The purpose of this task is for students to solve problems involving decimals in a context involving a concept that supports financial literacy, namely inflation.

This problem uses the same numbers and asks similar mathematical questions as "6.NS The Florist Shop," but that task requires students to apply the concepts of multiples and common multiples in a context.

The purpose of this task is to help solidify students' understanding of signed numbers as points on a number line and to understand the geometric interpretation of adding and subtracting signed numbers.

Learn what it means when a binary number has a 1 in the 1's place or a 1 in every single place. Created by Pamela Fox.

In this video segment from Cyberchase, the CyberSquad learns how to read a thermometer as they try to keep their chocolate sculpture from melting.

The three tasks in this set are not examples of tasks asking students to compute using the standard algorithms for multiplication and division because most people know what those kinds of problems look like. Instead, these tasks show what kinds of reasoning and estimation strategies students need to develop in order to support their algorithmic computations.

The three tasks (including part 1 and part 3) in this set are not examples of tasks asking students to compute using the standard algorithms for multiplication and division because most people know what those kinds of problems look like. Instead, these tasks show what kinds of reasoning and estimation strategies students need to develop in order to support their algorithmic computations.

The purpose of the task is to have students reflect on the meaning of repeating decimal representation through approximation. A formal explanation requires the idea of a limit to be made precise, but 7th graders can start to wrestle with the ideas and get a sense of what we mean by an "infinite decimal."

This task builds on a fifth grade fraction multiplication task, Ň5.NF Running to School, Variation 1.Ó This task uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem. See Ň6.NS Running to School, Variation 3Ó for the ŇGroup Size UnknownÓ version.

The purpose of this task is to help students extend their understanding of division of whole numbers to division of fractions, and given the simple numbers used, it is most appropriate for students just learning about fraction division because it lends itself easily to a pictorial solution.

This task requires students to be able to reason abstractly about fraction multiplication as it would not be realistic for them to solve it using a visual fraction model. Even though the numbers are too messy to draw out an exact picture, this task still provides opportunities for students to reason about their computations to see if they make sense.

It is much easier to visualize division of fraction problems with contexts where the quantities involved are continuous. It makes sense to talk about a fraction of an hour. The context suggests a linear diagram, so this is a good opportunity for students to draw a number line or a double number line to solve the problem.

This task could be used in instructional activities designed to build understandings of fraction division. With teacher guidance, it could be used to develop knowledge of the common denominator approach and the underlying rationale.

Learn about the binary number system, a system where each digit represents a power of 2. Computers store everything in binary, using one bit for each digit. Created by Pamela Fox.