This resource is part of Tools4NCTeachers.

This file contains representations and strategies for solving comparison problems. These representations help answer the questions, "How many more?" and "How many fewer/less?" This resource is especially useful for making comparisons when analyzing data.

This resource is part of Tools4NCTeachers.

This is lesson four in a series of six lessons focused around developing a mathematical community at the beginning of the school year. While this lesson addresses standard NC.1.MD.4, its primary goal is for students to become comfortable talking with others, posing questions, and collecting data from one another. A secondary goal is to begin establishing norms for how students work together during math class.

This resource is part of Tools4NCTeachers.

In this task, interpret data on a chart, and answer problem solving questions related to the data. This task may be used for instructional or assessment purposes.

Computers today use digits to represent information - that's why they're called digital systems. The simplest and most common way to represent digits is the binary number system, with just two digits (usually written as 0 and 1). It is called binary because there are only two different digits used, or two states.

In this task, students represent and interpret weather data that has been recorded over a period of 30 days and compose questions about the data.

In this lesson, students complete several math activities. They will also use a globe and maps to track the penguins' journies from Antarctica to Australia and back to Utah via the Pacific Ocean.

For this activity, students sort 12 counters into three categories on a graph. Student label the graph, draw and color the counters. Students count and record the number in each category and write sentences to describe their data using words from word bank.