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Upper Elementary Column: Include grade level and topic in the title

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Upper Elementary Column: Include grade level and topic in the title

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Middle School Column: Include grade level and topic in the title

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Middle School Column: Include grade level and topic in the title

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High School Column EXAMPLE: Include grade level and topic in the title

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High School Column EXAMPLE: Include grade level and topic in the title

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Inquiry maths activity that allows students to find the pairs of numbers that satisfies the given equation. Later students can graph all the pairs and discovers that they ,are a straight line.

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5 days of lessons

https://learn.makemathmoments.com/task/take-a-chance/#

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Grade 9 - 3 Act Task - Scatter Plots/Linear Regression/

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Grade 9 - 3 Act Task - Scatter Plots/Linear Regression/

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No Expectations/Standards Selected

Ontario Alignment By Grade

Ontario Alignment By Overall Expectation

CCSS Alignment By Standard

Making Predictions With Scatter Plots in the Real World

This Real World 3 Act Math Task will have students making predictions via interpolation and extrapolation using scatter plots and a line of best fit.

Related Math Topics:

Data management of two-variables including:

making predictions between two-variables,

creating scatter plots,

classifying correlations as positive/negative and strong/weak, and

interpolating and extrapolating using a line of best fit.

This task can be extended to linear relations and equations by having students determine an equation of the line of best fit or alternatively, non-linear regression to find an equation of a curve of best fit.

If you haven't already, I recommend using the Candle Burning 3 Act Math Task prior to using this task, as the data appears to have a stronger linear correlation.

Act 1: Introducing the Problem

Show students Act 1:

After showing the video clip, I have students discuss with their group some questions that come to mind. Sometimes, I have students focus on two types of questions:

1. The first question that comes to mind; and,

2. a unique question you don't think someone will come up with.

This tends to differentiate the question responses rather than seeing a ton of the most obvious one. We discuss these options, then settle on our first question:

How long will it take to empty the pool?

Then, we move on to Act 2.

Act 2: Reveal Some Useful Information

I personally don't ask too many questions about what information they want, as most tend to know where this problem is heading.

Show them Act 2:

Although I try to avoid fading out my videos to ensure the information doesn't go away, here's a screenshot of the last frame, for your use:

Feel free to save the image.

At this point, students can head off on their merry way. I find most of my students tend to go straight for a scatter plot and extend a line of best fit, while others might choose to try to leverage the initial value/y-intercept and estimate a rate of change/slope to create an equation. At midterm and beyond, I'm hoping that the second option becomes more attractive to my students since we have been working with linear equations quite a bit. If no students head in that direction, I would introduce it during the consolidation of the problem as a potential strategy for future use.

If you're beyond students drawing scatter plots and want to do something more advanced with this problem, consider using Desmos as a way to manipulate and interpret data.

Click the image below to grab a shared Desmos graph with all the data points plotted from a table of values with regression line/curves:

Act 3: See The Answer!

Once students have updated their prediction based on their mathematical thinking, we can show students Act 3 so they can cheer (or cry) based on what really happened:

Here's a screenshot of the last frame, if you'd like to use it for some of your consolidation:

Feel free to download the Act 3 image.

Sequels / Extensions

What do you predict the depth of the pool would be after 17 hours of draining? (interpolation)

What would be a reasonable drain rate for this pool assuming the trend is linear?

What would be a reasonable equation for a line (or curve) of best fit?

Please comment to let me know how it worked in your classroom!

New to Using 3 Act Math Tasks?

Download the 2-page printable 3 Act Math Tip Sheet to ensure that you have the best start to your journey using 3 Act math Tasks to spark curiosity and fuel sense making in your math classroom!

Share With Your Learning Community:

I'm Kyle Pearce and I am a former high school math teacher. I'm now the K-12 Mathematics Consultant with the Greater Essex County District School Board, where I uncover creative ways to spark curiosity and fuel sense making in mathematics. Read more.

