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: Materials For each pair: * 2 ten-sided dice with the numbers 0 to 9 or two spinners with the numbers 0 to 9 * Base-10 blocks, linking cubes, or bundled...

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: Materials * Fact Family work sheets * Blank addition and subtraction frames (2 of each) * Numbers cards in fact-family sets Actions As a whole class, t...

In this lesson each student will create a glyph (symbol or icon) which represents them and read the glyphs of others using a legend to understand the data on the glyphs.

This short video and interactive assessment activity is designed to give fifth graders an overview of 24-hour clocks.

This description of this activity is a 2-day lesson: Day 1, Field Lab, Day 2, and Classroom Investigation.
In this field lab, children working in groups will collect 3 samples of soil from different locations. Each sample will be placed in a different Ziploc bag, the groups will label the bags and record in their notebooks the location of each sample, including 5 observations about the area near the location the sample was taken from. They will need to make a plan on how to record and label the bags and locations so when we return to the classroom they will have a system for knowing the location. Individually, each student will also include in his/her notebook a question about each area or the soil collected. Groups will discuss own observation/questions. Each group will share 2 observations they made and 1 question they are wondering. The groups will bring their soil samples back to the classroom. Once back in the classroom, the students will work to create a data recording system and develop an investigable question about the soil. The students will also have available other sample soils provided by the teacher. Students will use the materials and observe the soils and record their findings. The groups would share their data and create a class chart of the information. Ask: What can we notice from this information? What questions do you have about the information?

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: Materials * Alexander, Who Used to be Rich Last Sunday by Judith Viorst * Plastic coins * Labels for items Alexander spent his money on (attached) * Pa...

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: One day, Frog and Toad were sitting together on a lily pad. Some lily pads were in a line across the pond. In the morning, Frog hopped three lily pads ...

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: Amy went to the arcade. At the arcade, people can buy tokens to use for the games. Amy paid \$5 to get some tokens. Show two different ways she could h...

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: Plot the following numbers on the number line. 456 \ \ 983\ \ 938 \ \ 425 \ \ 220 \ \ 202\ \ 799 Choose eight pairs of numbers from those you plotted o...

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: Materials * Whiteboard or chart paper and markers * Empty number line or magnetic cubes lined up on the whiteboard, alternating colors every 5 (see sol...

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: Materials * Number cards labeled 1-10 (attached as a PDF) Actions * Begin by playing the game as a whole class to demonstrate the rules and for student...

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: Draw a purple pentagon Draw a blue shape with 3 line segments that is not a triangle. Draw an orange shape with 4 line segments that is not a quadrilat...

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: Plot the following numbers on the number line: 80 328 791 1. Round each number to the nearest 100. How can you see this on the number line? 2. Round ea...

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: Plot 8, 32, and 79 on the number line. 1. Round each number to the nearest 10. How can you see this on the number line? 2. Round each number to the nea...

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: Choose each statement that is true. $\frac98$ is greater than $\frac{9}{4}$. $\frac{9}{4}$ is greater than $\frac98$. $\frac98 \gt \frac{9}{4}$. $\frac...

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 number line below shows two numbers, 0 and $\frac53$. Where is 1 on this number line? http://www.youtube.com/watch?v=wAXRjMUgiu4...

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: Alec and Felix are brothers who go to different schools. The school day is just as long at Felix' school as at Alec's school. At Felix' school, there 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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Suppose there are 4 tanks and 3 fish in each tank. The total number of fish in this situation can be expressed as $4 \times 3 = 12$. Describe what is m...

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: Presley has 18 markers. Her teacher gives her three boxes and asks her to put an equal number of markers in each box. Anthony has 18 markers. His teach...