All resources in Oregon Mathematics

3.OA Finding the unknown in a division equation

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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: Tehya and Kenneth are trying to figure out which number could be placed in the box to make this equation true. Tehya insists that 12 is the only number...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.OA Fish Tanks

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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...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.OA Markers in Boxes

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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...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.OA The Class Trip

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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: Mrs. Moore’s third grade class wants to go on a field trip to the science museum. * The cost of the trip is \$245. * The class can earn money by runnin...

Material Type: Activity/Lab

Author: Illustrative Mathematics

Making a Ten

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This task requires students to study the make-a-ten strategy that they should already know and use intuitively. In this strategy, knowledge of which sums make a ten, together with some of the properties of addition and subtraction, are used to evaluate sums which are larger than 10.

Material Type: Activity/Lab

Author: Illustrative Mathematics

The Stamp Collection

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This task uses language, "half of the stamps," that students in Grade 5 will come to associate with multiplication by the fraction 12. In Grade 3, many students will understand half of 120 to mean the number obtained by dividing 120 by 2. For students who are unfamiliar with this language the task provides a preparation for the later understanding that a fraction of a quantity is that fraction times the quantity.

Material Type: Activity/Lab

Author: Illustrative Mathematics

Valid Equalities? (Part 2)

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This task is a follow-up task to a first grade task: http://www.illustrativemathematics.org/illustrations/466. On the surface, both tasks can be completed with sound procedural fluency in addition and multiplication. However, these tasks present the opportunity to delve much more deeply into equivalence and strategic use of mathematical properties.

Material Type: Activity/Lab

Author: Illustrative Mathematics

Button Diameters

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The purpose of this task is for students to measure lengths to the nearest eighth and quarter-inch and to record that information in a line plot. Both 4th graders and 5th graders use line plots to record measurement data given in fractions of a unit.

Material Type: Activity/Lab