This is the first of a series of task aiming at understanding the quadratic formula in a geometric way in terms of the graph of a quadratic function.
This task applies reflections to a regular hexagon to construct a pattern of six hexagons enclosing a seventh: the focus of the task is on using the properties of reflections to deduce this seven hexagon pattern.
This task applies reflections to a regular octagon to construct a pattern of four octagons enclosing a quadrilateral: the focus of the task is on using the properties of reflections to deduce that the quadrilateral is actually a square.
This task is intended for instruction and to motivate "Building a general quadratic function.''
Student pairs are given 10 minutes to create the biggest box possible using one piece of construction paper. Teams use only scissors and tape to each construct a box and determine how much puffed rice it can hold. Then, to meet the challenge, they improve their designs to create bigger boxes. They plot the class data, comparing measured to calculated volumes for each box, seeing the mathematical relationship. They discuss how the concepts of volume and design iteration are important for engineers. Making 3-D shapes also supports the development of spatial visualization skills. This activity and its associated lesson and activity all employ volume and geometry to cultivate seeing patterns and understanding scale models, practices used in engineering design to analyze the effectiveness of proposed design solutions.
In this task students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Students must, in some cases, decompose hundreds to tens and tens to ones.
This lesson integrates language arts, music, and math. The children will listen to the story "Count on Bunnies". They will be given the opportunity to act out the story and solve bunny equations. After listening to the song "Five Young Rabbits," the children will take turns being rabbits and pantomiming the actions as the class sings. The children will combine the rabbits at the end of each verse to see how many rabbits have been added. Then they will work in pairs to create their own rabbit equations.
Haida Art-Indigenous Art
Math Colour By Number
Sums 9-16
Bunny
By Allan Weir, Haida
NativeNorthwest.com
This task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the average of the speeds for the two segments of the trip. At a higher level, the task addresses N-Q.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant. Thus students must make judgements about the level of accuracy with which to report the result.
This task provides a good entry point for students into representing quantities in contexts with variables and expressions and building equations that reflect the relationships presented in the context.
Statistics is the study of variability. Students who understand statistics need to be able to identify and pose questions that can be answered by data that vary. The purpose of this task is to provide questions related to a particular context (a jar of buttons) so that students can identify which are statistical questions. The task also provides students with an opportunity to write a statistical question that pertains to the context.
This is a task where it would be appropriate for students to use technology such as a graphing calculator or GeoGebra, making it a good candidate for students to engage in Standard for Mathematical Practice 5 Use appropriate tools strategically.
There are two aspects to fluency with division of multi-digit numbers: knowing when it should be applied, and knowing how to compute it. While this task is very straightforward, it represents the kind of problem that sixth graders should be able to recognize and solve relatively quickly.
This task requires students to solves multistep ratio and percent problem.
The emphasis in this task is on the progression of equations, from two that involve different values of the sales tax, to one that involves the sales tax as a parameter. It is designed to foster the habit of looking for regularity in solution procedures, so that students don't approach every equation as a new problem but learn to notice familiar types.
CBC Curio offers streaming video and audio resource. Students and teachers can find and explore CBC/Radio-Canada content that has been carefully selected for its educational value and is available in teaching-friendly formats.Content is available in both French and English.
Child-Led, Hands-On, Active Learning for Kids including:
Math
Reading
Writing
Sports and Recreation
Colors
Multilingual Teaching Tips (lots of Chinese resources)
Excellent Interactive Lessons AND Assessments for All Levels of Math for Teachers and Students
CK-12 Foundation gives access to high quality educational materials for K-12 students all over the world.
They have high-quality, standards-aligned, open content in the STEM subjects.
This is an OUTSTANDING resource. Be sure to check out the Math & Science FlexLets
Students - select "switch to student version" from the top menu.
CK-12 offers a flexible and engaging platform with interactive lessons, practice exercises, and multimedia content tailored to different learning styles. The Flexi feature allows students to customize their learning experience, focusing on areas where they need support or want to explore further. This adaptability helps students take control of their education and succeed at their own pace.
Be sure to check out FlexBooks as well!