The purpose of this task is to provide students with a situation in which it is natural for them to divide a unit fraction by a non-zero whole number.
The point of this task is to emphasize the grouping structure of the base-ten number system, and in particular the crucial fact that 10 tens make 1 hundred.
The goal of this task is to look for structure and identify patterns and then try to find the mathematical explanation for this. This problem examines the ''checkerboard'' pattern of even and odd numbers in a single digit multiplication table.
This task provides a context where it is appropriate for students to subtract fractions with a common denominator; it could be used for either assessment or instructional purposes.
This word problem requires students to use addition and subtraction and think about money.
These word problems represent the "Add To" contexts for addition and subtraction.
The purpose of this task is to have students add mixed numbers with like denominators. This task illustrates the different kinds of solution approaches students might take to such a task.
I use this activity to reinforce student understanding for predicting products or making sense of their products.Before this activity students should understand multiplication expressions and/or equations. Students should know that the first factor represents the number of groups, and the second factor represents the size of the group. For instance, 5 x 3 means five groups of three, or taking 3, five whole times. So with fractions, 2/5 x 3/4, is the same as 2/5 of 3/4, taking a fraction of a fraction, or a part of a part.Students should use their understanding of expressions and/or equations to help them make predictions about the product. For instance, if they are taking a part of a part (fraction times a fraction) it makes sense that their product would be less than. If multiplying by 2/2 or 1, they are taking the whole amount, and only the whole, so their product would be equal to. Lastly, if they are multiplying by a number greater than a whole or one, then it makes sense that the product will be greater than. The whole amount and more is being taken, so again a greater product is reasonable.
This task helps students understand that when you multiply by a number you always get a bigger number.
This activity will help students to connect the numeral (symbol) to the number (quantity in a set).
This task is written so that students have opportunities to use different strategies to determine whether a set has an even or odd number of objects.
This task serves as a bridge between understanding place-value and using strategies based on place-value structure for addition.
The purpose of this task is to give students practice representing two digit numbers with concrete objects to reinforce the meaning of the tens digit and the ones digit. This task works best in partners, however it can played individually. The teacher should show the students how to play using an overhead projector or the white board before the students start.
Students practice rounding whole numbers with this task.
The purpose of this task is for students to compare two fractions that arise in a context. Because the fractions are equal, students need to be able to explain how they know that.
This word problem asks students to think about fractions.
This task involves fraction multiplication and can be solved with pictures or number lines.
The purpose of this task is to have students add fractions with unlike denominators and divide a unit fraction by a whole number.
In this challenging instructional task students relate addition and subtraction problems to money and to situations and goals related to saving money.
Students learn how different characteristics of shapes—side lengths, perimeter and area—change when the shapes are scaled, either enlarged or reduced. Student pairs conduct a “scaling investigation” to measure and calculate shape dimensions (rectangle, quarter circle, triangle; lengths, perimeters, areas) from a bedroom floorplan provided at three scales. They analyze their data to notice the mathematical relationships that hold true during the scaling process. They see how this can be useful in real-world situations like when engineers design wearable or implantable biosensors. This prepares students for the associated activity in which they use this knowledge to help them reduce or enlarge their drawings as part of the process of designing their own wearables products. Pre/post-activity quizzes, a worksheet and wrap-up concepts handout are provided.