This task provides the opportunity for students to reason about graphs, slopes, …
This task provides the opportunity for students to reason about graphs, slopes, and rates without having a scale on the axes or an equation to represent the graphs. Students who prefer to work with specific numbers can write in scales on the axes to help them get started.
The focus of this task is on understanding that fractions, in an …
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.
Many students will not know that when comparing two quantities, the percent …
Many students will not know that when comparing two quantities, the percent decrease between the larger and smaller value is not equal to the percent increase between the smaller and larger value. Students would benefit from exploring this phenomenon with a problem that uses smaller values before working on this one.
This short video and interactive assessment activity is designed to teach second …
This short video and interactive assessment activity is designed to teach second graders about comparing and writing decimal inequalities in word problems.
This short video and interactive assessment activity is designed to teach third …
This short video and interactive assessment activity is designed to teach third graders about comparing the values of numbers to 1,000 - word problems.
In this task students are required to compare numbers that are identified …
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 …
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.
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