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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: A penny is about $\frac{1}{16}$ of an inch thick. In 2011 there were approximately 5 billion pennies minted. If all of these pennies were placed in a s...

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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Seth wants to buy a new skateboard that costs \$167. He has \$88 in the bank. If he earns \$7.25 an hour pulling weeds, how many hours will Seth have t...

This Essential Learning document highlights those Common Core Standards identified for sixth grade as the priority standards for the year. It also documents the necessary prerequisite skills for each of the identified Essential Standards, when it will be taught within the IM curriculum and how it will be assessed.

There are two aspects to fluency with division of multi-digit numbers: knowing when it should be applied, and knowing how to compute it. While this task is very straightforward, it represents the kind of problem that sixth graders should be able to recognize and solve relatively quickly.

This multi-disciplinary career exploration unit builds on lesson plans available through the Michigan Agriculture in the Classroom website. Students will spend a week investigating different aspects of agriculture careers, while incorporating skills from math, English, and social studies. The unit culminates in a "Day in the Life" summative writing assignment.

Students are introduced to the five fundamental loads: compression, tension, shear, bending and torsion. They learn about the different kinds of stress each force exerts on objects.

The purpose of this task is to show three problems that are set in the same kind of context, but the first is a straightforward multiplication problem while the other two are the corresponding "How many groups?" and "How many in each group?" division problems.

This End of Unit Assessment is used in conjunction with the Illustrative Mathematics Curriculum.There is an included of multiple choice and open ended questions. This aligns to the rubric also included at the end of the assessment. This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This Mid Unit Assessment is used in conjunction with the Illustrative Mathematics Curriculum.There is an included of multiple choice and open ended questions. This aligns to the rubric also included at the end of the assessment. This Mid Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This Check Your Readiness Assessment is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down identifying the Essential Standard associated. This assessment should be utilized with the uploaded rubric to determine levels of prerequisite skills when beginning a new unit and allow for placement of interventions.

This Check Your Readiness Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized to determine levels of prerequisite skills when beginning a new unit and allow for placement of interventions.

Building on their fifth grade experiences with operations on decimal numbers, sixth grade students should find the task to be relatively easy. The emphasis here is on whether students are actually fluent with the computations, so teachers could use this as a formative assessment task if they monitor how students solve the problem.

In this lesson students will learn about what is a balanced and healthy meal from around the world.  They will then try their hand at creating a school lunch for the quarter end celebration that is balanced and healthy.  Students will supply the cooks with a recipe to follow that has been increased to accomodate the grade level as well as the potential cost to prepare that meal.  By engaging in a decision matrix a single lunch will be presented to the principal and kitchen staff for consideration.

The purpose of this task is for students to solve problems involving decimals in a context involving a concept that supports financial literacy, namely inflation.

This mobile app (available for both iOS and Android devices) was developed by the National Council of Teachers of Mathematics with funding from Verizon Foundation. The app is based on the Decimal Maze from the popular lesson "Too Big or Too Small". The goal is to help Okta reach the target (maximum, minimum, or a specific value) by choosing a path from the top of the maze to the bottom — adding, subtracting, multiplying and dividing as the player goes. Seven levels with seven puzzles in each level test the player's skills with operation with powers of ten, negative numbers, fractions, decimals, and exponents.

The three tasks in this set are not examples of tasks asking students to compute using the standard algorithms for multiplication and division because most people know what those kinds of problems look like. Instead, these tasks show what kinds of reasoning and estimation strategies students need to develop in order to support their algorithmic computations.

The three tasks (including part 1 and part 3) in this set are not examples of tasks asking students to compute using the standard algorithms for multiplication and division because most people know what those kinds of problems look like. Instead, these tasks show what kinds of reasoning and estimation strategies students need to develop in order to support their algorithmic computations.

Students are encouraged to build conceptual reasoning for multiplying decimals by manipulating an area model.

When a customer orders a fire truck from Pierce, they ask for specific equipment they want the truck to be able to carry. When engineers design the truck to the customer’s specifications, they need to be careful that the weight for all that equipment is not too heavy for the axles of the truck.

Axle weights are important for the following reasons. First of all, the suppliers of axles rate the carrying capacity of their axles so they don’t fail and that the brakes attached to the axle are sufficient. The second reason is that the Federal Government requires an OEM – Original Equipment Manufacturer like Pierce to specify the rated axle capacities and they cannot be exceeded.