This unit on American Indians: By studying the regions of the United States and the cultures that live in each region, students are able to compare/contrast within regions and across regions how tribes used their environments, and their cultural and other contributions to American life.

Note that the emphasis here is on broader groups of tribes for each region with some instruction on specific tribes representing each region. In no way is this case study approach to learning about one tribe meant to be generalized to all tribes of that region. We understand that each tribe was and continues to be unique in its culture, practices, lifeways, and traditions.

The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling questions, “Where are we?” and “Who are we?” Through these two questions students will understand where they live and where people around the world live. Students will also dive into the term “culture” and define it through many characteristics. Students will examine and reflect upon their own culture and research different cultures of North America.

Related to standard AR.Math.Content.3.MD.C.7., this is a multisection lesson for the 3rd grade unit of study on area in relation to multiplication, complete with teacher notes.This lesson is designed to be taught with an 'I Do, We Do, You Do' format. Starting with an introduction slideshow, students will connect multiplication with previous concepts and skills such as repeated addition, skip counting, and equal groups. Then they will see a video and example problems which can be completed together as a class. Allow time for students to read and complete some of these example problems with a partner which will give time for questioning, addressing misunderstandings, and informal interventions. End the lesson with a preview of the next day's independent activity and an exit ticket using a quick image. 

This is a short lesson plan for discussing/reviewing order of operations with technology integration. 

Looking for a quick tool and resource to help with reading fluency? Check out this fun and easy poem for fluency development. 

Objectives:I expect the students to be able to illustrate and demonstrate 8/10 of the criteriaThey will draw their self portrait and demonstrate, Proportion, Symmetry, Realism, Texture, Balance, Value, Space, Emphasis, Effort, and Craftsmanship.Student will illustrate 8/10 properlyIntroduction:1: Motivational Device- Real world application…examples of artists who have done their own portraits.2: Connection To Prior Learning- Previous drawings with reflection and using a mirror.Vocabulary-Artist Statement, Shading, Reflection, Balance, Texture, Racial IdentityDate: 1/22/18 Grade Level: 3rd Grade ArtConcept: Self Portrait and Artist Reflection

On Triton, Neptune's largest moon, seasons last an average of 40 years, complete with nitrogen snow. Here's how Triton's summer solstice compares to Earth's.

These are recordings for grades 4-5 for listening comprehension. They were developed by ELPA and correlate with the ELP standards. 

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: Which of the polygons are right triangles? Choose a measuring tool to help you determine this. These are right trianglesThese are not right triangles F...

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: Look at each figure. Read each of the descriptions. Place an X in the box if it appears to describe the figure pictured. A. B. C. D. 4 vertices Four si...

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: Each shape below has a line of symmetry. Draw a line of symmetry for each shape. Not every shape has an line of symmetry. Which of the four shapes belo...

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: Letters can be thought of as geometric figures. How many line segments are needed to make the letter A? How many angles are there? Are they acute, obtu...

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: Say what a trapezoid is in your own words. Compare your definition with a partner. Is this parallelogram a trapezoid according to your definition? Expl...

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: Draw at least two examples and two non-examples of each of the quadrilaterals defined below. Parallelogram: A quadrilateral with 2 pairs of parallel si...

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 students in Ms. Sun's class were drawing geometric figures. First she asked them to draw some points, and then she asked them to draw all the line ...

South Carolina 4-H Youth Development is the youth component of Clemson University Cooperative Extension, fulfilling the land-grant mission by taking research-based knowledge and educational resources to the state's youth, ages 5-18 years. One component of an SC 4-H Pollinator Program, the Honey Bee Project is an independent-study project that engages youth in the active role of beekeeping, learning the basics of entomology, and gaining an appreciation for pollinators in our world.  - South Carolina 4-H Pollinator Program Honey Bee Project Record Book, 2021

Learn how honey bees manage their community through swarming. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

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: Draw an angle that measures 60 degrees like the one shown here: Draw another angle that measures 25 degrees. It should have the same vertex and share s...

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: Margie bought 3 apples that cost 50 cents each. She paid with a five-dollar bill. How much change did Margie receive?...

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: Mr. Liu asked the students in his fourth grade class to measure their heights. Here are some of the heights they recorded: StudentHeight Sarah 50 inche...

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: Maned wolves are a threatened species that live in South America. People estimate that there are about 24,000 of them living in the wild. The dhole is ...

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: Historians estimate that there were about 7 million people on the earth in 4,000 BCE. Now there are about 7 billion! We write 7 million as 7,000,000. W...

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 tick marks on the number line are evenly spaced. Label them. Plot the following numbers on the number line: 85 940 2,316 5,090 7,784 Round each num...

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: Find a number greater than 0 and less than 1,000 that: Is closer to 500 than 0, and Is closer to 200 than 500. There are many correct answers to this p...

This resource will enable students to determine flawed reasoning when generating equivalent fractions using multiplication.

This resource will enable students to determine flawed reasoning in a fraction comparison with unlike numerators and denominators.

Revolutionary history recipe word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

This resource provides students with the opportunity to base arithmetic explanations/reasoning on concrete referents such as diagrams, connecting diagrams to a written method. Students will express a fraction with a denominator 10 as an equivalent fraction with a denominator of 100 and use that information to solve a problem.

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: Cynthia is making her famous "Perfect Punch" for a party. After looking through the recipe, Cynthia knows that she needs to mix $4\frac58$ gallons of f...

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: How does the value of a fraction change if you double its numerator? Explain your answer. How does the value of a fraction change if you double its den...

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: What fraction of the rectangle below is shaded? Laura says that $\frac14$ of the rectangle is shaded. Do you think she is correct? Explain why or why n...

4.OA.1. Interpret a multiplication equation as a comparison and represent verbal statements of multiplicative comparisons as multiplication equations.

Solve multi step multiplication word problem using one digit by 3 digit problems and using minutes to hours to solve

This resource provides students with the opportunity to solve a multi-step contextual word problem with a degree of difficulty appropriate to Grade 4, requiring application of knowledge and skills.

This resource will enable students to determine flawed reasoning in a division word problem that involves interpreting remainders.

This resource provides students with the opportunity to solve a multi-step contextual word problem with a degree of difficulty appropriate to Grade 4, requiring application of knowledge and skills.

This resource requires students to present the solution to a multi-step problem in the form of valid chains of reasoning, using symbols appropriately. Students must use the four operations with whole numbers to solve problems.

This resource requires students to present the solution to a multi-step problem in the form of valid chains of reasoning, using symbols appropriately. Students must use the four operations with whole numbers to solve 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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Make a list of the first ten multiples of 3. Which of the numbers in your list are multiples of 6? What pattern do you see in where the multiples of 6 ...

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: Stating with 9, list the first 10 multiples of 9. In the list in part (a) what patterns do you see with the digits in the 10's place? What patterns do ...

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 table below shows all the products of pairs of numbers between 1 and 9. Which numbers appear only once in the table of products? Where are these nu...

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 20 students in Mr. Wolf's 4th grade class are playing a game in a hallway that is lined with 20 lockers in a row. The first student starts with the...

This project is a fun way for students to think about the four elements of the marketing mix through research of a product/service and breaking it down to examine each element.

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.