Access Other Real World Math Tasks

Search More 3 Act Math Tasks

Grade 1 [ 1.B2.1, 1.B2.2, 1.B2.3, 1.B2.4, 1B1.2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3]

Grade 2 [ 2.B1.1, 2.B1.3, 2.B2.1, 2.B2.2, 2.B2.3, 2.B2.4, Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3]

Grade 3 [ 3.B1.5, 3.B2.1, 3.B2.3, 3.B2.7, Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3]

Grade 4 [ 4.B2.1, 4.B2.4, 4.E2.5, 4.E2.6, Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 5 [ 5.B1.7, 5.B2.9, 5.D1.3, 5.D1.6, 5.E2.6, 5.F1.2, 5.F1.5, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 6 [ 6.B2.12, 6.B2.9, Data Management and Probability - DP3, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 7 [ 7.B1.3, 7.B1.4, 7.B1.7, 7.B2.2, 7.B2.3, 7.C1.1, 7.C1.2, 7.C1.3, 7.C1.4, 7.D1.6, Data Management and Probability - DP3, Geometry and Spatial Sense - GS1, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 8 [ 8.B1.4, 8.B2.5, 8.C1.1, 8.C1.2, 8.C1.3, 8.C1.4, Data Management and Probability - DP1, Data Management and Probability - DP3, Geometry and Spatial Sense - GS2, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 9 [ 9.B3.5, 9.C3.1, 9.C3.2, 9.C3.3]

Kindergarten [ k.15.1, k.15.10, k.15.2]

MAP4C [ Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MAT1L MAT2L MBF3C [ Data Management - DM1, Data Management - DM2, Geometry and Trigonometry - GT1, Geometry and Trigonometry - GT2, Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MCF3M [ Exponential Functions - EF2, Quadratic Functions - QF1, Quadratic Functions - QF2, Quadratic Functions - QF3, Trigonometric Functions - TF1, Trigonometric Functions - TF3]

MCR3U [ Characteristics of Functions - CF1, Characteristics of Functions - CF2, Exponential Functions - EF2, Exponential Functions - EF3, Trigonometric Functions - TF3]

MCT4C [ Exponential Functions - EF1, Trigonometric Functions - TF3]

MCV4U [ Derivatives and Their Applications - DA2]

MDM4U [ Counting and Probability - CP2, Organization of Data For Analysis - DA2, Probability Distributions - PD1, Statistical Analysis - SA1, Statistical Analysis - SA2]

MEL4E MFM1P [ Linear Relations - LR1, Linear Relations - LR2, Linear Relations - LR3, Linear Relations - LR4, Measurement and Geometry - MG1, Measurement and Geometry - MG2, Measurement and Geometry - MG3, Number Sense and Algebra - NA1, Number Sense and Algebra - NA2]

MFM2P [ Measurement and Trigonometry - MT1, Measurement and Trigonometry - MT2, Measurement and Trigonometry - MT3, Modelling Linear Relations - LR1, Modelling Linear Relations - LR2, Modelling Linear Relations - LR3, Quadratic Relations in y = ax^2 + bx + c Form - QR1, Quadratic Relations in y = ax^2 + bx + c Form - QR2, Quadratic Relations in y = ax^2 + bx + c Form - QR3]

MHF4U [ Characteristics of Functions - CF3, Exponential and Logarithmic Functions - EL2, Exponential and Logarithmic Functions - EL3]

MPM1D [ AG3, Analytic Geometry - AG1, Analytic Geometry - AG2, LR1, LR2, LR3, MG1, MG2, MG3, NA1, Number Sense and Algebra - NA2]

MPM2D [ AG1, AG2, AG3, QR2, Quadratic Relations - QR3, Quadratic Relations - QR4, T2, T3]

Algebra [ A-CED.1, A-CED.2, A-REI.6]

Functions [ F-BF.1, F-BF.3, F-IF.4, F-LE.1, F-LE.2, F-LE.3, F-TF.5]

Geometry [ G-C.5, G-C.8, G-C.9, G-GMD.3, G-GMD.4, G-GPE.4, G-GPE.5, G-GPE.7, G-MG.1, G-MG.2, G-SRT.11]

Grade 1 [ 1.NBT.4, 1.OA.1, 1.OA.6, 1.OA.A.1, 1.OA.B.3, 1.OA.B.4, 1.OA.C.5, 1.OA.C.6]

Grade 2 [ 2.NBT.5, 2.NBT.B.5, 2.NBT.B.8, 2.NBT.B.9, 2.OA.2, 2.OA.A.1, 2.OA.B.2]

