In this task using a number line, students must partition the interval between 0 and 1 into eighths.
This college technical math textbook has been edited to cover the topics of operations with real numbers, working with and converting measurements, solving equations, using percents, using proportions and variation, graphing linear equations, geometry basics, trigonometry basics, and vectors.
The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions.
This lesson was used with a tier 3 fourth grade intervention math group to help students understand how to compare fractions with like and unlike denominators. In addition, this promotes conceptual understanding of equal size wholes.
Students again have a set of fraction cards that they use to compare fractions less than one. There are two sets of cards on set has a visual and the other does not.
This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. Particularly important is that students understand that when you compare fractions, you implicitly always have the same whole.
The purpose of this task is to foster a classroom discussion that will highlight the difference between multiplicative and additive reasoning.
The purpose of this task is to assess studentsŐ understanding of multiplicative and additive reasoning.
These word problems involve multiplicative comparison.
The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades.
The purpose of this task is to help develop students' understanding of addition of fractions; it is intended as an instructional task.
The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together.
The purpose of this task is for students to compare a number and its product with other numbers that are greater than and less than one.
In this task students are required to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers.
In this task students are required to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers.
The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and to use this understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.
This task gives students word problems with a given a set of a specified size and a specified number of subsets. The questions ask the student to find out the size of each of the subsets.
How many cookies did the Cookie Monster eat? This 3 Act Task by Graham Fletcher begins with a short portion of a video with Cookie Monster eating cookies. First students make observations and estimates to begin determining how many cookies the puppet ate. Students can then use pictures of the cookie label package, a full package of cookies, and the remaining cookies after the puppet ate some. Students are estimating, adding, and subtracting within 50 to determine the number of cookies the Cookie Monster ate.
Students practice counting sequences by standing in a circle and counting one by one.
Students who work on this task will benefit in seeing that given a quantity, there is often more than one way to represent it, which is a precursor to understanding the concept of equivalent expressions.