This lesson unit is intended to help teachers assess how well students: are able to use frequency graphs to identify a range of measures and make sense of this data in a real-world context; and understand that a large number of data points allow a frequency graph to be approximated by a continuous distribution.
In Module 5, students consider partwhole relationships through a geometric lens. The module opens with students identifying the defining parts, or attributes, of two- and three-dimensional shapes, building on their kindergarten experiences of sorting, analyzing, comparing, and creating various two- and three-dimensional shapes and objects. Students combine shapes to create a new whole: a composite shape. They also relate geometric figures to equal parts and name the parts as halves and fourths. The module closes with students applying their understanding of halves to tell time to the hour and half hour.
This lesson unit is intended to help teachers assess how well students are able to interpret data using frequency graphs and box plots. In particular this unit aims to identify and help students who have difficulty figuring out the data points and spread of data from frequency graphs and box plots. It is advisable to use the lesson: Representing Data 1: Frequency Graphs, before this one.
These active process-oriented lessons focus on concepts of line direction and type, organic shape, 3-D form, real and implied texture, secondary color, and principles of composition. Literacy-infused lessons explore text direction/spacing, observation, description, and story elements through drawing, painting, collage, clay modeling and printmaking.
The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2
Through a study of the moon, students will be guided through an inquiry process using primary sources to learn how we shape our understanding of the past (history). They will also learn how new discoveries and observations change our perceptions over time, as each succeeding generation creates knowledge and adds new technology. Students will then pose their own questions to wonder how future discoveries or new technology might change our understanding of the world and our universe.
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: First pose the question: Here are four triangles. What do all of these triangles have in common? What makes them different from the figures that are no...