Grade 3 [ 3.MD.C.5, 3.NBT.2, 3.NF.1, 3.NF.2, 3.NF.3, 3.NF.A.1, 3.OA.1, 3.OA.5, 3.OA.9]

Grade 4 [ 4-MD.3, 4.MD.1, 4.MD.2, 4.NBT.6, 4.NF.3, 4.NF.5, 4.NF.6, 4.OA.1, 4.OA.5]

Grade 5 [ 5.B1.7, 5.D1.3, 5.D1.6, 5.MD.1, 5.MD.3, 5.MD.4, 5.MD.5, 5.NBT.2, 5.NBT.3, 5.NBT.6, 5.NBT.7, 5.NF.1, 5.NF.2, 5.NF.3, 5.NF.4, 5.NF.5, 5.OA.1, 5.OA.2, 5.OA.3]

Grade 6 [ 6.EE.1, 6.EE.2, 6.EE.5, 6.EE.6, 6.EE.7, 6.G.1, 6.G.2, 6.NS.1, 6.NS.3, 6.NS.6, 6.NS.B.3, 6.NS.C.6, 6.NS.C.7, 6.NS.C.8, 6.RP.1, 6.RP.2, 6.RP.3, 6.RP.A.1, 6.RP.A.2, 6.RP.A.3, 6.RP.A.3.C]

Grade 7 [ 7.EE.3, 7.EE.4, 7.EE.A.1, 7.G.3, 7.G.4, 7.G.6, 7.NS.A.1, 7.NS.A.2, 7.RP.1, 7.RP.3, 7.RP.A.2.B, 7.RP.A.3, 7.SP.2, 7.SP.5, 7.SP.6]

Grade 8 [ 8.EE.1, 8.EE.5, 8.EE.6, 8.EE.7, 8.EE.8, 8.F.2, 8.F.3, 8.F.4, 8.F.5, 8.G.5, 8.G.6, 8.G.7, 8.G.9, 8.SP.1]

Grade 9 Kindergarten [ K.CC.A.1, K.NBT.A.1, K.OA.A.1, K.OA.A.2, K.OA.A.3]

Practice [ MP.1, MP.2, MP.3, MP.4, MP.6, MP.7]

Statistics & Probability [ S-ID.6, S-MD.4]

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Draining The Pool | 3 Act Math Task | Scatter Plots, Predictions

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Watch a video clip of a pool draining. How long do you think the pool will take to empty completely? How do you know? Then, watch what REALLY happened!

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Grade 9 - WODB - Scatter Plots/Linear Regression

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Grade 9 - WODB - Scatter Plots/Linear Regression

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A very hands on and engaging lead in to fractions.

Number - Fractions, Decimals and Percentages

Equivalence (including Fractions, Decimals and Percentages)

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Watch the video to see how to fold a square of paper to create a flower. What fraction of the piece of paper is the small triangle?

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Using a WODB photo to stimulate the students thinking about how to describe different lines.

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We made our own WODB.

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Congruence and Similarity: The Simpson’s Sunblocker

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Congruence and Similarity: The Simpson’s Sunblocker

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https://www.youcubed.org/wp-content/uploads/The-Sunblocker1.pdf

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Grade 8 - Exponents Inquiry

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G5 Statistics -Data Talks --G5 and above (also good for Middle School and High School)

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G5 Statistics -Data Talks --G5 and above (also good for Middle School and High School)

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Exploring different representations of data

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NASA Data Talk - Land Temperature - YouCubed

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This is a great resource to start discussion about fractions. It's about a baker who cuts cakes in different size pieces. How much should each piece cost?

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5.NF.A.2 Fractions--The Unusual Baker Problem

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5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike deno…

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To support above link

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This activity accompanies the NCTM Teachers of Mathematics 2011/Dec-Jan/2012 article. "The Unusual Baker". The problem is designed for grades 3-5 math. Ohio: 5th grade Math 5.NF.2

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Variety of resources for data representations. How it is set up:

Showing the graph;

asking students to guess what it represents

slowly revealing more information to make it possible for the students to guess.

Could be extended to ask students to find their own data set and create their own slow reveal presentation.

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What is 3x + 2x?

What are like terms in an algebraic expression?

Which of the following are like terms: 5x5x5x and 3x3x3x?

Combine the like terms: 2a+4a2a + 4a2a+4a. What is the result?

Can the terms 7x27x^27x2 and 3x3x3x be combined? Why or why not?

Simplify the expression: 4m+7m4m + 7m4m+7m. What do you get?

Which of the following are NOT like terms: 5x5x5x, 2x22x^22x2, 3x3x3x?

Simplify the expression: 6y−2y+3y6y - 2y + 3y6y−2y+3y. What is the result?

Combine the like terms in the expression: 5x+3y−2x+4y5x + 3y - 2x + 4y5x+3y−2x+4y.

In the expression 3p+5q−2p+7q3p + 5q - 2p + 7q3p+5q−2p+7q, which terms can you combine?

Simplify the expression: 2x+3y+4x−y2x + 3y + 4x - y2x+3y+4x−y. What is the simplified result?

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Grade 2 Prompt (Lower Primary - oops sorry!)

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Grade 2 Prompt (Lower Primary - oops sorry!)

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Thin Sliced Problem: Counting Marshmallows (Low Floor, High Ceiling Approach)

Prompt:

“How many marshmallows are in the image? How do you know?”

Low Floor - Entry Points for All Learners:

1. Notice & Wonder:

• “What do you notice about the arrangement of the marshmallows?”

• “What do you wonder?”

2. Estimating:

• “Can you make a quick guess without counting?”

• “Is there a way to estimate a reasonable number?”

Middle Phase - Encouraging Deeper Thinking:

3. Finding Structure:

• “Can you see a pattern in how they are arranged?”

• “Could you group them to make counting easier?”

4. Different Strategies:

• “What are different ways to count them?”

• “Could we count in rows, columns, or groups?”

High Ceiling - Extending the Thinking:

5. Generalizing the Pattern:

• “If we added another row, how many would there be?”

• “If we doubled the number, what strategy would help count them efficiently?”

6. Applying to a New Context:

• “Imagine stacking them in layers—how would you count a 3D arrangement?”

• “What if we had a different shape instead of rows? Would your strategy still work?”

Why This Works as Low Floor, High Ceiling:

• Everyone can start (even by estimating or noticing).

• Different strategies emerge as students explore patterns.

• More advanced students can generalize and extend to bigger ideas like multiplication, area models, and combinatorial thinking.

Would you like any refinements based on a specific grade level?

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Thin Slice that also allows for students to work at speeds and gives the teacher the opportunity to manage the flow effectively.

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https://docs.google.com/presentation/d/1x-8KI2EyBG1Hdc5np_VPJCZTdls0lZv6mTqnbtVqLBo/edit

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Measures of Central Tendency Think Slicing

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Measures of Central Tendency Think Slicing

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Challenge 1

1. Find a set of 3 numbers such that the mean is 7 and the median is 7.

2. Find a different set of 3 numbers such that the mean is 7 and the median is 7.

3. Find a different set of 3 numbers such that the mean is 7 and the median is 7.

Challenge 2

Find a set of 3 numbers such that…

1. The mean is 6 and the median is 5.

2. The mean is 5 and the median is 7.

3. The mean is 4, the median is 2, and the mode is 2.

Challenge 3

Find a set of 3 numbers such that…

1. The mean is 2 and the range is 2.

2. The mean is 8 and a single number is the mode.

3. The mean is 6, the median is 8, and there is no mode.

Challenge 4

A set of 6 numbers includes 2, 3, 6, 7, ⬜, ⬜.

Find the two missing numbers such that…

1. The mean is 5 and the median is 5.

2. The mean is 3 and a single number is the mode.

3. The mean is 4 and the range is 6.

Challenge 5

Find a set of 4 numbers such that…

1. The mean is 5, the mode is 4, and the range is 6.

2. The median is 7 and the mean is 2.

3. The mode is 9, the median is 9, and the mean is 7.

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A thinking activity that can be thin sliced into easier tasks until the final concept is understood.

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Penny a Day | 3 Act Math Task | Exponential Notation

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Introduce exponential notation with a question: Which would you rather - $1 Million or a Penny a Day, Doubled for a Month? A 3 act math task for exponents.

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Comparing and constrasting sine and cosine graphs.

Step 1:Give 4 sine/cosine graphs without a coordinate grid.

"What are you able to say about each graph?" "Is there a way that you can compare and/or contrast the graphs?"

Step 2: Share the graphs with x-y axis lines, but no relative scaling on it.

