The goal of this task is to help students understand the commutative property of addition by examining the addition facts for single digit numbers. This is important as it gives students a chance, at a young age, to do more than memorize these arithmetic facts which they will use throughout their education.
Material Type: Activity/Lab
This task requires students to study the make-a-ten strategy that they should already know and use intuitively. In this strategy, knowledge of which sums make a ten, together with some of the properties of addition and subtraction, are used to evaluate sums which are larger than 10.
Material Type: Activity/Lab
Student pairs experience the iterative engineering design process as they design, build, test and improve catching devices to prevent a "naked" egg from breaking when dropped from increasing heights. To support their design work, they learn about materials properties, energy types and conservation of energy. Acting as engineering teams, during the activity and competition they are responsible for design and construction planning within project constraints, including making engineering modifications for improvement. They carefully consider material choices to balance potentially competing requirements (such as impact-absorbing and low-cost) in the design of their prototypes. They also experience a real-world transfer of energy as the elevated egg's gravitational potential energy turns into kinetic energy as it falls and further dissipates into other forms upon impact. Pre- and post-activity assessments and a scoring rubric are provided. The activity scales up to district or regional egg drop competition scale. As an alternative to a ladder, detailed instructions are provided for creating a 10-foot-tall egg dropper rig.
Material Type: Activity/Lab
In this final module of the Grade 1 curriculum, students bring together their learning from Module 1 through Module 5 to learn the most challenging Grade 1 standards and celebrate their progress. As the module opens, students grapple with comparative word problem types. Next, they extend their understanding of and skill with tens and ones to numbers to 100. Students also extend their learning from Module 4 to the numbers to 100 to add and subtract. At the start of the second half of Module 6, students are introduced to nickels and quarters, having already used pennies and dimes in the context of their work with numbers to 40 in Module 4. Students use their knowledge of tens and ones to explore decompositions of the values of coins. The module concludes with fun fluency festivities to celebrate a year's worth of learning.
Material Type: Module
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.
Material Type: Activity/Lab
This middle school geometry lesson is submitted by Andre Douglas, Secondary Mathematics Teacher in the Virgin Islands Department of Education. Mr. Douglas extends this lesson beyond geometry to help students gain an appreciation of the fish and wildlife in this US territory. Teachers using this lesson plan can extend this lesson through information provided by the National Park Service website: https://www.nps.gov/viis/learn/kidsyouth/queen_parrotfish.htm
Material Type: Homework/Assignment
This task serves as a bridge between understanding place-value and using strategies based on place-value structure for addition.
Material Type: Activity/Lab
This task acts as a bridge between understanding place value and using strategies based on place value for addition and subtraction.
Material Type: Activity/Lab
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.
Material Type: Activity/Lab
In Module 4, students developed addition and subtraction fluency within 100 and began developing conceptual understanding of the standard algorithm via place value strategies. In Module 5, students build upon their mastery of renaming place value units and extend their work with conceptual understanding of the addition and subtraction algorithms to numbers within 1,000, always with the option of modeling with materials or drawings. Throughout the module, students continue to focus on strengthening and deepening conceptual understanding and fluency.
Material Type: Module
The purpose of this task is to help students articulate their addition strategies and would be most appropriately used once students have a solid understanding of coin values.
Material Type: Activity/Lab
In this ordering task each number has at most 3 digits so that students have the opportunity to think about how digit placement affects the size of the number.
Material Type: Activity/Lab
This instructional task requires students to figure out word problems that require thinking in base 10.
Material Type: Activity/Lab
In this task students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Students must, in some cases, decompose hundreds to tens and tens to ones.
Material Type: Activity/Lab
This short video and interactive assessment activity is designed to teach third graders about shortening multiplication expressions (associative property).
Material Type: Assessment, Interactive, Lecture
The goal of this task is to work on finding multiples of some whole numbers.
Material Type: Activity/Lab
The goal of this task is to look for structure and identify patterns and then try to find the mathematical explanation for this. This problem examines the ''checkerboard'' pattern of even and odd numbers in a single digit multiplication table.
Material Type: Activity/Lab
Grade 5s Module 4 extends student understanding of fraction operations to multiplication and division of both fractions and decimal fractions. Work proceeds from interpretation of line plots which include fractional measurements to interpreting fractions as division and reasoning about finding fractions of sets through fraction by whole number multiplication. The module proceeds to fraction by fraction multiplication in both fraction and decimal forms. An understanding of multiplication as scaling and multiplication by n/n as multiplication by 1 allows students to reason about products and convert fractions to decimals and vice versa. Students are introduced to the work of division with fractions and decimal fractions. Division cases are limited to division of whole numbers by unit fractions and unit fractions by whole numbers. Decimal fraction divisors are introduced and equivalent fraction and place value thinking allow student to reason about the size of quotients, calculate quotients and sensibly place decimals in quotients. Throughout the module students are asked to reason about these important concepts by interpreting numerical expressions which include fraction and decimal operations and by persevering in solving real-world, multistep problems which include all fraction operations supported by the use of tape diagrams.
Material Type: Module
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: Make sure you have plenty of snap cubes. Build a rectangular prism that is 2 cubes on one side, 3 cubes on another, and 5 cubes on the third side. We w...
Material Type: Activity/Lab
This short video and interactive assessment activity is designed to teach fourth graders about shortening multiplication expressions.
Material Type: Assessment, Interactive, Lecture
