This is an instructional strategy that has students work in small groups to construct a "honeycomb" that analyzes a text's structure. Students are given a set of ten honeycomb cards connected to their text and then must work together to assemble the honeycomb by ensuring that all connecting cards can be logically connected through careful analysis of the text. If they cannot successfully argue the connection between literary elements, they must reorganize the honeycomb until all the pieces work together seamlessly. This is a learning strategy that works well during a text unit (as opposed to before or after the unit) and is designed to help students understand the intentionality of a text's structure. It can be paired with any text, but I have provided a sample card set for "Frankenstein" and "The Picture of Dorian Gray" in this resource.

This is an instructional strategy that has students work in small groups to construct a "honeycomb" that analyzes a text's structure. Students are given a set of ten honeycomb cards connected to their text and then must work together to assemble the honeycomb by ensuring that all connecting cards can be logically connected through careful analysis of the text. If they cannot successfully argue the connection between literary elements, they must reorganize the honeycomb until all the pieces work together seamlessly. This is a learning strategy that works well during a text unit (as opposed to before or after the unit) and is designed to help students understand the intentionality of a text's structure. It can be paired with any text, but I have provided a sample card set for "Frankenstein" and "The Picture of Dorian Gray" in this resource.

This is an instructional strategy that has students work in small groups to construct a "honeycomb" that analyzes a text's structure. Students are given a set of ten honeycomb cards connected to their text and then must work together to assemble the honeycomb by ensuring that all connecting cards can be logically connected through careful analysis of the text. If they cannot successfully argue the connection between literary elements, they must reorganize the honeycomb until all the pieces work together seamlessly. This is a learning strategy that works well during a text unit (as opposed to before or after the unit) and is designed to help students understand the intentionality of a text's structure. It can be paired with any text, but I have provided a sample card set for "Frankenstein" and "The Picture of Dorian Gray" in this resource.

In this Desmos activity, students will practice multiplying polynomials with Algebra Tiles. Students should have prior knowledge of the area model of multiplication before utilizing this resource.

In this activity, students will use different strategies to help understand and represent ratios. 

This resource incorporates the 5E instructional model, allowing student engagement and collaboration through an interactive scaffolding activity. The literacy connection section of the resource incorporates literacy across the mathematics curriculum and the design challenge section allows students to think outside the box as they apply their own knowledge, skills, and abilities to elaborate on the final product. Section 1 - The literacy connection section allows teachers to use this activity in a whole class setting and benefits students as it allows them to explore the story sequencing of the lifecycle of the caterpillar in an active and creative environment. This activity encourages active listening skills and student ownership as it encompasses the 5E instructional model. Section 2  - The design challenge is an enrichment activity, where students are able to work as a team and construct an explanation for their design challenge. Allowing student ownership in the early ages of the design model enables student accountability in the learning process. Original resource - This is a remix of The Very Hungry Caterpillar from Illustrative Mathematics resource https://tasks.illustrativemathematics.org/content-standards/tasks/1150.