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• MCCRS.Math.Content.5.OA.A.2
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The CyberSquad tries to figure out how Hackerë_í__ cyberfrog moves when its various buttons are pressed, in this video from Cyberchase.

Subject:
Mathematics
Algebra
Material Type:
Lecture
Provider:
PBS LearningMedia
Provider Set:
PBS Learning Media: Multimedia Resources for the Classroom and Professional Development
Author:
U.S. Department of Education
WNET
07/11/2008
Conditional Remix & Share Permitted
CC BY-NC-SA
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In Module 2 students apply patterns of the base ten system  to mental strategies and a sequential study of multiplication via area diagrams and the distributive property leading to fluency with the standard algorithm.  Students move from whole numbers to multiplication with decimals, again using place value as a guide to reason and make estimations about products. Multiplication is explored as a method for expressing equivalent measures in both whole number and decimal forms.  A similar sequence for division begins concretely with number disks as an introduction to division with multi-digit divisors and leads student to divide multi-digit whole number and decimal dividends by two-digit divisors using a vertical written method.  In addition, students evaluate and write expressions, recording their calculations using the associative property and parentheses.  Students apply the work of the module to solve multi-step word problems using multi-digit multiplication and division with unknowns representing either the group size or number of groups.  An emphasis on the reasonableness of both products and quotients, interpretation of remainders and reasoning about the placement of decimals draws on skills learned throughout the module, including refining knowledge of place value, rounding, and estimation.

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
07/05/2013
Conditional Remix & Share Permitted
CC BY-NC-SA
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Grade 5s Module 4 extends student understanding of fraction operations to multiplication and division of both fractions and decimal fractions.  Work proceeds from interpretation of line plots which include fractional measurements to interpreting fractions as division and reasoning about finding fractions of sets through fraction by whole number multiplication.  The module proceeds to fraction by fraction multiplication in both fraction and decimal forms.  An understanding of multiplication as scaling and multiplication by n/n as multiplication by 1 allows students to reason about products and convert fractions to decimals and vice versa.  Students are introduced to the work of division with fractions and decimal fractions.  Division cases are limited to division of whole numbers by unit fractions and unit fractions by whole numbers.  Decimal fraction divisors are introduced and equivalent fraction and place value thinking allow student to reason about the size of quotients, calculate quotients and sensibly place decimals in quotients.  Throughout the module students are asked to reason about these important concepts by interpreting numerical expressions which include fraction and decimal operations and by persevering in solving real-world, multistep problems which include all fraction operations supported by the use of tape diagrams.

Subject:
Ratios and Proportions
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
11/15/2013
Educational Use
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In this activity, students filter different substances through a plastic window screen, different sized hardware cloth and poultry netting. Their model shows how the thickness of a filter in the kidney is imperative in deciding what will be filtered out and what will stay within the blood stream.

Subject:
Engineering
Anatomy/Physiology
Material Type:
Activity/Lab
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Abigail Watrous
Denali Lander
Emily Weller
Janet Yowell
Jessica Todd
Malinda Schaefer Zarske
Sara Born
10/14/2015
Conditional Remix & Share Permitted
CC BY-NC
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Subject:
Mathematics
Material Type:
Full Course
Provider:
Pearson
10/06/2016
Conditional Remix & Share Permitted
CC BY-NC
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0.0 stars

Students review the ways classroom habits and routines can strengthen their mathematical character. Students learn what a Gallery is and how to choose a Gallery problem to work on. They then choose one of three Gallery problems that introduce the unit’s technology resources. The three Gallery problems combine working with expressions with the resources available with this unit.Key ConceptsUnderstand that a Gallery gives students a choice of several problems. Understand what to consider when choosing a problem. Know how to work on a Gallery problem and how to present work on gallery problems.Goals and Learning ObjectivesKnow how to choose a problem from a Gallery.

Subject:
Mathematics
Material Type:
Lesson Plan
Provider:
Pearson
09/21/2015
Some Rights Reserved
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This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. The recommendations can guide teachers, curriculum developers, and teacher educators as they develop their own ways of supporting mathematical reasoning and sense-making for ELLs.Some instructional recommendations discussed in the paper include: Focus on ELL students' mathematical reasoning, not the correctness of their mathematical language use. Shift to a focus on mathematical discourse practices; move away from simplified views of language. Support ELL students as they engage in complex mathematical language. Use ELL students' language and experiences as resources. Provide professional development to enhance teachers' awareness of ways to support ELs as they develop both language and mathematical knowledge.

Subject:
Language Education (ESL)
Material Type:
Teaching/Learning Strategy
Provider:
Stanford University School of Education
Provider Set:
Understanding Language
Author:
Judit Moschkovich
03/02/2012
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
3.0 stars

Students will learn and practice the correct order of operations. The lesson will begin with a motivational group-art activity. Students will then take notes and do a "pass the paper" activity for practice. This will be followed by students creating their own problems.

Subject:
Arts and Humanities
Numbers and Operations
Material Type:
Lesson Plan
Provider:
University of North Carolina at Chapel Hill School of Education
Provider Set:
LEARN NC Lesson Plans
Author:
Shirley Powell
11/16/1999
Unrestricted Use
CC BY
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The purpose of this task is to help students see that 4_(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it.

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
12/31/2012
Unrestricted Use
CC BY
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This problem allows students to see words that can describe the expression. Additionally , the words (add, sum) and (product, multiply) are all strategically used so that the student can see that these words have related meanings.

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics