Students will learn the basics of fact-checking a news story, and the difference between primary and secondary sources.

This flash applet provides students with an activity to become more familiar with factors and multiples. The challenge is to arrange the four number cards (1, 2, 3 and 21) on a square of the grid to make as many different diagonal, vertical or horizontal lines as possible. The number card can be placed on a square of the grid if the square is the same number, a multiple of that number and or a factor of that number. Users have the ability to change the difficulty level. The Teachers' Notes page offers rationale, suggestions for implementation, key discussion questions, ideas for extension and support.

This problem helps learners improve their knowledge of factors, especially those in the usual multiplication tables, and encourages the problem solving strategy of trial and error. The goal of the game is to go around the track in as few moves as possible, keeping to the rules that a player can move any number of spaces which is a factor of the number the player is on, except 1. There is a "training" track to play on initially to see the rules in action and then a more complicated track for players to use. The Teachers' Notes page offers suggestions for implementation, key discussion questions, ideas for extension and support.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

This problem offers opportunities for students to reinforce their understanding of factors and multiples and provides them the chance to justify their solutions. The goal is for the students to create number chains of four whole numbers that can range from 2 to 100 and each consecutive number is a multiple of the previous number. The Teachers' Notes page offers suggestions for implementation, key discussion questions, ideas for extension and support, and a link to a spreadsheet for students to experiment with placing numbers in specific boxes in the chain.

Students time how long it takes for a reaction (iodine-stop-clock reaction) to reach completion when changing variables such as concentration, temperature, and the presence of a catalyst.

Students build models using drawing embedded in the Google doc to support explanations of why the reaction sped up or slowed down in different circumstances.

This problem uses the same numbers and asks essentially the same mathematical questions as "6.NS Bake Sale," but that task requires students to apply the concepts of factors and common factors in a context.

This puzzle, played with cards on a board (downloadable file), provides an interesting context in which students can apply their knowledge of number properties. Students attempt to arrange 25 numbers and 10 property headings into a 5 by 5 grid so that each number satisfies two conditions. Properties addressed include primes, square and triangular numbers, specific sets of multiples and factors, and parity. It can be worked individually or in small groups cooperatively. The Teachers' Notes page offers suggestions for implementation, discussion questions, ideas for extension and support, and links to an article, "Using Games in the Classroom" (catalogued separately).

In this lesson designed to enhance literacy skills, students explore brain injuries called concussions: what they are, how they occur, the challenges in diagnosing them, and ways to protect yourself from them.

The Supreme Court website provides a brief background, ruling, and reopening the case of Korematsu v. US. This is helpful for students or teachers to have a basic understanding of the course case without reading through the entire case study, brief, and opinions. It helps explain the ruling and its overturning year later.

In this math investigation students must determine how two people can share the food items for a picnic equally. The problem involves dividing whole numbers by two and using fractions to divide items equally. The problem is accompanied by a Teachers' Resource page that includes suggestions for approaching the problem, questions, extension ideas, and tips for support.