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Common Core Math Grade 5 Multiplication as Scaling

In previous grades, students understood multiplication as equal groups.
This lesson introduces multiplication as scaling. Students already know that multiplying a number by 1 results in the original number. Now they learn that multiplying a number by a whole number greater than 1 results in a product greater than the original number, and multiplying a number by a fraction less than 1 results in a product less than the original number. Students connect these concepts to gain a better understanding of multiplication as scaling. They recognize 4 x 5as 4 times as big as 5 and 1/2 x 5 as 1/2 as big as 5 without performing computation.
Students use the concept of multiplication as scaling in mathematical contexts such as dilations and in real-world contexts such as using scale models. Understanding multiplication as scaling prepares students for Grade 6 work with ratios and proportional reasoning.
Aligned with Common Core 5.NF.B.5a/b

Found in: 5th Grade, All Year Long, Mathematics

Common Core Math Grade 4 Fraction Addition and Subtraction

One goal of the Common Core is to develop a deeper understanding of fractions by using a progression of concepts from simple to complex. This lesson prepares students for the conceptual shift involved in progressing from adding and subtracting whole numbers to adding and subtracting fractions. Students are guided to think of operations with fractions as very much like operations with whole numbers.
Students see that you can count with unit fractions just as you count with whole numbers. And because you can count with unit fractions, you can also do arithmetic with them. If you walked 2/5 of a mile (2 fifths) yesterday and 4/5 of a mile (4 fifths) today, altogether you walked 6/5 of a mile (6 fifths; because 2 things plus 4 more of those things is 6 of those things).
Students use the meaning of fractions and the meanings of addition and subtraction that were built in earlier grades to understand why the procedures for adding and subtracting fractions make sense.
Aligned with Common Core standard 4.NF.B.3a/b

Found in: 4th Grade, All Year Long, Mathematics

Common Core Math Grade 3 Comparing Fractions

In this lesson, students apply their understanding of fractions to compare two fractions. They use fraction models and number lines to help them reason about the size of unit fractions.
Students learn to look carefully at the numerators and denominators of both fractions they are comparing to determine if the numerators or the denominators are the same. If the denominators are the same, the students know the fractions are built from the same size unit fraction and the fraction with the most parts in the numerator is larger. If the numerators are same, then students reason about the size of the unit fractions used to make each of the two fractions.
Students apply this understanding to solve problems that involve comparing fractions and explain why one fraction is larger or smaller.
Aligned with Common Core standard 3.NF.A.3d

Found in: 3rd Grade, All Year Long, Mathematics

The Giving Back to Nature Challenge

Didactic starting position
Characteristics of the students:

Foreknowledge: many children may have been in contact with lessons about trees, our nature, the forest and other subjects to his manner. Students from every age know about trees and the forest so most of them know how a tree ‘works’.

Continue reading The Giving Back to Nature Challenge

Found in: 10th Grade, 11th Grade, 12th Grade, Geography

Into the Human Cell3D

Teaching the Human Cell through 3D simulation

Objectives
1) Students will gain a basic understanding of the Human Cell through 3D simulation and visualization,

2) Students will gain a deeper understanding of the components of the Human Cell and how they function together.

Activity
Students travel through the Human Cell in real-time 3D, helping them to visualize and understand it’s structure and function.

3D Simulation and Investigation
3D simulation is designed to make subject matter more engaging to today’s technology-savvy kids, and help them bridge the gap between the “concrete” world and the abstract world of concepts. As students experience complex subject matter in real-time 3D it becomes much clearer. Students learn best when they are actively immersed in subject matter from a variety of different modes and viewpoints; 3D simulation is designed to help students visualize difficult ideas and objects through investigation at any scale (atomic, cellular, planetary, conceptual, etc), and visiting environments to do things that would normally be impossible.

Required Technology
• Flash-Enabled Computer
• Internet Access

Optional Technology
• Projector
• Multiple Computers

Grouping
• Large Group Instruction
• Small Group Instruction
• Individualized Instruction

Staging
Check computer for Internet access, Flash, and projection if needed.

Procedure
1. Access program

2. Pick a lead student navigator to control movement through the 3D environment

3. Pick a lead student reader to read information about the Human Cell as it appears on-screen

4. Begin the lesson by asking students what they already know about the Human Cell; write responses on the board

5. Review basic facts about the Human Cell including:
• The cell is the smallest living thing found in nature
• The Human Cell is the basic component of our bodies
• A single Human Cell is made up of many different structures, called organelles

6. Start travelling through the program, facilitate discussion by asking students where the class should go.

7. Use the 3D simulation as a visual aid; explain information as needed

8. Have students pay special attention to:
• The number of organelles
• How organelles differ in shape and function
• The function of the nucelus

9. Have a final wrap-up with students with a question and answer period about the Human Cell. Ask them how it works, and what are the primary components and function of each component.

Optional Activity
3D Scavenger Hunt + Discussion
Have students find a particular part of Human Cell, such as the Golgi Apparatus. If students are on multiple computers, have them “race” to the part of the cell the teacher wishes to highlight. Once students find/arrive at the location, the teacher may commence discussion. Repeat in other areas of the simulation as desired to build understanding.

Homework/Review
Students may also access the program outside the classroom to supplement textbook questions at http://3d.sunrisevr.com/flash/HumanCell.html
.
Functional Notes
• An internet connection is needed
• Ensure Adobe Flash is installed on the computer; download the latest at http://www.adobe.com/downloads.html.
• Use the Q+E buttons on the keyboard to turn around when you get stuck
• If you see something in red you can probably click on it
• For ease of use collision detection is not used often, so you can go through most 3D objects and even the ground
• The school library can request and access programs (free) through the Beta program at www.sunrisevr.com for off-line use via PC and Mac if there is no internet connection

Found in: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, Science, Technology