Bats are a common theme at Halloween. Use these resources to capitalize on student interest in bats and develop student understanding of common mathematical patterns.
Explore the Mathematics Student Choice Boards for PreK – 1st grade created by the Washington Office of Superintendent of Public Instruction.
This resource was created by the Washington Office of Superintendent of Public Instruction.
This resource was created by the Washington Office of Superintendent of Public Instruction.
This resource was created by the Washington Office of Superintendent of Public Instruction.
In this math escape room lesson, students work in teams to solve a series of math puzzles and riddles to "escape" a themed room. Each puzzle is designed to reinforce key math concepts such as fractions, geometry, and basic algebra. As students solve each problem, they receive clues that lead them to the next challenge, promoting critical thinking and collaboration. The activity concludes with a debrief where students discuss the strategies they used and the math skills they applied.
Equations and Inequalities
Type of Unit: Concept
Prior Knowledge
Students should be able to:
Add, subtract, multiply, and divide with whole numbers, fractions, and decimals.
Use the symbols <, >, and =.
Evaluate expressions for specific values of their variables.
Identify when two expressions are equivalent.
Simplify expressions using the distributive property and by combining like terms.
Use ratio and rate reasoning to solve real-world problems.
Order rational numbers.
Represent rational numbers on a number line.
Lesson Flow
In the exploratory lesson, students use a balance scale to find a counterfeit coin that weighs less than the genuine coins. Then continuing with a balance scale, students write mathematical equations and inequalities, identify numbers that are, or are not, solutions to an equation or an inequality, and learn how to use the addition and multiplication properties of equality to solve equations. Students then learn how to use equations to solve word problems, including word problems that can be solved by writing a proportion. Finally, students connect inequalities and their graphs to real-world situations.
Lesson OverviewStudents practice solving equations using either the addition or the multiplication property of equality.Key ConceptsStudents will solve equations of the form x + p = q using the addition property of equality.They will solve equations of the form px = q using the multiplication property of equality.They will need to look at the variable and decide what operation must be performed on both sides of the equation in order to isolate the variable on one side of the equation.If a number has been added to the variable, they will subtract that number from both sides of the equation. If a number has been subtracted from the variable, they will add that number to both sides of the equation. If the variable has been multiplied by a number, students will either divide both sides of the equation by that number or multiply by the reciprocal of that number. If the variable has been divided by a number, students will multiply by that number. Students will see how this can be applied to solving a proportion such as xc=ab.Goals and Learning ObjectivesPractice solving equations using either the addition or the multiplication property of equality.Distinguish between equations that can be solved using the addition property of equality from equations that can be solved using the multiplication property of equality.Solve a proportion by solving an equation.
Students work in pairs to critique and improve their work on the Self Check from the previous lesson.Key ConceptsTo critique and improve the task from the Self Check and to complete a similar task with a partner, students use what they know about solving equations and relating the equations to real-world situations.Goals and Learning ObjectivesSolve equations using the addition or multiplication property of equality.Write word problems that match algebraic equations.Write equations to represent a mathematical situation.
Lesson OverviewStudents solve problems using equations of the form x + p = q and px = q, as well as problems involving proportions.Key ConceptsStudents will extend what they know about writing expressions to writing equations. An equation is a statement that two expressions are equivalent. Students will write two equivalent expressions that represent the same quantity. One expression will be numerical and the other expression will contain a variable.It is important that when students write the equation, they define the variable precisely. For example, n represents the number of minutes Aiko ran, or x represents the number of boxes on the shelf.Students will then solve the equations and thereby solve the problems.Students will solve proportion problems by solving equations. This makes sense because a proportion such as xa=bc is really just an equation of the form xp = q where p=1a and q=bc.Students will also compare their algebraic solutions to an arithmetic solution for the problem. They will see, for example, that a problem that might be solved arithmetically by subtracting 5 from 78 can also be solved algebraically by solving x + 5 = 78, where 5 is subtracted from both sides—a parallel solution to subtracting 5 from 78.Goals and Learning ObjectivesUse equations of the form x + p = q and xp = q to solve problems.Solve proportion problems using equations.ELL: ELLs may have difficulty verbalizing their reasoning, particularly because word problems are highly language dependent. Accommodate ELLs by providing extra time for them to process the information. Note that this problem is a good opportunity for ELLs to develop their literacy skills since it incorporates reading, writing, listening, and speaking skills. Encourage students to challenge each others' ideas and justify their thinking using academic and specialized mathematical language.
