The first of these word problems is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"

The purpose of this task is to show three problems that are set in the same kind of context, but the first is a straightforward multiplication problem while the other two are the corresponding "How many groups?" and "How many in each group?" division problems.

This task aims to give students practice counting and recording the given number on quantities up to 20.

Learn about the lives of gorillas born in captivity in this video segment from Nature.

This unit is to explore the influence of an author's life on his or her work through the analysis of American Short Stories.

This is a REMIX of the MSDE Grade 1, Unit 1 Environment Lesson Plan 1. In this lesson, the students will be going on a nature walk to identify what is in their environment. Students will continue to develop an understanding of the word, environment, throughout the lesson and unit. They will listen to a story read aloud about how the Earth was created.

This module uses literature and informational text such as My Librarian Is a Camel to introduce students to the power of literacy and how people around the world access books. This module is intentionally designed to encourage students to embrace a love of literacy and reading.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students are involved in a deep study of mythology, its purposes, and elements. Students will read Rick Riordan’s The Lightning Thief (780L), a high-interest novel about a sixth-grade boy on a hero’s journey. Some students may be familiar with this popular fantasy book; in this module, students will read with a focus on the archetypal journey and close reading of the many mythical allusions. As they begin the novel, students also will read a complex informational text that explains the archetypal storyline of the hero’s journey which has been repeated in literature throughout the centuries. Through the close reading of literary and informational texts, students will learn multiple strategies for acquiring and using academic vocabulary. Students will also build routines and expectations of discussion as they work in small groups. At the end of Unit 1, having read half of the novel, students will explain, with text-based evidence, how Percy is an archetypal hero. In Unit 2, students will continue reading The Lightning Thief (more independently): in class, they will focus on the novel’s many allusions to classic myths; those allusions will serve as an entry point into a deeper study of Greek mythology. They also will continue to build their informational reading skills through the close reading of texts about the close reading of texts about the elements of myths. This will create a conceptual framework to support students’ reading of mythology. As a whole class, students will closely read several complex Greek myths. They then will work in small groups to build expertise on one of those myths. In Unit 3, students shift their focus to narrative writing skills. This series of writing lessons will scaffold students to their final performance task in which they will apply their knowledge about the hero’s journey and the elements of mythology to create their own hero’s journey stories.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

What are “rules to live by”? How do people formulate and use “rules” to improve their lives? How do people communicate these “rules” to others? In this module, students consider these questions as they read the novel Bud, Not Buddy, Steve Jobs’ 2005 commencement address at Stanford University, President Barack Obama’s Back-to-School Speech, “If” by Rudyard Kipling, and informational research texts. At the start of Unit 1, students launch their study of Bud, Not Buddy, establishing a set of routines for thinking, writing, and talking about Bud’s rules to live by. They read the novel closely for its figurative language and word choice, analyzing how these affect the tone and meaning of the text. In the second half of the unit, students engage in a close reading of the Steve Jobs speech, focusing on how Jobs develops his ideas at the paragraph, sentence, and word level. Students use details from the speech to develop claims about a larger theme. During Unit 2, students continue to explore the theme of “rules to live by” in the novel as well as through close reading of the poem “If” by Rudyard Kipling. Students analyze how the structure of a poem contributes to its meaning and theme. In a mid-unit assessment, students compare and contrast how Bud, Not Buddy and “If” address a similar theme. Unit 2 culminates with students writing a literary argument essay in which they establish a claim about how Bud uses his “rules”: to survive or to thrive. Students substantiate their claim using specific text-based evidence including relevant details and direct quotations from the novel. In Unit 3, students shift their focus to their own rules to live by and conduct a short research project. Students work in expert groups (research teams) to use multiple informational sources to research that topic. As a final performance task, students use their research to write an essay to inform about one important “rule to live by” supported with facts, definitions, concrete details, quotations, and examples.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this 8 eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.). As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya,. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students will develop their ability to read and understand complex text as they consider the challenges of fictional and real refugees. In the first unit, students will begin Inside Out & Back Again, by Thanhha Lai, analyzing how critical incidents reveal the dynamic nature of the main character, Ha, a 10-year-old Vietnamese girl whose family is deciding whether to flee during the fall of Saigon. The novel, poignantly told in free verse, will challenge students to consider the impact of specific word choice on tone and meaning. Students will build their ability to infer and analyze text, both in discussion and through writing. They then will read informational text to learn more about the history of war in Vietnam, and the specific historical context of Ha’s family’s struggle during the fall of Saigon. In Unit 2, students will build knowledge about refugees’ search for a place to call home. They will read informational texts that convey universal themes of refugees’

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Students are going to be working in an Engineering Design team to create a car using K’Nex pieces. They will work through 3 iterations of design in a goal to have their car travel 600 CM. They will use a ramp (defined in the lesson) to have their car gain momentum. They will also create a 3D Printed wheel to be attached to their design and determine if this has improved their design.

Teacher/Student Guide
Links to 3D Design Videos
Project Rubric

In this activity, students will use cookies to simulate the distribution of our nonrenewable resources (energy). Then, they will discuss how the world's growing population affects the fairness and effectiveness of this distribution of these resources and how engineers work to develop technologies to support the population.

The writers included in this collection of resources present richer understandings of exactly what it means to be a "colonial", to be writing from a "colony". If it is the short stories of Rudyard Kipling, with their subtle critiques of Anglo-Indian society, the bleak ambivalence of Joseph Conrad's winding syntax, or the outright anti-imperial critiques of Olive Schreiner, these writers configure a space that can be considered at least postcolonial, if not anti-colonial, into their fiction.

Many books and university courses, trying to compensate for a history of the neglect or mistrust of plays as performance, use the phrase "from page to stage" to think about the dramatic possibilities of their texts. In fact, for the early modern theatre, the phrase needs to be the other way around--from stage to page. Plays were performances first, and only later, and then only sometimes, books. This section of Great Writers gathers resources--podcasts, eBooks, websites--to explore the two interconnected lives of the early modern play--as an event in time and space on the stage of the Globe or Blackfriars theatre, and as a material printed object, on sale to Elizabethan and Jacobean readers in the booksellers' quarter around St Paul's Churchyard.

This short video and interactive assessment activity is designed to teach fourth graders about greatest common factor.

Grimm Grammar is an online German grammar reference from the University of Texas at Austin. It is an irreverent revival and shameless exploitation of 19th-century Grimm Fairy Tales for honorable pedagogical purposes.

In this classroom activity, young students are introduced to sets and subsets. The activity opens with background information for teachers about cladistics. After brainstorming different ways to group the class itself, students work in small groups to identify subsets of coins. The groups then complete a worksheet that challenges them to group dinosaurs into sets and subsets and share their results with the class.

Students visit second- and fourth-grade classes to measure the heights of older students using large building blocks as a non-standard unit of measure. They also measure adults in the school community. Results are displayed in age-appropriate bar graphs (paper cut-outs of miniature building blocks glued on paper to form bar graphs) enabling a comparison of the heights of different age groups. The activities that comprise this activity help students develop the concepts and vocabulary to describe, in a non-ambiguous way, how heights change as children age. This introduction to graphing provides an important foundation for creating and interpreting graphs in future years.