This video is part of the Continue to Know with WHRO TV series. Watch Emily Rathbone teach about identifying prime and composite numbers.

Determining whether a proportional relationship exists between two quantities and making connections between and among representations of a proportional relationship Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Hurricanes form in warm ocean waters and oftentimes destroy coastal cities due to severe flooding. You have been hired by the Army Corps of Engineers to build a house in Virginia Beach that can withstand the next hazardous Category 5 hurricane. Can your team plan and create a prototype house that will be protected from the impact of  flash flooding, severe winds and hail?

This series of slides uses pictures of base ten blocks to represent numbers from the millions place value to those in the thousandths place value. Each slide changes the value of the base ten blocks by stating the value of either a unit, rod, flat, or large cube. Students are challenged to determine value of a representation or to create a given representation.

This is a remix of India’s Bathroom Tiles from Illustrative Mathematics, https://tasks.illustrativemathematics.org/content-standards/3/MD/C/7/tasks/1990.The purpose of this activity is for students to explore different ways to find area to support sol 3.8b.  Students are presented with a real-world problem.  How many tiles will India need to buy for her bathroom? Problems of this type give students a better understanding of why they need to learn about area. 

This lesson is a remix from Illustrative Mathematics.  This lesson uses manipulatives to demonstrate how to solve for area.  Connections are also made to multiplication.https://goopenva.org/courses/3-md-india-s-bathroom-tiles

This resource is a remix of the original lesson from Illustrative mathematics https://tasks.illustrativemathematics.org/content-standards/3/MD/C/7/tasks/1990. Suggested Modifications- I like the original activity in the lesson plan on India's bathroom tile, however, it is crucial to allow students to explore and have a mathematical dialogue as part of the scaffolding process to activate their background knowledge on the content, instead of asking them to directly dive in the computation process. The modification will allow students to have a mathematical discourse about the topic, providing them an opportunity to work in an interactive learning environment with math manipulatives. 

Students will explore and understand the differences between local and worldwide networks, while integrating fraction concepts.

Description: Robot and Monkey went on a deep-sea dive in their trusty submarine but they have run into trouble and their submarine light has stopped working. They were able to get back to the continental shelf, but now they need your help to complete their next mission. With the materials provided, create a new and improved submarine model that will withstand the depths of the water and allow the light to continue to shine. The students will be able to create a model of a simple circuit using new materials and explain how it works. The students will also be able to construct a model of the ocean floor and label and describe each of the major

This series of Google Slides was developed as an introductory lesson to adding fractions with unlike denominators. It is intended to help students build their conceptual understanding of why they will use the Least Common Denominator later on in the unit. Also, because this is meant as an introductory lesson, it does not simplify answers. This product is intended to be used by the teacher in the front of the class while students have their own sets of fraction strips at their seats.

Telling time to the nearest minute -- Mathematics Instructional Plans (MIPs) help teachers align instruction with the  Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom. 

The students will work with a partner or small group to design a program to move a “student” through a classroom with obstacles.  Their job is to find the most efficient sequence of actions for them to get to the cafeteria from the classroom. The student will be a paper avatar.  The classroom will be a 8 by 8 grid with pictures of obstacles the student must move through to get to different destinations.  The students will try to move through with the least number of steps.  As an extension, they can rename a loop of multiple steps, and it will become one step.

Students will use a hands-on activity in a real life situation to help them determine that a glass can be misleading.  Students will discover a larger glass does not necessarily equate to more volume.  Students will discover in a hands-on fashion the meaning of volume.

Just in Time Quick Check Collect and Organize Data in Bar Graphs and Line Graphs

Just in Time Quick Check Interpret Data in Bar Graphs and Line Graphs

Standard of Learning (SOL) 3.4a
The student will represent multiplication and division through 10 x 10, using a variety of approaches and models.

Standard of Learning (SOL) 3.4b
The student will create and solve single-step practical problems that involve multiplication and division through 10 × 10.

Standard of Learning (SOL) 3.4c
The student will demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10.

Standard of Learning (SOL) 3.12a
The student will define polygon.