This word problem may be used for instructional or assessment purposes, depending on where students are in their understanding of addition and how the teacher supports them.

The purpose of this task is to help students see that 4_(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it.

Lesson time: 140 Minutes

Students will be able to:
-Establish criteria for choosing a credit card, based on the factors important to their needs
-Recognize and avoid marketing schemes that might lead to bad decisions
-Identify alternative routes to establishing credit, aside from opening their own credit card account

NOTE: Document is titled 9.4 Select a Credit Card

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.

Students gain experience and practice with three types of word problems using the "Take From" context: result unknown, change unknown, and start unknown.

How long will the fidget spinner spin? This 3 Act Task by Graham Fletcher begins with a short portion of a video with a fidget spinner in motion. First students make observations and estimates to begin determining how long the fidget spinner will be in motion. Students are then given the total number of spins and the average spins per second. Using division of a 4 digit dividend by a 1 digit divisor and conversion skills, students calculate the amount of time the spinner will spin.

This is a text that covers the standard topics in a sophomore-level course in discrete mathematics: logic, sets, proof techniques, basic number theory, functions, relations, and elementary combinatorics, with an emphasis on motivation. It explains and clarifies the unwritten conventions in mathematics, and guides the students through a detailed discussion on how a proof is revised from its draft to a final polished form. Hands-on exercises help students understand a concept soon after learning it. The text adopts a spiral approach: many topics are revisited multiple times, sometimes from a different perspective or at a higher level of complexity. The goal is to slowly develop students’ problem-solving and writing skills.

This task uses language, "half of the stamps," that students in Grade 5 will come to associate with multiplication by the fraction 12. In Grade 3, many students will understand half of 120 to mean the number obtained by dividing 120 by 2. For students who are unfamiliar with this language the task provides a preparation for the later understanding that a fraction of a quantity is that fraction times the quantity.

This task provides a familiar context allowing students to visualize multiplication of a fraction by a whole number. This task could form part of a very rich activity which includes studying soda can labels.

The purpose of this task is to address the concept of opportunity cost through a real world context involving money.

The goal of this task is to help students understand the commutative property of addition by examining the addition facts for single digit numbers. This is important as it gives students a chance, at a young age, to do more than memorize these arithmetic facts which they will use throughout their education.

Thinking about numbers using frames of 10 can be a helpful way to learn basic number facts. The four games that can be played with this applet help to develop counting and addition skills. (This applet works well when used in conjunction with the Five Frame applet.)

The purpose of this task is to help students understand composing and decomposing ones, tens, and hundreds. This task is meant to be used in an instructional setting and would only be appropriate to use if students actually have base-ten blocks on hand.

This series of word problems requires students to determine which problems can be solved by multiplying 1/8_2/5.

This task presents an incomplete problem and asks students to choose numbers to subtract (subtrahends) so that the resulting problem requires different types of regrouping. This way students have to recognize the pattern and not just follow a memorized algorithm--in other words, they have to think about what happens in the subtraction process when we regroup. This task is appropriate to use after students have learned the standard US algorithm.

This instructional task requires students to add four numbers to find the solution.

Both of the questions in this task are solved by the division problem 12Ö3 but what happens to the ribbon is different in each case.

I use this activity to help students develop a deeper understanding for unit fractions.