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: Anna enjoys dinner at a restaurant in Washington, D.C., where the sales tax on meals is 10%. She leaves a 15% tip on the price of her meal before the 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: What is the last digit of $7^{2011}$? Explain. What are the last two digits of $7^{2011}$? Explain....

Find the area of polygons by composing or decomposing the shapes into rectangles or triangles.

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.

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.

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: The vertices of eight polygons are given below. For each polygon: * Plot the points in the coordinate plane connect the points in the order that they a...

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.

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.

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.

Objective
SWBAT explain how plants with different structures meet their own needs.

Big Idea
In this lesson, students learn about the classifications of plants within the plant kingdom. Then, students further research plant structures while analyzing how different plants meet their needs.

Overview: Prior to grade 6, students reasoned about division of whole numbers and decimals to the hundredths in different ways. During this lesson, they revisit two methods for finding quotients of whole numbers without remainder: using base-ten diagrams and using partial quotients. Reviewing these strategies reinforces students’ understanding of the underlying principles of base-ten division—which are based on the structure of place value, the properties of operations, and the relationship between multiplication and division—and paves the way for understanding the long division algorithm. Here, partial quotients are presented as vertical calculations, which also foreshadows long division.This lesson then introduces students to long division. Students see that in long division the meaning of each digit is intimately tied to its place value, and that it is an efficient way to find quotients. In the partial quotients method, all numbers and their meaning are fully and explicitly written out. For example, to find 657÷3 we write that there are at least 3 groups of 200, record a subtraction of 600, and show a difference of 57. In long division, instead of writing out all the digits, we rely on the position of any digit—of the quotient, of the number being subtracted, or of a difference—to convey its meaning, which simplifies the calculation.In addition to making sense of long division and using it to calculate quotients, students also analyze some place-value errors commonly made in long division (MP3).

The placement of a decimal has an effect on the value of a number.
Use decimal fluency to analyze errors and solve real-world situations.

Students use area diagrams and partial products to represent and find products of decimals.

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.

Student can transfer between fractions, decimals, and percents.
Recognize equivalent forms of rational numbers.

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: Some points are shown in the coordinate plane below. What is the distance between points B & C? What is the distance between points D & B? What is the ...

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.

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.

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.