by Judith Viorst * Plastic coins * Labels for items Alexander spent his money on (attached) * Pa...

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 * Sets of 3-6 "analog clock cards," enough for each student * Sets of 3-6 "digital clock cards," enough for each student * Paper and pencil A...

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: Amy went to the arcade. At the arcade, people can buy tokens to use for the games. Amy paid \$5 to get some tokens. Show two different ways she could h...

In this activity, students will drag labels of place value names and values to given examples on seesaw slides. 

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: 127 is a number. Write it as a sum of 100's, 10's, and 1's. Write its name in words. Draw a picture to represent the number. Locate it on the number li...

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 For each student: * A large index card * A pencil Action Part 1 The teacher will put up the following addition problem: \begin{align} 24 &\ \...

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: Plot the following numbers on the number line. 456 \ \ 983\ \ 938 \ \ 425 \ \ 220 \ \ 202\ \ 799 Choose eight pairs of numbers from those you plotted o...

This resource is a 3 Act Task that addresses Start Unknown word problems.  It is designed to be teacher-led with students collaborating on each act.  If you are not familiar with 3 Act Tasks, familiarize yourself with them before you attempt this lesson with your students.  Act 3 can be used as an assessment to gauge understanding.

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 * Whiteboard or chart paper and markers * Empty number line or magnetic cubes lined up on the whiteboard, alternating colors every 5 (see sol...

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 * Number cards labeled 1-10 (attached as a PDF) Actions * Begin by playing the game as a whole class to demonstrate the rules and for student...

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: Louis wants to give \$15 to help kids who need school supplies. He also wants to buy a pair of shoes for \$39. How much money will he have to save for ...

The class won a good behavior contest and the reward is a bowling party.  The day of the party it is raining and the students are unable to visit the bowling alley. So the students build their own bowling alley using the WeDo robot kit.  Then they have a bowling competition to see who bowls the highest score.

This is a REMIX of Shelton and Robledo's "Solar Oven Engineering". An excel document has been added to assist in data collection, record keeping, and graph generation.Students can work individually or in groups of 3 or 4 to create a solar oven out of a pizza box. Students are trying to figure out the best way to make a solar oven in order to melt the chocolate and marshmallow in the S’more. Students will be given a group of objects and tell them the basis of how to create a solar oven. The oven will need to be placed in direct sunlight for most of the day. This experiment works best on a very hot, sunny day.

Students can work individually or in groups of 3 or 4 to create a solar oven out of a pizza box. Students are trying to figure out the best way to make a solar oven in order to melt the chocolate and marshmallow in the S’more. Students will be given a group of objects and tell them the basis of how to create a solar oven. The oven will need to be placed in direct sunlight for most of the day. This experiment works best on a very hot, sunny day.

Can you create a robot or device that can communicate an answer to your partner? Students code a robot to communicate the answer to comparing two three-digit or two two-digit numbers to their partner. Students will need to complete a key to determine how they’re representing greater than, less than, and equal to.