Students will be introduced to addition, multiplication, and division of the benchmark …
Students will be introduced to addition, multiplication, and division of the benchmark fractions 1/2, 1/3, and 1/4 with a fun, hands-on experience. Students will layer the dry ingredients for a brownie recipe into a canning jar while having a rich discussion that aides visualizing operations with fractions. This shared experience can be referred to during future instruction.
This unit is an EQuIP Exemplar for adult education (http://achieve.org/equip). Students will …
This unit is an EQuIP Exemplar for adult education (http://achieve.org/equip). Students will connect their prior, real-world knowledge to the concept of order in mathematics. They will go through a discovery process with content that will build a deep, conceptual understanding of the properties of operations to explain why we perform operations in a certain order when we see just the naked numbers.
Show what you know about equivalent fractions and ordering by choosing three …
Show what you know about equivalent fractions and ordering by choosing three activities (in a row, column, or diagonal) to complete the tic-tac-toe board. Standards assessed: 3.NF.3a-d, 4.NF.1, 4.NF.2. This assessment was designed for adult basic education.
This series of activities and lesson notes is part of a unit …
This series of activities and lesson notes is part of a unit in which the purpose is, “Students will interpret visual information in order to make informed consumer decisions.” The activities begin with informal exploration.
This activity fits in a unit with the purpose, “Students will interpret …
This activity fits in a unit with the purpose, “Students will interpret visual information in order to make informed consumer decisions.” It is designed to get them thinking deeply about how we represent data visually, introducing the ideas of a coordinate plane (quadrant 1 only) in a very informal way – without numbers.
Students often think additively rather than multiplicatively. For example, if you present …
Students often think additively rather than multiplicatively. For example, if you present the scenario, "One puppy grew from 5 pounds to 10 pound. Another puppy grew from 100 pounds to 108 pounds." and ask, "Which puppy grew more?" someone who is thinking additively will say that the one who now weighs 108 grew more because he gained 8 pounds while the other gained 5 pounds. Someone who is thinking multiplicatively will say that the one that now weighs 10 pounds grew more because he doubled his weight while the other only added a few pounds. While both are correct answers, multiplicative thinking is needed for proportional reasoning. If your students are thinking additively, you can nudge them toward multiplicative thinking with this activity.
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