The purpose of this task is to help students articulate their addition strategies and would be most appropriately used once students have a solid understanding of coin values.

The purpose of this task is to present students with a situation where it is natural to add fraction with unlike denominators; it can be used for either assessment or instructional purposes.

The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent.

This game is a fun way for the student to practice arithmetic skills to the point where the single-digit facts are committed to memory. It reinforces the relationship between multiplication and division, and depending on the target cards can also connect these recall skills with other skills such as estimation and understanding of properties. The only necessary materials, the cards, can be produced easily and can be re-used.  After playing regularly, students could be engaged in making new target cards.

This word problems helps students learn to build the biggest three-digit number given any three numbers between 0 and 9 to use as digits.

How much shorter is Lil' Sister than Big Sister? This 3 Act Task by Graham Fletcher begins with picture of two sisters standing back to back. First students make observations and estimates to begin determine how much shorter the little sister is to the bigger sister. Students can then use images of each sister along with a measuring tool of interlocking cubes to determine the height of each sister. Lastly, students will find the difference between the girls' two heights. Students are estimating, measuring, adding, and subtracting to determine how much shorter the little sister is than the big sister.

This is a challenging fraction comparison problem. The fractions for this task have been carefully chosen to encourage and reward different methods of comparison.

In this number line task students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s).

The purpose of this task is for students to compare two options for a prize where the value of one is given $2 at a time, giving them an opportunity to "work with equal groups of objects to gain foundations for multiplication." This context also provides students with an introduction to the concept of delayed gratification, or resisting an immediate reward and waiting for a later reward, while working with money.

This task is for students who know how to use base 10 blocks.

This task is a straightforward task related to adding fractions with the same denominator. The main purpose is to emphasize that there are many ways to decompose a fraction as a sum of fractions, similar to decompositions of whole numbers that students should have seen in earlier grades.

This tasks lends itself very well to multiple solution methods. Students may learn a lot by comparing different methods. Students who are already comfortable with fraction multiplication can go straight to the numeric solutions given below. Students who are still unsure of the meanings of these operations can draw pictures or diagrams.

The purpose of this instructional task is to motivate a discussion about adding fractions and the meaning of the common denominator. The different parts of the task have students moving back and forth between the abstract representation of the fractions and the meaning of the fractions in the context.

This task requires students to study the make-a-ten strategy that they should already know and use intuitively. In this strategy, knowledge of which sums make a ten, together with some of the properties of addition and subtraction, are used to evaluate sums which are larger than 10.

Making a 10 provides a technique to help students master single digit addition. The task is designed to help students visualize where the 10's are on a single digit addition table and explain why this is so. This knowledge can then be used to help them learn the addition table.

Estimated Lesson Time: 120 minutes

Students will be able to:
-Generate a list of responsible strategies that can be used by an individual to pay down and eliminate their debts
-Explain the difference between High Rate and Debt Snowball repayment methods
-Decide whether credit counseling, the FTC, or the CFPB could help them manage debt
-Understand the consequences of not paying one’s debts and the choices of last resort for out-of-control debt

ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.

This task provides three types of comparison problems: Those with an unknown difference and two known numbers; those with a known difference and a bigger unknown number; and those with a known difference and smaller unknown number. Students may solve each type using addition or subtraction, although the language in specific problems tends to favor one approach over another.

This resource First Grade Math Talks and was inspired by learning within The Power of Early Mathematics, 2024, a WISELearn Innovation Grant funded WI Department of Public Instruction learning series. powerofearlymath