Students need to be able to calculate the volume and surface area of a cuboid as well as present a systematic list of results in order to justify the minimum case. The use of three factors of 100 is also important.

Students explore the making of circles and concepts related to them in geometry. The project is inquiry based will focus upon students making their own nametags. The construction is ideal for hands on students.

Eighth graders find connections between numbers in a table; use Pythagoras' theorem in a general algebraic form; and measure accurately from a scale drawing to find a method that might enable the helicopter to land inside a rectangular...

This unit introduces a number of important concepts relating to fractions. The first of these is that fractions represent parts of regions and sets and so are useful in a large variety of situations. Whole numbers are not enough by...

Learners use an Internet tool, "The Take-Away Bar" to solve subtraction problems by breaking them into parts. They write and solve comparison problems. Students make sensible estimates and check the reasonableness of answers. They use...

Students use rounding and compensating with whole numbers and explain how to use the empty number line to show additions and subtractions. They round and compensate in relation to decimal subtraction Background

Students practice theories dealing with equals sign used as a balance, inequality symbols and practice utilizing a box or some other geometric shape to represent an unknown number. They assess numeracy problems embedded in language-rick...

Students figure the amount of programs can fit into a certain time frame. The use of problem solving allows for the student to examine how things can occupy time. They measure the time frame for one program then use that amount to...

Fifth graders determine which container made from a single sheet of paper has the greatest volume. They look the solutions made by three different students before working on their own examples.

High schoolers make sensible estimates and check for reasonable results. They also solve problems with positive and negative integers using practical activities or models as needed.

Eighth graders solve problems involving percentage increases and decreases. Using given percentages, 8th graders transform a square into a rectangle. They apply the area formulas for squares and rectangles.Students observe the percent...

Young scholars try some new exercises involving probability. These are, first of all, that the probability of getting a given total when two dice are rolled is equal to the number of possible ways of getting that total, divided by 36...

Students review the days of the week and see if the students can recite he sequence using different starting days. Students retell the problem using their own words to check that everyone examines.

Fourth graders determine a way to place numbers in the nine circles that are arranged in a triangular pattern so that each side has an equal sum. They use each number once and practice adding single digit numbers.

Students apply the formulas for the area of parallelograms and triangles. Through guided practice, students discover the correct way to apply the formulas. Working in pairs, they write their own problems featuring the formulas.

This unit encourages students to assess the validity of a set of statements and then plan and carry out investigations to find out whether the statements are true. Students then carry out statistical investigations of their own.

Third graders estimate the volume and mass of one marshmallow using appropriate standard units. They design and carry out an investigation to find the average of volume/mass of one marshmallow.

Students work in pairs, to make a square on the geoboards with a rubber band (or draw one on the dot paper). It can be any size and in any location and share their answers with the class.

Students use this problem to develop spatial skills. As the students handle the shapes and join them together they strengthen their understanding of the attributes of shapes. This lesson also gives students the opportunity to make up...

Students use diagrams or lists to show relationships. They also identify the pattern of triangular numbers. The mathematics behind situations provide a way of problem solving to examine the answers.

Third graders focus on developing a systematic approach to problem solving while working on a problem that requires them to determine possible outcomes. They use a pegboard as a manipulative in this problem.

Fourth graders use algebra to begin solving a problem. The problem has a real world application to engage learners. The main skill is converting fractions and decimals. Also finding the right number sentence for the word problem is...

Students are able to assess a problem and use systematic methods to solve the problem. They also find out all the possible outcomes for a sequence of events using tree diagrams.

Learners use a game to establish the context of solving problems in a systematic and mathematical fashion. They also solve various types of equations to find reasonable solutions.