# Keyword: Number Systems (52)

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# Above and Below Sea Level

The purpose of this task is to help students interpret signed numbers ... (more)

The purpose of this task is to help students interpret signed numbers in a context as a magnitude and a direction and to make sense of the absolute value of a signed number as its magnitude. (less)

Subject:
Mathematics and Statistics
Material Type:
Activities and Labs
Collection:
Illustrative Mathematics
Institution:
Institute for Mathematics and Education
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There are two aspects to fluency with division of multi-digit numbers: knowing ... (more)

There are two aspects to fluency with division of multi-digit numbers: knowing when it should be applied, and knowing how to compute it. While this task is very straightforward, it represents the kind of problem that sixth graders should be able to recognize and solve relatively quickly. (less)

Subject:
Mathematics and Statistics
Material Type:
Activities and Labs
Collection:
Illustrative Mathematics
Institution:
Institute for Mathematics and Education
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Task Description: The mathematics of the task involves understanding the meaning of ... (more)

Task Description: The mathematics of the task involves understanding the meaning of base ten and using that understanding to compare the magnitude of numbers. The number line is used as a tool to help articulate understanding of base ten. The mathematics of the unit involves understanding the meaning of base ten and using that understanding to solve number and real life problems. The number line is used as a tool to help articulate understanding of base ten and to solve problems using addition and subtraction of numbers less than one hundred. The focus is on the big idea of going around groups of ten. Strategies will involve applying number properties including distributive, associative, and commutative. (less)

Subject:
Mathematics and Statistics
Material Type:
Assessments
Lesson Plans
Collection:
New York City Department of Education
Institution:
The New York City Department of Education
No Strings Attached

# Calculating and Rounding Numbers

This task is intended for instructional (rather than assessment) purposes, providing an ... (more)

This task is intended for instructional (rather than assessment) purposes, providing an opportunity to discuss technology as it relates to irrational numbers and calculations in general. The task gives a concrete example where rounding and then multiplying does not yield the same answer as multiplying and then rounding. (less)

Subject:
Mathematics and Statistics
Material Type:
Activities and Labs
Collection:
Illustrative Mathematics
Institution:
Institute for Mathematics and Education
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# Capture Cards

This game, similar to the game "War," engages players in counting and ... (more)

This game, similar to the game "War," engages players in counting and comparing numbers. Includes a more challenging variation involving addition. Available as a web page or downloadable pdf. Also available in Spanish. (less)

Subject:
Mathematics and Statistics
Material Type:
Activities and Labs
Games
Collection:
Mixing in Math
Institution:
TERC

# Comparing Freezing Points

This task is appropriate for assessing student's understanding of differences of signed ... (more)

This task is appropriate for assessing student's understanding of differences of signed numbers. Because the task asks how many degrees the temperature drops, it is correct to say that "the temperature drops 61.5 degrees." However, some might think that the answer should be that the temperature is "changing -61.5" degrees. Having students write the answer in sentence form will allow teachers to interpret their response in a way that a purely numerical response would not. (less)

Subject:
Mathematics and Statistics
Material Type:
Activities and Labs
Collection:
Illustrative Mathematics
Institution:
Institute for Mathematics and Education
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# Converting Decimal Representations of Rational Numbers to Fraction Rep

Standard 8.NS.1 requires students to "convert a decimal expansion which repeats eventually ... (more)

Standard 8.NS.1 requires students to "convert a decimal expansion which repeats eventually into a rational number." Despite this choice of wording, the numbers in this task are rational numbers regardless of choice of representation. For example, 0.333 and 1/3 are two different ways of representing the same number. (less)

Subject:
Mathematics and Statistics
Material Type:
Activities and Labs
Collection:
Illustrative Mathematics
Institution:
Institute for Mathematics and Education
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# Distances on the Number Line 2

The purpose of this task is meant to reinforce students' understanding of ... (more)

The purpose of this task is meant to reinforce students' understanding of rational numbers as points on the number line and to provide them with a visual way of understanding that the sum of a number and its additive inverse (usually called its "opposite") is zero. (less)

Subject:
Mathematics and Statistics
Material Type:
Activities and Labs
Collection:
Illustrative Mathematics
Institution:
Institute for Mathematics and Education
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# Equivalent fractions approach to non-repeating decimals

The purpose of the task is to get students to reflect on ... (more)

The purpose of the task is to get students to reflect on the definition of decimals as fractions (or sums of fractions), at a time when they are seeing them primarily as an extension of the base-ten number system and may have lost contact with the basic fraction meaning. Students also have their understanding of equivalent fractions and factors reinforced. (less)

Subject:
Mathematics and Statistics
Material Type:
Activities and Labs
Collection:
Illustrative Mathematics
Institution:
Institute for Mathematics and Education
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