This short video and interactive assessment activity is designed to teach third graders about arranging numbers in specific orders.
The purpose of this learning video is to show students how to think more freely about math and science problems. Sometimes getting an approximate answer in a much shorter period of time is well worth the time saved. This video explores techniques for making quick, back-of-the-envelope approximations that are not only surprisingly accurate, but are also illuminating for building intuition in understanding science. This video touches upon 10th-grade level Algebra I and first-year high school physics, but the concepts covered (velocity, distance, mass, etc) are basic enough that science-oriented younger students would understand. If desired, teachers may bring in pendula of various lengths, weights to hang, and a stopwatch to measure period. Examples of in- class exercises for between the video segments include: asking students to estimate 29 x 31 without a calculator or paper and pencil; and asking students how close they can get to a black hole without getting sucked in.
These 3 word problems require students to solve addition and subtraction problems.
The purpose of this task is to provide students with a concrete situation they can model by dividing a whole number by a unit fraction.
This short video and interactive assessment activity is designed to teach third graders about before and after problems.
Bianca visits a bike shop and learns how bicycle gears work in this Cyberchase video segment.
This video segment from Cyberchase introduces the idea of inverse operations as Bianca imagines herself as a spy.
This short video and interactive assessment activity is designed to teach second graders about bills and coins - word problems.
The purpose of this game is to help students think flexibly about numbers and operations and to record multiple operations using proper notation.
This instructional task requires students to figure out word problems that require thinking in base 10.
Students use addition or subtraction to solve these types of word problems.
This word problem has 10 possible solutions.
Build fractions from shapes and numbers to earn stars in this fractions game or explore in the Fractions Lab. Challenge yourself on any level you like. Try to collect lots of stars!
Build fractions from shapes and numbers to earn stars in this fractions game or explore in the Fractions Lab. Challenge yourself on any level you like. Try to collect lots of stars!
In this task students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Students must, in some cases, decompose hundreds to tens and tens to ones.
In this activity, learners burn a peanut, which produces a flame that can be used to boil away water and count the calories contained in the peanut. Learners use a formula to calculate the calories in a peanut and then differentiate between food calories and physicist calories as well as calories and joules.
The activities in this lesson help students understand how physical activity burns calories.
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
CK-12 Middle School Math Concepts for seventh grade provides a complete textbook. It presents topics including algebraic thinking, patterns, decimals, decimal operations, fractions, fraction operations, integers, integer operations, ratios, rates, proportions, percents, percent applications, equations, solving equations, inequalities, functions, graphing functions, geometry, plane geometry, solid geometry, area, perimeter, surface area, volume, statistics including mean, median, mode and range, graphing and types of graphs, and probability.
Students will engage in constructed response contextual tasks involving multiplication and division. Tasks include a variety of problem situations (e.g., unknown product, unknown group size, or unknown number of groups) of increasing complexity. Students will represent their thinking in multiple ways (e.g., pictorially, symbolically, or textually) to demonstrate conceptual understanding.