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: Amy went to the arcade. At the arcade, people can buy tokens to use for the games. Amy paid \$5 to get some tokens. Show two different ways she could h...

Students use knowledge of place value to explain how to make the number with the least value.

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: 127 is a number. Write it as a sum of 100's, 10's, and 1's. Write its name in words. Draw a picture to represent the number. Locate it on the number li...

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: Materials For each student: * A large index card * A pencil Action Part 1 The teacher will put up the following addition problem: \begin{align} 24 &\ \...

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: Plot the following numbers on the number line. 456 \ \ 983\ \ 938 \ \ 425 \ \ 220 \ \ 202\ \ 799 Choose eight pairs of numbers from those you plotted o...

A mathematics task that involves a multi-step word problem related to addition and subtraction situations. Students are expected to model with mathematics as they complete the task. Task relates to standard 2.OA. A.1

This task has students solve a multi-step addition and subtraction problem based on a given data chart. Students are solving a variety of problem types involving addition and subtraction. This task is related to evidence statement 3.D.2 and Common Core Standard 2.OA.A.1

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: Materials * Whiteboard or chart paper and markers * Empty number line or magnetic cubes lined up on the whiteboard, alternating colors every 5 (see sol...

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: Materials * Number cards labeled 1-10 (attached as a PDF) Actions * Begin by playing the game as a whole class to demonstrate the rules and for student...

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: Louis wants to give \$15 to help kids who need school supplies. He also wants to buy a pair of shoes for \$39. How much money will he have to save for ...

This lesson is designed as a supplemental or extension to the 2nd grade Smithsonian Science for the Classroom module titled How Can We Find the Best Place for a Plant to Grow?  This lesson can be taught as an extension to Lesson 6: A GARDENER'S GADGET.  This lesson is designed to facilitate student learning about sustainable design and green chemistry principles.

Overview:This lesson includes instructions, a video, a short story, PowerPoint, and an image. The students will practice with the teacher using the PowerPoint to go over the analog clock, minute hand, hour hand, and practice telling time. After completing the PowerPoint, the students will practice with a small analog clock.

The Two Day plan is intended to be completed in two fifty-minute class periods, with 2 homework assignments, the lesson includes the definition of genocide, historical background on the Armenian case, a review of other major genocides, a short national TV news piece, and readings from survivor testimonies.The Ten Day lesson includes film, primary documents, and the UN Declaration of Human RightsPart II, examines the economic developments of competing empires with subsequent loss of territory and rise of state repression over time. The final product is a colorful timeline linking seemingly disparate elements into a visible pattern. Students will also gain the opportunity to place the Armenian Genocide next to other acts of genocide and human rights abuses throughout history.Part III builds on the basic information learned in Part I and the larger historic and political overview gained in Part II. Students can participate in a mock re-enactment of the 1921 trial of Soghomon Tehlirian, who assassinated the mastermind of the Armenian Genocide and was later acquitted. The mock trial allows students to develop historical empathy with the victims and survivors of the Armenian Genocide.

Coders use a variety of blocks and sprites to animate a mini research project about the desert. The purpose of this project is to introduce using the message blocks with multiple sprites and pages.

Exit ticket to be used as a formative assessment to make adjustments in instruction to address barriers in the curriculum and teaching.

Bring the vocabulary of film to life through the processes of filmmaking. Students learn terminology and techniques simultaneously as they plan, film, and edit a short video.