This is a standard problem phrased in a non-standard way. Rather than asking students to perform an operation, expanding, it expects them to choose the operation for themselves in response to a question about structure. The problem aligns with A-SSE.2 because it requires students to see the factored form as a product of sums, to which the distributive law can be applied.

This article is for elementary teachers putting together fraction units. There is a discussion of activities and misconceptions.

This Nrich problem will help to improve learners' knowledge of factors, especially those in the usual multiplication tables, and encourages them to use trial and improvement.

In this Nrich problem, the familiar context of sharing provides an opportunity in which to explore fractions in a variety of ways. The task involves finding fractional quantities of whole numbers as well as dividing a unit into equal pieces.

This Nrich problem starts with a simple situation which can be analyzed quickly using mental methods, but which provides a starting point for tackling a more challenging problem. The challenge can be tackled at many different levels, using trial and improvement (perhaps using spreadsheets), looking for number patterns, or with a more formal algebraic approach.

Ordering fractions can seem like quite a mundane and routine task. This Nrich problem encourages students to take a fresh look at the process of comparing fractions, and offers lots of opportunities to practice manipulating fractions in an engaging context where students can pose questions and make conjectures.

This video explains how to determine a dividend given a division equation with a remainder.

This task is the second in a series of three tasks that use inequalities in the same context at increasing complexity in 6th grade, 7th grade and in HS algebra. Students write and solve inequalities, and represent the solutions graphically.

This task is the last in a series of three tasks that use inequalities in the same context at increasing complexity in 6th grade, 7th grade and in HS algebra. Students write and solve inequalities, and represent the solutions graphically. The progression of the content standards is 6.EE.8 to 7.EE.4 to A-REI.12.

This Nrich activity provides a context for practicing counting on in 1s and 10s (and later 100s). Children will also be invited to find out how far from 50 they end up so they will be practicing finding the difference between two numbers. It encourages children to find more than one way of getting to a solution.

Students learn about four forms of equations: direct variation, slope-intercept form, standard form and point-slope form. They graph and complete problem sets for each, converting from one form of equation to another, and learning the benefits and uses of each.

This task contrasts the usefulness of four equivalent expressions. Students first have to confirm that the given expressions for the radioactive substance are equivalent. Then they have to explain the significance of each expression in the context of the situation.

This Nrich can be very engaging. It has the ability to introduce pupils to some logical reasoning as well as being solvable by trial and improvement.

This Nrich problem is useful for those pupils who are coming to terms with spatial representation of fractions where area is concerned rather than just length. Pupils' visualizations vary a great deal and this may prove very difficult for some and yet readily accessible to others.

This Nrich problem provides an opportunity to find equivalent fractions and carry out some simple additions and subtractions of fractions in a context that may challenge and motivate students.

This Nrich activity gives the pupils opportunities to use and develop their visualizing skills in conjunction with the knowledge of fractions. It's quite a contrast to just dealing with fractions numerically.

This simple Nrich game is designed to help children become more familiar with common coins in the UK, and to find fractional quantities of amounts of money. The fractions involved are slightly more challenging than those found in Fraction Card Game. Higher-order thinking is required in order to play strategically.

This Nrich game offers students an opportunity to practice calculating fractions and percentages of amounts.

This Nrich problem gives practice in calculating with fractions in a challenging setting. It also requires the use of factors and multiples. While doing the problem learners will need to express a smaller whole number as a fraction of a larger one and find equivalent fractions. This activity will require some estimating and trial and improvement, combined with working systematically.

The CyberSquad tries to figure out how HackerŒë_í_Œ_ cyberfrog moves when its various buttons are pressed, in this video from Cyberchase.