CK-12 Geometry Teacher's Edition covers tips, common errors, enrichment, differentiated instruction and problem solving for teaching CK-12 Geometry Student Edition. The solution and assessment guides are available upon request.

Use Google Sheets to create a budget for a celebration and perform calculations. Time to complete: 45-90 minutes

Module 7 presents an opportunity for students to practice addition and subtraction strategies within 100 and problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data.  Students represent categorical and measurement data using picture graphs, bar graphs, and line plots.  They revisit measuring and estimating length from Module 2, though now using both metric and customary units.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction.  The module begins with plenty of hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units.  Estimation naturally surfaces through application; this transitions students into rounding.  In the module’s final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This activity is a teacher-directed investigation where students observe leeches, create questions and determine which ones are investigable. Together, teacher and students design and carry out a test for their question and record the information in a science notebook.

This lesson is an introduction to a unit on habitat. It is designed to combine literature and science.

The goal of this task is to use geometry study the structure of beehives. Beehives have a tremendous simplicity as they are constructed entirely of small, equally sized walls. In order to as useful as possible for the hive, the goal should be to create the largest possible volume using the least amount of materials. In other words, the ratio of the volume of each cell to its surface area needs to be maximized. This then reduces to maximizing the ratio of the surface area of the cell shape to its perimeter.

Student teams follow the steps of the engineering design process to meet the challenge of getting their entire class from one location on the playground to the sidewalk without touching the ground between. The class develops a well thought-out plan while following the steps of the engineering design process. Then, they test their solution by going outside and trying it out. Through the post-activity assessment, they compare their problem-solving experience to real life engineering challenges, such as creating new forms of transportation or new product invention.

This is a guided inquiry in which the students determine how a light bulb works.

This article highlights the four recommended research-based practices described in the How to Organize Your Teaching U.S. Dept. of Education What Works web site.

This activity is a student based inquiry looking at various natural disasters and their impact.

This activity allows students to deduce part of Newton's Law of Inertia that states an object in motion will stay in a straight line motion unless an outside force acts on it.

Students will create and investigate testable questions about how basil changes based on growing conditions.

During this activity, students will investigate leech behavior. Students will learn to ask a question about leech behavior that can be investigated.

In this hands-on inquiry activity, students will design and construct an apparatus that will permit an egg to survive a nine foot fall. Students are given limited materials, so they must critically think about the design and improvise strategies during the building of the apparatus

This activity is an introductory activity where students observe the characteristics of ionic compounds and crystals They also work on making observations and writing hypotheses.

This activity is an extension to standard labs that have students generate a pH curve from strong acid/strong base data. Students are asked to predict and test how the the titration end point will shift when titrating vinegar (a weak acid) with NaOH (a strong base).

This learning experience is where students launch a bottle rocket and compare how long the bottle was in the air to how much water is placed in the rocket.

This is an exploratory activity involving matter and density. There are many assessment pieces including a laboratory.