This task suggests methods of introducing and continuing choral counting in the classroom.

In this scavenger hunt games students are given the task of finding and identifying real-world shapes in their environment.

This lesson unit is intended to help you assess whether students recognize relationships of direct proportion and how well they solve problems that involve proportional reasoning. In particular, it is intended to help you identify those students who: use inappropriate additive strategies in scaling problems, which have a multiplicative structure; rely on piecemeal and inefficient strategies such as doubling, halving, and decomposition, and have not developed a single multiplier strategy for solving proportionality problems; and see multiplication as making numbers bigger, and division as making numbers smaller.

This lesson unit is intended to help teachers assess how well students are able to: Understand conditional probability; represent events as a subset of a sample space using tables and tree diagrams; and communicate their reasoning clearly.

Students work in pairs to measure length by lining up cubes along the longest side of an item. They count and record length by counting the number of cubes.

In this activity students become familiar with the math vocabulary more/less/same and most/least as they count and compare small groups.

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 lesson unit is intended to help you assess how well students are able to use geometric properties to solve problems. In particular, it will support you in identifying and helping students who have the following difficulties: Solving problems relating to using the measures of the interior angles of polygons; and solving problems relating to using the measures of the exterior angles of polygons.

This task asks students to solve addition and subtraction equations with different structures so that they are able to see the connections between addition and subtraction more easily.

This lesson unit is intended to help teachers assess how well students are able to interpret distanceĐtime graphs and, in particular, to help you identify students who: interpret distanceĐtime graphs as if they are pictures of situations rather than abstract representations of them; and have difficulty relating speeds to slopes of these graphs.

This word problem requires students to use addition and subtraction and think about money.

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 * Class white board and one marker * Paper and pencil for students * Materials such as counters or linker cubes * Number lines that go from 0...

This lesson unit is intended to help you assess how well students are able to: recognize and use common 2D representations of 3D objects and identify and use the appropriate formula for finding the circumference of a circle.

In this task students work with partners to measure themselves by laying multiple copies of a shorter object that represents the length unit end to end. It gives students the opportunity to discuss the need to be careful when measuring.

This lesson unit is intended to help teachers assess how well students are able to: use the area of right triangles to deduce the areas of other shapes; use dissection methods for finding areas; organize an investigation systematically and collect data; deduce a generalizable method for finding lengths and areas (The Pythagorean Theorem.)

The objective of this lesson is to gain automaticity counting to 100 and to establish the importance of multiples of ten. The final goal of this lesson is for students to be able to count by tens and articulate the term for this.

This is an instructional task related to deepening place-value concepts. The important piece of knowledge upon which students need to draw is that 10 tens is 1 hundred.