This task presents a real-life application of dividing a whole number by a unit fraction. The first two parts can be solved using reasoning and the third part will bring about more divergent thinking for classroom discussion. The context of this task also provides for the development of the connection between multiplication and division.

The purpose of this task is to provide students with a concrete situation they can model by dividing a whole number by a unit fraction.

The purpose of this task is to help students understand what is meant by a base and its corresponding height in a triangle and to be able to correctly identify all three base-height pairs.

This task describes two linear functions using two different representations. To draw conclusions about the quantities, students have to find a common way of describing them. We have presented three solutions (1) Finding equations for both functions. (2) Using tables of values. (3) Using graphs.

In this card game students play in pairs to practice recognizing the biggest number.

The purpose of this task is for students to interpret two distance-time graphs in terms of the context of a bicycle race. There are two major mathematical aspects to this: interpreting what a particular point on the graph means in terms of the context, and understanding that the "steepness" of the graph tells us something about how fast the bicyclists are moving.

This task asks students to glean contextual information about bird eggs from a collection of measurements of said eggs organized in a scatter plot. In particular, students are asked to identify a correlation and use it to make interpolative predictions, and reason about the properties of specific eggs via the graphical presentation of the data.

The purpose of this task is for students to find different pairs of numbers that sum to 4.

The purpose of this game is to help students think flexibly about numbers and operations and to record multiple operations using proper notation.

This is a game that helps students develop flexibility with numbers and operations. Motivated to win the game, students begin developing mathematical generalizations that can be debriefed as a whole class after the activity.

This instructional task requires students to figure out word problems that require thinking in base 10.

This task requires students to compare the volumes of two boxes relative to each other. Students will then have to calculate the mass required to fill the second box. The purpose of this task is to explore the implications of what happens when the dimensions of a rectangular prism are scaled. Once students have explored this task, the class can make generalizations and conjectures about the effects of scaling on volume.

This task encourages students to develop some flexibility regarding how composite rectangular prisms can be decomposed to determine their volume. This task brings together students' knowledge of Operations and Algebraic Thinking and the measurement strand of the Measurement and Data domain. Students are required to analyze the thinking of another student, therefore they must work backwards to understand each approach.

In this task students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Students must, in some cases, decompose hundreds to tens and tens to ones.

This task provides a good entry point for students into representing quantities in contexts with variables and expressions and building equations that reflect the relationships presented in the context.

Statistics is the study of variability. Students who understand statistics need to be able to identify and pose questions that can be answered by data that vary. The purpose of this task is to provide questions related to a particular context (a jar of buttons) so that students can identify which are statistical questions. The task also provides students with an opportunity to write a statistical question that pertains to the context.

This is a task where it would be appropriate for students to use technology such as a graphing calculator or GeoGebra, making it a good candidate for students to engage in Standard for Mathematical Practice 5 Use appropriate tools strategically.

There are two aspects to fluency with division of multi-digit numbers: knowing when it should be applied, and knowing how to compute it. While this task is very straightforward, it represents the kind of problem that sixth graders should be able to recognize and solve relatively quickly.