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Instructor Overview

Gallery Overview

Allow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit's concepts or to assist students who may have fallen behind on work.

Gallery Descriptions

  • Create Your Own Rate
    Students create their own rate problems, given three quantities that must all be used in the problems or the answers.
  • Paper Clip Challenge
    Students think about rate in the context of setting a record for making a paperclip chain.
  • The Speed of Light
    Students must determine the speed of light so they can figure out how long it will take a light beam from Earth to reach the Moon (assuming it would make it there). They conduct research and perform calculations.
  • Tire Weight
    Students connect area and a rate they may not be familiar with, tire pressure, to indirectly weigh a car. They find and add areas and do a simple rate calculation. Please note this problem requires adult supervision for the process of measuring the car tires. If no adult supervision is available, you can provide students with measurements to work with inside the classroom. Do not allow students to work with a car without permission from the owner and adult supervision.
  • Planting Wildflowers
    Students apply area and length concepts (square miles, acres, and feet) to rectangles, choose and carry out appropriate area conversions, and show each step of their solutions. While specific solution paths will vary, all students who show good conceptualization will make at least one area conversion and show understanding about area even when dimensions and units change. This task allows several different correct solution paths.
  • Train Track
    Students use information about laying railroad ties for the Union Pacific Railroad. These rates are different from those used elsewhere in the unit, asking how many rails per gang of workers, how long it takes to lay one mile of track, and how many spikes are needed for a mile of track.
  • Heartbeats
    Students will investigate and compare the heartbeats of different animals and their own heartbeat.
  • Foghorn
    Students use the relationships among seconds, minutes, and hours to find equivalent rates. Each step requires students to express an equivalent rate in terms of these different units of time. In any strong response, students use conversion factors and the given rate to find equivalent rates.