Thank you so much for visiting our website! We are in the middle of a site redesign which is now available for you to view at **http://curriculum.newvisions.org/math**

You will still be able to access this website at this address until April 10th, at which point http://math.newvisions.org will redirect you to our new curriculum website. If you want to continue accessing this legacy website thereafter, you will be able to do so until June 30th of this year.

Here for the first time? Interested in finding out more about instructional routines before diving into the examples below? Check out this page that describes our instructional routines.

Interested in finding a task for one of our routines? Use the filters below to look for instructional routines for particular courses and units.

To create your own **Contemplate then Calculate** tasks, fill out this form (and use a Google or Google Apps for Education email), you will be shared on a folder with the necessary template files.

To create your own **Connecting Representations** tasks, fill out this form (and use a Google or Google Apps for Education email), you will be shared on a folder with the necessary template files.

Description:
Use the structure of a diagram to find the area of the base in one of two main methods, both of which involve using similarity. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
5 Big Idea: Big Idea 1 |
Description:
Chunk and change the form of a 3D solid in order to count the number of cubes and connect counting cubes to various expressions for finding volume. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
5 Big Idea: Big Idea 1 |
Description:
Use the structure of a set of dots to connect the density of dots to the area of dots and use proportional reasoning to quickly count the number of dots. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
5 Big Idea: Big Idea 2 |

Description:
Chunk a diagram and connect to what students know about congruent triangles to prove that two lines are perpendicular. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
6 Big Idea: Big Idea 1 |
Description:
Connect what students know about the Pythagorean theorem or similarity to justify why an angle in a triangle on a grid is 90 degrees. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
6 Big Idea: Big Idea 1 |
Description:
Chunk a diagram and use what students know about similarity to find a point on a partitioned line segment. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
6 Big Idea: Big Idea 1 |

Description:
Use the symmetry of an octagon and a Pythagorean triple to calculate the perimeter of an octagon. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
6 Big Idea: Big Idea 2 |
Description:
Use what students know about symmetry and coordinates to find a coordinate on a circle. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
7 Big Idea: Big Idea 1 |
Description:
Connect to what students know about the Pythagorean theorem and reading coordinates to find the center of a circle. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
7 Big Idea: Big Idea 1 |

Description:
Either chunk the diagram in order to find the center of the circle or connect to what students know about completing the square to therefore find the equation of the circle. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
7 Big Idea: Big Idea 1 |
Description:
Connect what students know about perpendicular lines and symmetry in order to calculate the area of a sector. Instructional Routine Type:
Contemplate then Calculate Course:
Geometry Unit:
7 Big Idea: Big Idea 2 |
Description:
Students will look at graph of an Arithmetic Sequence and a Geometric Sequence and calculate the difference of their next terms. Instructional Routine Type:
Contemplate then Calculate Course:
Algebra II Unit:
2 Big Idea: Big Idea 1 |