This task builds on a fifth grade fraction multiplication task and uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem.

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.

This problem uses the same numbers and asks essentially the same mathematical questions as "6.NS Bake Sale," but that task requires students to apply the concepts of factors and common factors in a context.

This task provides a context for some of the questions asked in "6.NS Multiples and Common Multiples." A scaffolded version of this task could be adapted into a teaching task that could help motivate the need for the concept of a common multiple.

The purpose of this task is to show three problems that are set in the same kind of context, but the first is a straightforward multiplication problem while the other two are the corresponding "How many groups?" and "How many in each group?" division problems.

These two fraction division tasks use the same context and ask ŇHow much in one group?Ó but require students to divide the fractions in the opposite order. Students struggle to understand which order one should divide in a fraction division context, and these two tasks give them an opportunity to think carefully about the meaning of fraction division.

These problems are meant to be a progression which require more sophisticated understandings of the meaning of fractions as students progress through them.

This task requires students to determine whether a number is rational or irrational. The task assumes that students are able to express a given repeating decimal as a fraction.

In this task students are asked to label negative numbers on a numberline and then answer questions about which are greater or less than.

This division task asks studnets to consider the conceptual understanding of something usually taught as a rote procedure. To be successful with this task, students must make sense of the procedure and how place value is represented and abbreviated within it.

In this Cyberchase video segment, the CyberSquad locates the Cyberchase Council by using negative numbers.

When students plot irrational numbers on the number line, it helps reinforce the idea that they fit into a number system that includes the more familiar integer and rational numbers.

The purpose of this task is for students to apply their knowledge of integers in a real-world context.

Building on their fifth grade experiences with operations on decimal numbers, sixth grade students should find the task to be relatively easy. The emphasis here is on whether students are actually fluent with the computations, so teachers could use this as a formative assessment task if they monitor how students solve the problem.

This purpose of this task is to help students understand the absolute value of a number as its distance from 0 on the number line. The context is not realistic, nor is meant to be; it is a thought experiment to help students focus on the relative position of numbers on the number line.

This is the first of two fraction division tasks that use similar contexts to highlight the difference between the ŇNumber of Groups UnknownÓ a.k.a. ŇHow many groups?Ó (Variation 1) and ŇGroup Size UnknownÓ a.k.a. ŇHow many in each group?Ó (Variation 2) division problems.

This is the second of two fraction division tasks that use similar contexts to highlight the difference between the ŇNumber of Groups UnknownÓ a.k.a. ŇHow many groups?Ó (Variation 1) and ŇGroup Size UnknownÓ a.k.a. ŇHow many in each group?Ó (Variation 2) division problems.

In this Cyberchase video segment, the CyberSquad helps resolve a dispute about the squares on the Gollywood Walk of Fame.

The first two parts of this task ask students to interpret the meaning of signed numbers and reason based on that meaning in a context where the meaning of zero is already given by convention.