3-5
In this lesson, students use pattern blocks to create
polygon "chains" and calculate the perimeter of the trains as they get
longer. The students will recognize and create patterns based on adding the
same shape repeatedly to the train. The students then write algebraic
expressions to describe the patterns.
3-5
In this lesson, students develop their understanding of the
terms
quadrilateral,
parallel, and
right angle. They apply that understanding in problem-solving
activities with tangrams.
3-5
Students learn to calculate elapsed time by using a
timeline, and then complete three engaging and fun activities that plan a
circus performance, their class schedule, and their day.
6-8
In Parts I and II of 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 part of the i-Math investigation illustrates the continued transition from the concrete balance view of equivalence to a more abstract view.
3-5, 6-8
Using inversions — words that can be read in more than one way — as the context, students will be introduced to various types of symmetry. After exploring the symmetries that exist with letters of the alphabet, they will make inversions of their own name.
Pre-K-2
In this activity, students use their knowledge of number, measurement and geometry to plan the steps necessary for a ladybug to draw rectangles of different sizes. As they experiment, students begin to understand the relationship between the shape of a rectangle and the lengths of its sides. They also develop a sense of the amount of turn in a right angle.
Pre-K-2
In this activity, students use 45- and 90-degree angles to create triangles, and develop an understanding of the relationship between angles and the shape of triangle. Students use their knowledge of number, measurement and geometry to design a "virtual path" using two different angles to help a ladybug reach its hiding place under a leaf.
3-5, 6-8
In this activity for grades 4-6, students attempt to identify the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition until a million is reached. Additionally, they use critical thinking to analyze situations and to identify mathematical patterns that will enable them to develop the concept of very large numbers.
3-5, 6-8
This lesson provides students an opportunity to assess their understanding of mathematical vocabulary as they relate to key concepts from the five content areas. Through the use of a familiar game format, Bingo, students will identify numbers 0‑75 that correspond to mathematical descriptions from math vocabulary clue cards.
9-12
In the third lesson, students identify a function that models the data. An interactive graphing tool can be used to determine a function that fits the data points.
