This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a lesson intended for 6th-grade mathematics on deriving the formula for the area of a triangle based upon prior knowledge of parallelograms. This lesson aligns with Utah Core Standards 6.G.1 and 6.G.3. This lesson is intended to be taught in a face-to-face setting and will take approximately 35-45 minutes.

Use this three act task to have students make predictions and determine which area is the greatest.

This series of problems requires students to apply their knowledge of area and perimeter to find the optimal area given a specified amount of fencing. The problems progress in difficulty as new elements are added to the situation, therefore changing the outcome. This page includes tips for getting started, solution, teachers resource page, and a printable problem page.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

An introductory lesson to polygons and circles and their properties. This lesson will help them connect basic geometric principles to real-world examples, recognizing their significance. Students will also learn how to use many Google tools for Education.Image Credit: "All the possible polygons!" by aldoaldoz, CC BY-NC-SA 2.0, from Flickr

Students are given a figure and asked to use the information provided to extrapolate the equation for the area of a rhombus and kite.

Students build and draw three-dimensional cubes made up of small unit cubes. Student study patterns by analyzing the number of sides painted of each unit cube, which made up the larger painted cube.

This is a youcubed favorite which comes from Mark Driscoll. The activity encourages students and teachers to engage in visual, creative thinking. We have coupled MarkÕs activity with asking students to reason and be convincing, two important mathematical practices.

Students explore the area of trapezoids as they draw different examples of trapezoids.