"What are you now able to say about each graph?" "Have any of your assumptions changed?"

Step 3: Add the scaling of the x-axis

"What are you now able to determine?" "Are you able to write an equation to represent each graph?" "What would be missing from each equation?"

Step 4: Give them the complete graph with y scaling included.

"What is everything that you are now able to say about each graph?" "Which of your initial assumptions were correct or incorrect?"

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Thin-Sliced Set Task: Introducing an Arithmetic Pattern

Grade 10 MYP 5 – Mathematics

Learning Objective:

Students will recognize, describe, and extend an arithmetic sequence, developing an understanding of its structure and deriving a general rule.

Task Progression (Thin-Sliced Steps)

Step 1: Noticing the Pattern (Observation & Recognition)

Display the sequence:
4, 9, 14, 19, 24, …

Ask: What do you notice?

Students share observations (e.g., numbers increase, a consistent pattern in changes).

Step 2: Identifying the Rule (Structuring)

Ask: How do you get from one term to the next?

Guide students to recognize the common difference: +5

Introduce key vocabulary: first term (a1a_1a1​), common difference (ddd).

Step 3: Extending the Pattern (Application)

Ask: What are the next two terms?

Have students justify their answers based on the pattern.

Step 4: Generalizing the Rule (Algebraic Expression)

Introduce the arithmetic sequence formula: an=a₁+(n−1)d

Guide students in forming the specific formula for this sequence: an=4+(n−1)×5

Step 5: Reflecting on the Pattern (Connecting & Justifying)

Ask: How can we find the 50th term without listing all values?

Challenge students to check if 100 is in the sequence by solving for nnn.

Differentiation Options:

🔹 Support: Provide scaffolded examples of simpler arithmetic sequences.
🔹 Extension: Introduce sum of an arithmetic series and real-world applications.

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These are not ncessarily recommendations but simply of interest as they are AI-created ..

Magic School

For Grade 9 MYP year 3 - Right Angled Trig

Prompt: Please create a Thin Sliced task for Grade 9 IB MYP maths student who is learning about angles of elevation and depression. Please make the first task with a low floor and base it on the principles of Building Thinking Classroom with an extension component. The task should be about 20 mins.

Thin Sliced Task: Angles of Elevation and Depression for Grade 9 IB MYP Maths

Task Title: Exploring Angles of Elevation and Depression

Objective:
Students will apply the concepts of angles of elevation and depression in a collaborative setting, promoting critical thinking and problem-solving skills.

Duration: Approximately 20 minutes

Scenario:
A bird is perched on a tree, and a person is standing on the ground looking up at the bird.

Given Information:

1. The height of the tree is 10 meters.

2. The angle of elevation from the person to the bird is 45^\circ.

Tasks:

1. Group Discussion (5 minutes):

In small groups, discuss what you know about angles of elevation and depression. Share examples from real life where these concepts might be useful.

2. Identify the Angle (2 minutes):

Individually, write down what the angle of elevation from the person to the top of the tree is. (Answer: 45^\circ)

3. Draw a Diagram (5 minutes):

As a group, create a clear and labeled diagram showing the tree, the person, and the angle of elevation. Use large paper or a whiteboard to facilitate collaboration.

4. Calculate the Distance from the Person to the Base of the Tree (5 minutes):

Using the angle of elevation, as a group, determine how far the person is from the base of the tree.

Hint: Use the tangent function:
\(
\tan(\theta) = \frac{\text{opposite}}{\text{adjacent}}
\)

5. Reflection and Share Out (3 minutes):

Each group shares one insight from their discussion about the importance of understanding angles of elevation and depression in everyday life.

Extension Activity (Optional):
Task Title: Exploring Real-World Applications

Duration: 10-15 minutes

1. Research and Present (10-15 minutes):

Choose a real-world scenario where angles of elevation or depression are crucial (e.g., architecture, aviation, or gaming). Research the scenario and prepare a brief presentation or poster explaining how these angles are used in that context.

Include any relevant calculations or diagrams in your presentation.

Instructions:

Collaborate with your group members, ensuring everyone's ideas are heard.

Use clear labels in your diagram and show all work in calculations.

Assessment Criteria:

Participation in group discussion.

Clarity and accuracy in the diagram.

Correct calculation of the distance.

