This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. The task requires students to exhibit MP1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either A-CED.1 or N-Q.1, depending on the approach.

This Nrich task gives opportunities for pupils to explore, to discover, to analyze and communicate. It's a real catalyst for pupils' curiosity. It allows pupils to approach it in whatever way they find most helpful. It also provides opportunities for using and extending visualizing skills. The activity also opens out the possibility of pupils asking “I wonder what would happen if . . .?” showing their resilience and perseverance.

Division is a building block of math. This tutorial shows you how to perform long division by going through the process one step at a time.

Understanding place value is a building block of understanding numbers. Follow along with this tutorial to see how to find the value of a digit for a given number!

To add numbers, you can line up the numbers vertically and then add the matching places together. This tutorial shows you how to add numbers vertically!

This Nrich low threshold high ceiling task is accessible to everyone. It gives children the chance to share the way they picture (visualize) numbers and their methods of counting. One of the key features of this task is that it can be interpreted differently, depending on the image, so that children can decide for themselves whether they are counting individual fruit, cartons of fruit... Therefore there may also be an opportunity for children to develop their estimation skills as well as appreciating different ways of counting.

The purpose of this task is to continue a crucial strand of algebraic reasoning begun at the middle school level (e.g, 6.EE.5). By asking students to reason about solutions without explicily solving them, we get at the heart of understanding what an equation is and what it means for a number to be a solution to an equation. The equations are intentionally very simple; the point of the task is not to test technique in solving equations, but to encourage students to reason about them.

This Nrich task is an unusual way to explore number patterns in a well-known context. The activity will reinforce the construction of the hundred square, and increase children's familiarity with the sequences contained within it. Using a common resource, such as a hundred square, is a good way for children to begin to use visualisation, which they may find quite difficult at first. The act of visualising in this problem tests children's understanding of how the number square is created.

This task illustrates the process of rearranging the terms of an expression to reveal different aspects about the quantity it represents, precisely the language being used in standard A-SSE.B.3.

In this Nrich activity students are asked to evaluate data representations based on the book "If the World Were a Village."

The Illustrative Mathematics Project provides guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards, and by publishing other tools that support implementation of the standards.

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.

Students are asked to consider the expression that arises in physics as the combined resistance of two resistors in parallel. However, the context is not explicitly considered here. The task is good general preparation for problems more specifically aligned to either A-SSE.1 or A-SSE.2.

The purpose of this task is to help students see manipulation of expressions as an activity undertaken for a purpose.

This Nrich problem challenges children to calculate with fractions and provides a good context in which to encourage learners to be curious about different methods of approach.

This lesson is an introduction to learning to graph linear equations written in Slope-Intercept Form. It was written for the Beginning Algebra 1 student.

This animation from KET's distance learning physics course demonstrates the mathematical formula for a scientific law as it applies to light.

This Nrich problem uses the context of sports training to offer opportunities for learners to explore division and/or multiplication. Pupils will be required to consider the relationships between multiplication, division and fractions, which will help reveal their level of understanding.