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: Materials Set of cards from 1-100, these can be purchased or created using a black marker and index cards Setup Sort the 1-100 cards into sequential gr...

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: Materials 20 counters or linking cubes per pair of students pencil copy of the problem Actions The teacher poses the problem: Bo bought 20 tickets to p...

In this assessment task, students play a memory game and subtract within 20.

In this assessment task, students roll two dice then they write and solve an addition number sentence. Students also explain how they got the answer.

In this assessment task, students look at number cubes and write an addition equation to find the sum of each pair of number cubes.

This formative assessment determines students' fact fluency when adding and subtracting within 20.

This formative assessment determines students' fact fluency when adding and subtracting within 10.

This formative assessment determines students' fact fluency when adding and subtracting within 20.

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: Materials * A cup for each student to represent his/her cave * Counters * Recording sheet Actions The teacher begins by counting out a certain number o...

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: Materials A large set of dominoes to affix to a whiteboard or place in a pocket chart, or a regular set to use on a document projector. One set of domi...

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: Write as many equations for each picture as you can. Use the numbers 4, 1, and 5. Here are some equations for this picture. 4+1=5 \hskip4em 5 = 4+1 5-1...

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: Materials * Link-cubes or snap-cubes (2 colors for each student or pair of students) * A die * Paper and pencil Actions 1. Roll the die. 2. Using a sin...

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: Materials * Unifix cubes * Large blocks in different sizes or varying lengths of sentence strips Note: The large blocks or the cut-up lengths of senten...

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: Materials The Very Hungry Caterpillar by Eric Carle The students work individually or in pairs. Each student or pair needs: Three ten-frames for each s...

As an extension of a fairy tale unit, or after reading Little Red Riding Hood, students will plan and create a map with a safe path for Little Red to outsmart The Big Bad Wolf and get to Grandma’s house safely. The students will view a map grid of the forest with spaces where The Wolf may be lurking. They must create a safe path and use BeeBots, Dash, Sphero or another robot to follow the path. If no robots are available, it can be done as an unplugged activity.

In Part 1 of this unit, students will learn about data collection, graphing skills (both by hand and computer aided [Desmos]), and the fundamental mathematical patterns of the course: horizontal line, proportional, linear, quadratic, and inverse. Students perform several experiments, each targeting a different pattern and build the mathematical models of physical phenomena. During each experiment, students start with an uninformed wild guess, then through inquiry and making sense through group consensus, can make an accurate data informed prediction.

Students create an engineering project using Keva Planks based on the Folk Tale, Three Billy Goat Gruff. They have the following limitations. Only blocksSpan of river wider than the planks (span is 8 inches)Not weight bearingCan’t build on top of banks (the end of the river base/supports)15 minutes to build

In this lesson, students use a teacher created tub, charts, and cards to understand the concept of "Then and Now."

In this lesson, students put on a puppet show and retell fairy tales.