Tasks, Units & Student Work - Common Core Library Keywords (optional) Enter keywords (e.g., K.OA.3, informational text, arguments, quadratic equations, etc.) Grade (select at least one) Subject (select one) NYC educators and national experts are developing Common Core-aligned tasks embedded in a unit of study to support schools in implementing the Citywide Instructional Expectations. Search a growing assortment of Common Core-aligned tasks, units and student work by keyword, grade level, subject area and Common Core Learning Standard. The components of the Common Core-aligned tasks with instructional supports include: Unit overview and task description Teacher-annotated student work representing a range of performance levels Rubrics used to assess student work Universal Design for Learning (UDL) principles Other instructional support materials To learn more about the components of these tasks and units and for help navigating the interactive student work, watch our virtual training modules. NEW!
Yummy Math | We provide teachers and students with mathematics relevant to our world today … Special Right Triangles - 30-60-90 The 30º- 60º- 90º triangle is one of two special right triangles we will be investigating. The "special" nature of these triangles is their ability to yield exact answers instead of decimal approximations when dealing with trigonometric functions. Note: the hypotenuse need not be a length of 2 for these patterns to apply. The patterns will apply with any length hypotenuse. 30º-60º-90º Triangle Pattern Formulas (you do not need to memorize these formulas as such, but you do need to memorize the relationships) Using the patterns to find the lengths of sides: Using the newly found patterns in trig problems: There is always more than one way to tackle a problem. Unfortunately, the Pythagorean Theorem by itself, will not help you find both of the missing sides.
Math Games - from Mangahigh.com Why Is Teaching With Problem Solving Important to Student Learning? Brief Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education of K-12 students. However, knowing how to incorporate problem solving meaningfully into the mathematics curriculum is not necessarily obvious to mathematics teachers. (The term “problem solving” refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development.) Fortunately, a considerable amount of research on teaching and learning mathematical problem solving has been conducted during the past 40 years or so and, taken collectively; this body of work provides useful suggestions for both teachers and curriculum writers. The following brief provides some directions on teaching with problem solving based on research. What kinds of problem-solving activities should students be given? Story or word problems often come to mind in a discussion about problem solving. 1. 2. 3. 4. 5. 6. 7. 8.
Standards for Mathematical Practice "Does this make sense?" Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Illustrations Kindergarten Grade 1 Grade 2 Videos CCSS Chairs in Hall (High School) from Math Department on Vimeo.
The Crow and the Pitcher: Investigating Linear Functions Using a Literature-Based Model Introduce the activity by asking what the students know about Aesop’s Fables. Aesop’s fables are short, fantastical tales written by Aesop, an ancient Greek storyteller. The tales are often characterized by a moral. Read students the fable ”The Crow and Pitcher” from the overhead. Crow and Pitcher Activity Sheet Crow and Pitcher Answer Key Crow and Pitcher Story Overhead Crow and Pitcher Table Overhead After reading the story, tell students that they will conduct an experiment, collect and record data, and use that data to predict the number of pebbles needed to bring the water to drinking level. Organize students into groups of three or four and give each group a graduated cylinder, a container of water, and a bag of marbles (about 10 marbles per group). Fill the cylinder with water to a level of 80 mL.Add marbles, one at a time, to the cylinder.Record the results on the table of values. When students have completed the activity sheet, discuss any surprising discoveries. 1. 2. 3.
School Handbook - MATHCOUNTS MATHCOUNTS School Handbook Each year the MATHCOUNTS School Handbook is provide for free to every middle school in the U.S. It contains 300 creative problems meeting National Council of Teachers of Mathematics (NCTM) standards for grades 6-8. Problems are indexed according to topic, difficulty level, and are mapped to the Common Core State Standards. Download the 2012-2013 MATHCOUNTS School Handbook - Click Here! Schools that have signed up for the MATHCOUNTS Club Program or Competition Program will automatically receive a hard copy of the MATHCOUNTS School Handbook in their Club in a Box Resource Kit. (Please note this version of the handbook does not include solutions. MATHCOUNTS School Handbook Contents: This year, we are pleased to offer the 2012-2013 MATHCOUNTS School Handbook online in a new, interactive format through NextThought, a software technology company devoted to improving the quality and accessibility of online education.
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