Standard 8.NS.1 requires students to "convert a decimal expansion which repeats eventually into a rational number." Despite this choice of wording, the numbers in this task are rational numbers regardless of choice of representation. For example, 0.333 and 1/3 are two different ways of representing the same number.

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.

This task provides an opportunity to work on the Standard for Mathematical Practice 3 Construct Viable Arguments and Critique the Reasoning of Others.

While the task as written does not explicitly use the term "unit rate," most of the work students will do amounts to finding unit rates. A recipe context works especially well since there are so many different pair-wise ratios to consider.

A brief refresher on the Cartesian plane includes how points are written in (x, y) format and oriented to the axes, and which directions are positive and negative. Then students learn about what it means for a relation to be a function and how to determine domain and range of a set of data points.

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.

This task gives students another way to practice counting and gain fluency with connecting a written number with the act of counting. This task should be introduced by the teacher and would then be a good independent center.

The most engaging way to practice counting with students is to have them count meaningful things in their lives. Since five-year-olds are very focused on themselves this is easily done by allowing them to count themselves, their friends and objects within the classroom that relate to their daily lives.

This challenging problem and brainteaser gives first graders an opportunity to compose and decompose squares.

This is an instructional task related to deepening place-value concepts. The important piece of knowledge upon which students need to draw is that 10 tens is 1 hundred.

The objective of this lesson is to gain automaticity counting to 100 and to establish the importance of multiples of ten. The final goal of this lesson is for students to be able to count by tens and articulate the term for this.

This unit contains two lessons which help students develop number sense through activities involving collection, representation, and analysis of data. Students also practice reading and writing large numbers and develop estimation skills. In Lesson 1, Every Breath You Take, students estimate the number of breaths taken during a specified time, experiment, and display real-life data. In Lesson 2, Making Your First Millions, students develop the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition. They analyze situations and identify patterns that will enable them to develop the concept of large numbers. Each lesson includes student activity sheets, an instructional plan, and extensions.

This task involves solving equations with rational coefficients, and requires students to use the distributive law ("combine like terms"). The equation also provides opportunities for students to observe structure in the equation to find a quicker solution, as in the second solution presented.

This task presents a real world application of finite geometric series. The context can lead into several interesting follow-up questions and projects. Many drugs only become effective after the amount in the body builds up to a certain level. This can be modeled very well with geometric series.

This place value and problem solving lesson focuses on forming 3-digit address numbers to meet specific requirement. The lesson provides an opportunity for learners to use the problem-solving strategies of looking for patterns and establishing an organized list. Students also learn that careful reading of information and understanding of mathematical language are important to finding appropriate solutions.

This unit of four lessons highlights different aspects of students’ understanding and use of patterns as they analyze relationships and make predictions, as discussed in the Algebra Standard. In this cluster of activities, students use two interactive math applets (both catalogued separately) to learn about repeating and growing patterns. In the first part, students explore a two-square pattern unit and in the second part, students investigate repeating patterns with pattern units of three, four, and five squares. In Part 3, students analyze repeating patterns of colored cubes and lastly in Part 4, students create growing patterns of colored cubes and compare them to repeating patterns.

Spreadsheets Across the Curriculum module. Students track their expenses and use Excel to compare them to Seattle/Tacoma averages. Developed for adult students taking English as a Second Language.