Students review the ways classroom habits and routines can strengthen their mathematical character. Students learn what a Gallery is and how to choose a Gallery problem to work on. They then choose one of three Gallery problems that introduce the unit’s technology resources. The three Gallery problems combine working with expressions with the resources available with this unit.Key ConceptsUnderstand that a Gallery gives students a choice of several problems. Understand what to consider when choosing a problem. Know how to work on a Gallery problem and how to present work on gallery problems.Goals and Learning ObjectivesKnow how to choose a problem from a Gallery.
Putting Math to Work
Type of Unit: Problem Solving
Prior Knowledge
Students should be able to:
Solve problems with rational numbers using all four operations.
Write ratios and rates.
Use a rate table to solve problems.
Write and solve proportions.
Use multiple representations (e.g., tables, graphs, and equations) to display data.
Identify the variables in a problem situation (i.e., dependent and independent variables).
Write formulas to show the relationship between two variables, and use these formulas to solve for a problem situation.
Draw and interpret graphs that show the relationship between two variables.
Describe graphs that show proportional relationships, and use these graphs to make predictions.
Interpret word problems, and organize information.
Graph in all quadrants of the coordinate plane.
Lesson Flow
As a class, students use problem-solving steps to work through a problem about lightning. In the next lesson, they use the same problem-solving steps to solve a similar problem about lightning. The lightning problems use both rational numbers and rates. Students then choose a topic for a math project. Next, they solve two problems about gummy bears using the problem-solving steps. They then have 3 days of Gallery problems to test their problem-solving skills solo or with a partner. Encourage students to work on at least one problem individually so they can better prepare for a testing situation. The unit ends with project presentations and a short unit test.
Students work in a whole-class setting, independently, and with partners to design and implement a problem-solving plan based on the mathematical concepts of rates and multiple representations (e.g., tables, equations, and graphs). They analyze a rule of thumb and use this relationship to calculate the distance in miles from a viewer's vantage point to lightning.Key ConceptsThroughout this unit, students are encouraged to apply the mathematical concepts they have learned over the course of this year to new settings. Help students develop and refine these problem-solving skills:Creating a problem-solving plan and implementing the plan systematicallyPersevering through challenging problems to find solutionsRecalling prior knowledge and applying that knowledge to new situationsMaking connections between previous learning and real-world problemsCommunicating their approaches with precision and articulating why their strategies and solutions are reasonableCreating efficacy and confidence in solving challenging problems in the real worldGoals and Learning ObjectivesCreate and implement a problem-solving plan.Organize and interpret data presented in a problem situation.Analyze the relationship between two variables.Create a rate table to organize data and make predictions.Apply the relationship between the variables to write a mathematical formula and use the formula to solve problems.Create a graph to display proportional relationships, and use this graph to make predictions.Articulate strategies, thought processes, and approaches to solving a problem, and defend why the solution is reasonable.
During this two-day lesson, students work with a partner to create and implement a problem-solving plan based on the mathematical concepts of rates, ratios, and proportionality. Students analyze the relationship between different-sized gummy bears to solve problems involving size and price.Key ConceptsThroughout this unit, students are encouraged to apply the mathematical concepts they have learned over the course of this year to new settings. Help students develop and refine these problem-solving skills:Creating a problem solving plan and implementing their plan systematicallyPersevering through challenging problems to find solutionsRecalling prior knowledge and applying that knowledge to new situationsMaking connections between previous learning and real-world problemsCommunicating their approaches with precision and articulating why their strategies and solutions are reasonableCreating efficacy and confidence in solving challenging problems in a real worldGoals and Learning ObjectivesCreate and implement a problem-solving plan.Organize and interpret data presented in a problem situation.Analyze the relationship between two variables.Use ratios.Write and solve proportions.Create rate tables to organize data and make predictions.Use multiple representations—including tables, graphs, and equations—to organize and communicate data.Articulate strategies, thought processes, and approaches to solving a problem, and defend why the solution is reasonable.
