Solve Practical Problems involving Relationship between Corresponding Sides and Corresponding Angles of Similar Quadrilaterals and Triangles Formative Assessment - Just in Time Quick Check, Teacher Notes, and Supporting Resources

Students will analyze a provided math problem with an incorrect answer (bug). Students will demonstrate their understanding of the process by identifying the error, solving the problem correctly and providing an explanation. Math problem solving directly correlates with the step by step process that computer science debugging requires. The purpose of this experience is to provide a jumping off point for a deeper understanding of the Computer Science SOLs. This could be the first time your students are exposed to the vocabulary (algorithm, bug, debugging) and can provide a good foundation of the understanding of the vocabulary in a concrete, low-technology way.

Formative Assessment - Solve problems involving inverse variation, joint variation, and a combination of direct and inverse variations - Just in Time Quick Check, Teacher Notes, and Supporting Resources

Formative Assessment - Investigate and apply the properties of arithmetic and geometric sequences and series to solve practical problems - Just in Time Quick Check, Teacher Notes, and Supporting Resources

Formative Assessment - Collect and analyze data, determine the equation of the curve of best fit in order to make predictions and solve practical problems, using mathematical models of quadratic and exponential functions - Just in Time Quick Check, Teacher Notes, and Supporting Resources

A bungee jump involves jumping from a tall structure while connected to a large elastic cord. Design a bungee jump that is "safe" for a hard-boiled egg. Create a safety egg harness and connect it to a rubber band, which is your the "bungee cord." Finally, attach your bungee cord to a force sensor to measures the forces that push or pull your egg.

In this unit, students will explore the meaning of true friendship by reading Charlotte's Web by E.B. White. Charlotte's Web, a classic novel written in 1952, clearly illustrates how difficult and scary it can be to make a friend, yet how rewarding a true friendship really is. Over the course of the novel, students will consider what it means to be a good friend, whether or not friendship is always easy, and whether or not conflicts and struggle really are an important part of strengthening friendships. By deeply connecting with the characters, students will learn about the power of helping others, how creativity and determination can help solve problems, and that people can and do change. Students will also begin to understand the cycle of life and beauty, and the emotional responses that come with death through the eyes of Wilbur. It is our hope that this unit, in connection with other units, will provide the foundation for developing empathy and understanding about true friendship and life.

Charlotte's Web was chosen not only because of the strong theme of friendship and life, but because it is a classic in children's literature. Charlotte's Web was written in the early 1950s and contains themes and language that are more archaic than other texts from the year. Therefore, students will learn how to analyze themes, settings, characters and language that are less familiar and relatable.

In this unit students begin to explore the concepts of fairness and justice. Over the course of the unit students are exposed to numerous ordinary people who worked together to overcome injustice and fight for a better future for others. Students will grapple with what it means if something is fair and just, particularly in regard to race, class, gender, and ability. Then students will be challenged to think about the different ways in which people showed courage, patience, and perseverance in order to challenge things that were fundamentally unfair. Over the course of the unit it is our hope that students are able to acknowledge and realize that things aren't always fair in the world around them, but that doesn't mean that it always has to be that way. It is our hope that students see that identifying the problem is only the first step and that anyone who has the right mindset and beliefs can inspire others to work together to create a more just future for everyone. Essentially, we hope that this unit begins to plant the seed within our students that they can be activists and take charge of their own lives and communities. No one is too young to inspire change. It is important to note that this unit primarily focuses on big-scale changes. Additional projects and lessons should be added to help students understand how what they learned connects to change on a smaller scale.

In reading, students will continue to work on developing their informational reading strategies, particularly when reading a collection of narrative nonfiction texts. The focus of this unit is on reinforcing and practicing targeted informational strategies in the context of a narrative structure. In particular, students will be pushed to describe the connection between individuals, events, and pieces of information. Students will also be challenged to think about the reasons an author gives to support a point and how those reasons look slightly different in a narrative informational text than in a scientific or history-based informational text.

In writing, students will continue to work on writing responses to the text that provide relevant and accurate information along with some evidence of inferential or critical thinking.

In Unit 5, students explore concepts of perimeter and geometry. Students have gradually built their understanding of geometric concepts since Kindergarten, when students learn to name shapes regardless of size and orientation. They also learn to distinguish between flat and solid shapes. In Grade 1, students’ understanding grows more nuanced, as they learn to distinguish between defining and non-defining attributes, as well as compose and decompose both flat and solid shapes. In Grade 2, students draw and identify shapes with specific attributes. All of this understanding gets them ready for Grade 3, in which students begin their journey of measuring those attributes, including area (addressed in Unit 4), and perimeter (explored here), as well as classification of shapes based on attributes into one or more categories.

Students begin the unit by defining perimeter as the boundary of a two-dimensional shape and measure it by finding its length. For a polygon, the length of the perimeter is the sum of the lengths of the sides. They develop their understanding of perimeter by measuring it with a ruler, finding it when all side lengths are labeled, and then finding it when some information about the length of a shape’s side lengths needs to be deduced, such as when a rectangle only has its length and width labeled. Students then solve real-world and mathematical problems, both given a figure and without one, involving perimeters of polygons (3.MD.8). With this understanding of perimeter, they are able to compare the measurement of area and perimeter of a rectangle, seeing that a rectangle with a certain area can have a variety of perimeters and, conversely, a rectangle with a certain perimeter can have a variety of areas, connecting the additional cluster content of perimeter to the major cluster content of area. Students then solve various problems involving area and perimeter. The last topic of the unit explores geometry. Students build on Grade 2 ideas about polygons and their properties, specifically developing and expanding their knowledge of quadrilaterals. They explore the attributes of quadrilaterals and classify examples into various categories (3.G.1), then explore attributes of polygons and classify examples into various categories, now including quadrilaterals. Students also draw polygons based on their attributes. Students next use tetrominoes and tangrams to compose and decompose shapes.

In this unit, students reason abstractly and quantitatively, translating back and forth between figures and equations in the context of perimeter problems (MP.2). Students will also construct viable arguments and critique the reasoning of others as they develop a nuanced understanding of the difference between area and perimeter, as well as when they classify shapes according to their attributes and justify their rationale (MP.3). Lastly, students will use appropriate tools strategically by using rulers to measure the side lengths of polygons to find their perimeter, as well as use rulers and right angle templates to find attributes of shapes to determine their classification (MP.5).

Just about everything you can do on a computer—checking your email, posting to Facebook, online banking and shopping—is powered by software. The people who come up with that software, and keep it working efficiently, are behind the scenes of a big portion of our lives.  Software engineering is an exciting career,.In this remix, some reflections questions for students have been added.

Just about everything you can do on a computer—checking your email, posting to Facebook, online banking and shopping—is powered by software. The people who come up with that software, and keep it working efficiently, are behind the scenes of a big portion of our lives.  Software engineering is an exciting career,.