Spanish translation of the "B" assessments are copyright 2020 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). The second set of English assessments (marked as set "B") are copyright 2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). Īdaptations and updates to IM 6–8 Math are copyright 2019 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).Īdaptations to add additional English language learner supports are copyright 2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). OUR's 6–8 Math Curriculum is available at. It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics®, and is copyright 2017-2019 by Open Up Resources. “Were there certain parts of calculating a volume or an unknown length that you found challenging or were prone to making mistakes? If so, which parts?”.When working with volume, there are 4 quantities to consider: volume, length, width, and height.) When working with area, there are 3 quantities to keep track of: area, base, and height. “How was the process of finding an unknown length of a rectangle the same or different than finding an unknown length of a prism?” (In both cases, there is one missing factor.It is easier, however, to make sense of the size of a quantity when it is written as a mixed number.) If an error is made then, the work that follows is affected. “When calculating volume, did you find it harder to work with mixed numbers than with fractions less than 1? Why or why not?” (Working with mixed numbers is a little harder since it often involves an extra step of converting them into fractions.“How was finding the volume of a prism with fractional edge lengths like finding the volume of a prism with whole-number edge lengths? How is it different?”.Consider using this time to help students reflect on their problem-solving process and asking questions such as: In this lesson, we used fraction multiplication and division to solve several kinds of problems about the volume of rectangular prisms. Make sure students also recognize that multiplying the edge lengths of the prism is a practical way to find the volume of such a rectangular prism. Point out that it is helpful to use a unit fraction that is a common factor of the fractional edge lengths of the prism. “Is there another way of finding the volume of a rectangular prism with fractional edge length besides using these small cubes?” (Multiply the fractional edge lengths.).“Do certain unit fractions work better as edge lengths of the small cubes than others?” (It helps to use as large a unit fraction as possible, since it means using fewer cubes and working with fractions that are closer to 1.).“Does it matter which fractional-unit cubes we use to find the volume? Why or why not?” (As long as the unit fraction can fit evenly into all three edge lengths of the prism, it doesn’t matter what unit fraction we use.).Compare the different strategies students used for finding the volume of the rectangular prism. Select several students to share their responses and articulate their reasoning.
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