Resource Type: Instructional Resource -- Promising Practice Discipline: Mathematics Ohio Standards Alignment: Grades 2–4 Professional Commentary: Students roll a die seven times, each time determining whether to add that number of tens or that number of ones to make a sum as close to 100 as possible without going over. Guiding questions, summary questions, assessment tasks, extensions of the lesson, a recording sheet, and hundred grid are provided.... Resource Type: Instructional Resource -- Promising Practice Discipline: Mathematics Ohio Standards Alignment: Grades 3–4 Professional Commentary: Students use 1-inch square tiles and paper ruled into 1-inch squares to solve the problem of finding all possible ways to arrange five squares into shapes called pentominoes. The problem is motivated and clarified by looking first at dominoes (two squares), triominoes (three squares), and tetrominoes (four squares).... 873 Hooked on Problem Solving Resource Type: Instructional Resource -- Promising Practice Discipline: Mathematics Ohio Standards Alignment: Grades 3–7 Professional Commentary: Students use each of the digits 1–9 exactly once to form addition problems consisting of two three-digit addends and a three-digit sum and look for patterns in the solutions. Guiding questions, summary questions, assessment tasks, and extensions are included.... Resource Type: Instructional Resource -- Promising Practice Discipline: Mathematics Ohio Standards Alignment: Grades 3–7 Professional Commentary: This game is a nice application of the probabilities of different outcomes when rolling two number cubes. The lesson is labeled grade 4 but addresses standards for a wider range of grade levels.... 875 Belongs, Doesn't Belong Resource Type: Instructional Resource -- Promising Practice Discipline: Mathematics Ohio Standards Alignment: Grades 5–6 Professional Commentary: Students discover the rule used to sort numbers into two sets -- those numbers that belong according to the rule, and those that don't belong. Without revealing the rule, students can show that they have discovered the rule by correctly categorizing numbers proposed by their classmates.... Resource Type: Instructional Resource -- Promising Practice Discipline: Mathematics Ohio Standards Alignment: Grade 5 Professional Commentary: Students find and display all possible pairs of 5 flavors of ice cream and look for patterns in the results. Students use concrete objects or pictures to determine the possible combinations and organize their results to make generalizations about methods for finding the number of possible combinations for any number of flavors.... Resource Type: Instructional Resource -- Promising Practice Discipline: Mathematics Ohio Standards Alignment: Grades 5–6 Professional Commentary: Students measure and compare the height they can jump with their total body height to find their Springy Leg Factor (SLF). These data can be graphed and compared in a variety of ways, as suggested in the lesson.... Resource Type: Instructional Resource -- Best Practice Discipline: Mathematics Ohio Standards Alignment: Grades 5–6 Professional Commentary: Students turn a bar graph into a circle graph. They begin by conducting a survey to determine their classmates' favorite sport, soft drink, music, and color.... Resource Type: Instructional Resource -- Best Practice Discipline: Mathematics Ohio Standards Alignment: Grades 5–6 Professional Commentary: Students measure circular objects to collect data to investigate the relationship between the circumference of a circle and its diameter. They find that, regardless of the size of the object or the size of the measuring unit, it always takes a little more than three times the length of the diameter to measure the circumference.... Resource Type: Instructional Resource -- Promising Practice Discipline: Mathematics Ohio Standards Alignment: Grades 6–7 Professional Commentary: Students can better understand the algorithm for dividing fractions if they analyze division through a sequence of problems starting with division of whole numbers, followed by division of a whole number by a unit fraction, division of a whole number by a non-unit fraction, and finally division of a fraction by a fraction. A lengthy list of guiding questions, summary questions, an assessment task, a lesson extension, and a set of carefully sequenced activity sheets are included.... |