Insightfulness of the shared reflection.

Creativity and depth of research in the extension activity.

This extension activity encourages students to explore real-world applications of angles of elevation and depression, reinforcing their understanding and promoting critical thinking. If you need further adjustments or additional resources, feel free to ask!

Co-pilot

For Grade 9 MYP year 3 - Right Angled Trig

Prompt: Please create a Thin Sliced task for Grade 9 IB MYP maths student who is learning about angles of elevation and depression. Please make the first task with a low floor and base it on the principles of Building Thinking Classroom with an extension component. The task should be about 20 mins.

Sure! Here's a thin-sliced task for a Grade 9 IB MYP math student focusing on angles of elevation and depression, designed with a low floor and an extension component, based on the principles of Building Thinking Classroom.

Task: Angles of Elevation and Depression

Part 1: Low Floor Task

1. Understanding the Basics:

Question: What is the angle of elevation? What is the angle of depression? Draw a simple diagram to illustrate each concept.

Activity: Use a protractor to measure and draw an angle of elevation and an angle of depression on a piece of paper.

Part 2: Problem-Solving

2. Problem 1: A person standing 30 meters away from a flagpole observes the top of the flagpole at an angle of elevation of 20°. Find the height of the flagpole.

Hint: Use the tangent ratio, where (\tan(\theta) = \frac{\text{opposite}}{\text{adjacent}}).

Part 3: Extension Component

3. Problem 2: A person standing on a 25-meter-high cliff observes a boat at an angle of depression of 15°. Find the distance from the base of the cliff to the boat.

Hint: Draw a right-angled triangle and use the tangent ratio to find the horizontal distance.

4. Problem 3: A drone is flying at a height of 50 meters. It observes a car on the ground at an angle of depression of 30°. Find the horizontal distance between the drone and the car.

Hint: Use the tangent ratio and consider the height of the drone as the opposite side of the triangle.

Instructions:

Draw diagrams for each problem to help visualize the situation.

Use trigonometric ratios (sine, cosine, tangent) to solve the problems.

Show all your workings clearly.

Use a calculator where necessary.

Round your answers to two decimal places where appropriate.

Extension Activity:

Challenge: Create your own problem involving angles of elevation or depression. Swap problems with a classmate and solve each other's problems.

This task should take about 20 minutes to complete. Feel free to ask if you need any help with these problems!

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The Haese and Harris DP book has some good investigations that are already thin-sliced.

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Grade 8 Surface Area/Volume of a cylinder

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Grade 8 Surface Area/Volume of a cylinder

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1. Draw the net of a cube

2. Draw the net of a rectangle and a circle.

3. Draw the net of a cylinder

4. Take A4 papers, fold one of them and make a cylinder.

5. Calculate the area of a cylinder (open)

6. How would you calculate the area of closed cylinder?

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Perform the operations:

(4+2i) + (5+7i) =

(4-2i) + (-5+7i) =

(4-2i) + (9) =

2 (4+i) =

i (8-3i) =

4i (-5-10i) =

(4-2i) * (-10) =

(4+i) * (3+2i) =

(5-2i) * (-5+6i) =

(-3+4i) * (-2i) =

(7+3i) * (7-3i) =

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I used Gemini AI to generate this idea.

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Both the thin sliced tasks and an example of meaningful notes!

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5.NF. 4b: Thin Slices & Meaningful Notes (Older Versions)

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AI-generated suggestions for 4 quadrants

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AI-generated suggestions for 4 quadrants

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Sider

Quadrant 1: Key Concepts

Quadrant 2: Problem Solving Process (i.e. Worked Example)

Quadrant 3: Applications and Real-life Connections

Quadrant 4: Reflection and Questions

Co-pilot

Quadrant 1: Key Concepts and Definitions

Quadrant 2: Visual Representations

Quadrant 3: Examples and Practice Problems

Quadrant 4: Reflections and Questions

Magic School

Quadrant 1: What I Know (Individual Reflection)

Quadrant 2: What I Learned (Worked Examples and Problems)

Quadrant 3: What I Still Wonder (Questions and Reflections)

Quadrant 4: How I Can Apply It (i.e. Where is this used?)

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Reframe my responses to students in order to keep thinking going.

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Activity using manipulatives going from 2D to 3D geometry including Pythagoras and SOHCAHTOA.