This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

In this activity, learners use a hand-made protractor to measure angles they find in playground equipment. Learners will observe that angle measurements do not change with distance, because they are distance invariant, or constant. Note: The "Pocket Protractor" activity should be done ahead as a separate activity (see related resource), but a standard protractor can be used as a substitute.

The purpose of this task is for students to find different pairs of numbers that sum to 4.

The purpose of this task is for students to find different pairs of numbers that sum to 7.

This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.

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

This lesson unit is intended to help you assess how well students are able to: solve simple problems involving ratio and direct proportion; choose an appropriate sampling method; and collect discrete data and record them using a frequency table.

In this activity, learners design unique tiles and make repeating patterns to create tessellations. This activity combines the creativity of an art project with the challenge of solving a puzzle. This lesson features three investigations, in which learners make tessellations by translating, rotating, and reflecting the patterns.

Students have the opportunity to create and interpret data from simple daily questions.

The purpose of this task is to give 4th grade students a problem involving an unknown quantity that has a clear visual representation. Students must understand that the four interior angles of a rectangle are all right angles and that right angles have a measure of 90_ and that angle measure is additive.

This lesson unit is intended to help teachers assess how well students are able to identify linear and quadratic relationships in a realistic context: the number of tiles of different types that are needed for a range of square tabletops. In particular, this unit aims to identify and help students who have difficulties with: choosing an appropriate, systematic way to collect and organize data; examining the data and looking for patterns; finding invariance and covariance in the numbers of different types of tile; generalizing using numerical, geometrical or algebraic structure; and describing and explaining findings clearly and effectively.

This lesson unit is intended to help you assess how well students working with square numbers are able to: choose an appropriate, systematic way to collect and organize data, examining the data for patterns; describe and explain findings clearly and effectively; generalize using numerical, geometrical, graphical and/or algebraic structure; and explain why certain results are possible/impossible, moving towards a proof.

Compare length using indirect comparison by finding objects longer than, shorter than, and equal in length to that of a string.

In this particular lesson, I would begin with a variety of animal cards. We could then discuss what students notice about the animals. We could also sort the animals in order on the picture card, stressing to use the language shortest, longest, equal. From there, I would then continue the application of comparing with the length of string and going through the questions that are presented in the task.

It may be difficult for students to notice the string as a tool to compare lengths and use for measurement. Be sure to surface this through class discussions, hoping the students will bring this understanding to light rather than the teacher telling them.

Express the length of an object using centimeter cubes as length units to measure with no gaps or overlaps.

This task adds some rigor to the activity of growing bean plants. By collecting growth data, students practice measuring and recording length measurements.