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887 teachers viewed a Lesson

Mile High!

7th Grade Math » Unit: Introduction to Mathematical Investigations
Big Idea: Let’s see how well students can identify the mathematical practices while solving a 3 part task based problem from illustrative mathematics.
12 teachers favorited a Reflection

Exit Ticket

Permutations Practice

8th Grade Math » Unit: Probability
3 teachers favorited a Resource

Getting Started Solutions.doc


2nd Grade Math » Unit: Numbers & Operation in Base Ten Grade 2
Big Idea: Students will be able to explain using concrete objects, pictures and words (oral or written) why addition or subtraction strategies work.
403 teachers viewed a Lesson

Fractions 1: Comparing Fractions and Decimals Assessment

4th Grade Math » Unit: Fractions 1: Understanding Equivalence in Fractions and Decimals
Big Idea: Students take an assessment to prove they can compare fractions and decimals and prove their work using drawings and symbols.
Michelle Braggs added a Resource

Grade 6 Unit 1 Assessment Blueprint.2014-2015.docx

Unit 1 Assessment

6th Grade Math » Unit: Number Sense
Big Idea: Testing Testing 1-2-3: The unit 1 assessment
29 teachers favorited a Video

be rational.mp4

Be Rational

Algebra II » Unit: Algebraic Arithmetic
Big Idea: KISS - Keep It Short and Simple -the rational way to approach life. It's also the way to make rational expressions easier to work with, as this lesson demonstrates.
12 teachers favorited a Lesson

Blue Day!

Kindergarten Math » Unit: Colors All Around
Big Idea: Students will float up, up, and away with the color blue!
11 teachers favorited a Lesson

Overecoming Challenges through Correcting and Games

4th Grade Math » Unit: Place value
Big Idea: In this lesson, students self reflect on errors and work to fix mistakes on an assessment. Then studentspractice place value skills through three different games.
Grant Harris added a Reflection

Problem 7 - Visualizing Cheese Minus the Wedge

I often have the most difficult questions last in independent practice.  Question #7 is one of those problems.  I think that perhaps it should go to the front so that students have to deal with the most difficult problems first.  The reason it is last is because the preceding problems are designed to make sure a student can use the surface area formula with ease.

Part a of question 7 did not pose much difficulty.  Afterall, it just requires finding the volume of the brie - it's in the form of a cylinder.


Part b is another story all together.  Many of my students were not able to visualize how the cheese looked after the wedge was removed.  It would have been nice to have a model.  Perhaps a Reese's Peanut Butter Cup could have filled the role.  We had to draw it to see that to rectangular surfaces that are 3 in by 1 in become exposed.

I had a line of questions to help students work through the problem:

1) How much of the total surface area is removed with the wedge? [one-eighth]

2) What shapes appear after the wedge is removed? [two rectangles]

3) How should we account for the part that is removed and the new surfaces that appear? [find 1/8 of the total surface area and subtract this from the total, then add the area of the two rectangles]

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Finding the Surface Area of Cylinders Using a Formula

7th Grade Math » Unit: Geometry
Marisa Laks added a Lesson

Constructing Parallel Lines

Geometry » Unit: Geometric Constructions
Big Idea: Students will use the Angle Copy method to construct parallel lines and explore the relationship between the angles formed by the construction.
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