During this two-day lesson, students work with a partner to create and implement a problem-solving plan based on the mathematical concepts of rates, ratios, and proportionality. Students analyze the relationship between different-sized gummy bears to solve problems involving size and price.Key ConceptsThroughout this unit, students are encouraged to apply the mathematical concepts they have learned over the course of this year to new settings. Helping students develop and refine these problem solving skills:Creating a problem solving plan and implementing their plan systematicallyPersevering through challenging problems to find solutionsRecalling prior knowledge and applying that knowledge to new situationsMaking connections between previous learning and real-world problemsCommunicating their approaches with precision and articulating why their strategies and solutions are reasonableCreating efficacy and confidence in solving challenging problems in a real worldGoals and Learning ObjectivesCreate and implement a problem-solving plan.Organize and interpret data presented in a problem situation.Analyze the relationship between two variables.Use ratios.Write and solve proportions.Create rate tables to organize data and make predictionsUse multiple representations—including tables, graphs, and equations—to organize and communicate data.Articulate strategies, thought processes, and approaches to solving a problem and defend why the solution is reasonable.
Students create and implement a problem-solving plan to solve another problem involving the relationship between the sound of thunder and the distance of the lightning.Key ConceptsThroughout this unit, students are encouraged to apply the mathematical concepts they have learned over the course of this year to new settings. Help students develop and refine these problem-solving skills:Creating a problem-solving plan and implementing their plan systematicallyPersevering through challenging problems to find solutionsRecalling prior knowledge and applying that knowledge to new situationsMaking connections between previous learning and real-world problemsCommunicating their approaches with precision and articulating why their strategies and solutions are reasonableCreating efficacy and confidence in solving challenging problems in a real worldGoals and Learning ObjectivesCreate and implement a problem-solving plan.Organize and interpret data presented in a problem situation.Analyze the relationship between two variables.Create a rate table to organize data and make predictions.Apply the relationship between the variables to write a mathematical formula and use the formula to solve problems.Create a graph to display proportional relationships and use this graph to make predictions.Articulate strategies, thought processes, and approaches to solving a problem and defend why the solution is reasonable.
Rate
Type of Unit: Concept
Prior Knowledge
Students should be able to:
Solve problems involving all four operations with rational numbers.
Understand quantity as a number used with a unit of measurement.
Solve problems involving quantities such as distances, intervals of time, liquid volumes, masses of objects, and money, and with the units of measurement for these quantities.
Understand that a ratio is a comparison of two quantities.
Write ratios for problem situations.
Make and interpret tables, graphs, and diagrams.
Write and solve equations to represent problem situations.
Lesson Flow
In this unit, students will explore the concept of rate in a variety of contexts: beats per minute, unit prices, fuel efficiency of a car, population density, speed, and conversion factors. Students will write and refine their own definition for rate and then use it to recognize rates in different situations. Students will learn that every rate is paired with an inverse rate that is a measure of the same relationship. Students will figure out the logic of how units are used with rates. Then students will represent quantitative relationships involving rates, using tables, graphs, double number lines, and formulas, and they will see how to create one such representation when given another.
In this lesson, students define rate. After coming up with a preliminary definition on their own, students identify situations that describe rates and situations that do not.Students determine what is common among rate situations and then revise their definitions of rate based on these observations. Students present and discuss their work and together create a class definition. They compare the class definition of rate with the Glossary definition and revise the class definition as needed.Key ConceptsA good definition of rate has to be precise, yet general enough to be useful in a variety of situations. For example, the statement “a rate compares two quantities” is true, but it is so general that it is not helpful. The statement “speed is a rate” is true, but it is not useful in determining whether unit price or population density are rates.A good definition of rate needs to state that a rate is a single quantity, expressed with a unit of the form A per B, and derived from a comparison by division of two measures of a single situation.Goals and Learning ObjectivesGain a deeper understanding of rate by developing, refining, testing, and then refining again a definition of rate.Use a definition of rate to determine the kinds of situations that are rate situations and to recognize rates in new and different situations.Understand the importance of precision in communicating mathematical concepts.
In this lesson, students are introduced to rate in the context of music. They will explore beats per minute and compare rates using mathematical representations including graphs and double number lines.Key ConceptsBeats per minute is a rate. Musicians often count the number of beats per measure to determine the tempo of a song. A fast tempo produces music that seems to be racing, whereas a slow tempo results in music that is more relaxing. When graphed, sets with more beats per minute have smaller intervals on the double number line and steeper lines on the graph.Goals and Learning ObjectivesInvestigate rate in music.Find beats per minute by counting beats in music.Represent beats per minute on a double number line and a graph.