In this task, pairs of students compare two fractions on a card and determine if they are equivalent and, if not, which is larger.
For this instructional task, students are given 2 number lines and are asked to locate the number 1 on each, being as exact as possible.
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: The number line below shows two numbers, 0 and 1. Where is $\frac14$ on this number line? http://www.youtube.com/watch?v=HJ0LDgxVGfU...
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: The number line below shows two numbers, 0 and $\frac53$. Where is 1 on this number line? http://www.youtube.com/watch?v=wAXRjMUgiu4...
For this instructional task, students label the point where 2/3 belongs on the number line, being as exact as possible.
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: The number line below shows two numbers, 0 and 1. Where is $\frac74$ on this number line? http://www.youtube.com/watch?v=TEzH_PbHZIw...
For this instructional task, students mark and label points on the number line.
For this instructional task, students mark and label points on the number line.
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: Alec and Felix are brothers who go to different schools. The school day is just as long at Felix' school as at Alec's school. At Felix' school, there a...
For this instructional task, students identify the fraction that is closer to 1 on a number line.
The purpose of this document is to provide an advanced learning plan for NC Standard 3.OA.1, Understanding Equal Groups. It utilizes the Ready Math series and iReady resources, which requires a paid subscription. **This resource was developed as a part of a professional learning opportunity funded by the NCDPI Digital Learning Initiative Planning Grant.
This resource is an interactive google slide where students are able to create arrays using shapes within google slides to solve division equations.
This resource is an interactive google slide where students are able to create arrays using shapes within google slides to solve division equations.
This resource can be used through Google Slides or Peardeck. It can be used to guide a mini-lesson, or as independent practice for students.
This is a daily review for standards 3.0A8 and 3NBT2. Two step word problems and finding unknowns. These can be copied and used in small group during math workshop or during whole group instruction.
This is a daily review for standards 3.0A8 and 3NBT2. Two step word problems and finding unknowns. These can be copied and used in small group during math workshop or during whole group instruction.
This resource can be used through Google Slides or Peardeck. The Mini-Lesson will cover the following “I Can” Statement.I can determine rules in number patterns.
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...
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...
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...