This resource provides word problems for elapsed time.
This task allows students to relate addition and subtraction problems to money in a context that introduces the concept of scarcity.
These word problems require students to compare contexts for addition and subtraction.
In this task students are asked to write an equation to solve a real-world problem. There are two natural approaches to this task. In the first approach, students have to notice that even though there is one variable, namely the number of firefighters, it is used in two different places. In the other approach, students can find the total cost per firefighter and then write the equation.
This task is the first in a series of three tasks that use inequalities in the same context at increasing complexity in 6th grade, 7th grade and in HS algebra. Students write and solve inequalities, and represent the solutions graphically.
This is from Tools 4 NC Teachers. This task is purposeful and intended to be used when teaching Cluster 1 and Cluster 4. This document contains two open ended response questions to formally check students' understanding of multiplication and division strategies.
This is from Tools 4 NC Teachers. This task is purposeful and intended to be used when teaching Cluster 1 and Cluster 4. This document contains two open ended response questions to formally check students' understanding of multiplication and division strategies.
G2M4: Addition and Subtraction Within 200 with Word Problems to 100. Contains 31 Lessons.
G2M5: Addition and Subtraction Within 1,000 with Word Problems to 100. Contains 41 Lessons.
G3M7: Geometry and Measurement Word Problems. Contains 34 Lessons.
While students need to be able to write sentences describing ratio relationships, they also need to see and use the appropriate symbolic notation for ratios. If this is used as a teaching problem, the teacher could ask for the sentences as shown, and then segue into teaching the notation. It is a good idea to ask students to write it both ways (as shown in the solution) at some point as well.
The first of these word problems is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"
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.
This resource provides two-step word problems aligned to 3.OA.8.
Grade 3 Two-Step Word Problem Practice- Cluster 6
The purpose of this task is to help students articulate their addition strategies and would be most appropriately used once students have a solid understanding of coin values.
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 word problem task involves ratios.
This word problem requires students to compute sales tax.
In this instructional task students are given two inequalities, one as a formula and one in words, and a set of possible solutions. They have to decide which of the given numbers actually solve the inequalities.