3-5
Students continue their investigation of modeling multiplication on the number line using the Distance-Speed-Time Simulation from the NCTM E-Examples.
3-5
Again using the E-Example simulation, students will model multiplication facts on the number line and compare various representations.
3-5
In this lesson, students model races in which runners start from various positions. They enter numbers in a table of values, model races on a coordinate grid, and compare the results. Students begin to develop an understanding of linear relationships.
3-5
Students generate and compare paths which model given problem situations on graphing grids.
6-8
In this lesson, students use Cuisenaire Rods to build trains of different lengths and investigate patterns. Students make algebraic connections by writing rules and representing data in tables and graphs.
6-8, 9-12
In this lesson, students will use Cuisenaire Rods to build trains of different lengths and investigate patterns. Students will use tables to create graphs, define recursive functions, and approximate exponential formulas to describe the patterns.
6-8
In this lesson, expressions representing area of a rectangle are used to enhance understanding of the distributive property. The concept of area of a rectangle can provide a visual tool for students to factor monomials from expressions.
6-8, 9-12
In this lesson, students will use Cuisenaire Rods to build trains of different lengths and investigate patterns. Students will use tables to create graphs, define recursive functions, and approximate exponential formulas to describe the patterns.
6-8, 9-12
In this lesson make connections between exponential functions and recursive rules. Students will use tables to create graphs, define recursive rules and find exponential formulas.
6-8
In this investigation, students learn about the notion of equivalence in concrete and numerical settings. As students begin to use symbolic representations, they use variables as place holders or unknowns. This investigation illustrates the continued transition from the concrete balance view of equivalence to a more abstract view.
