For this activity, students practice solving word problems by adding and subtracting fractions with like denominators.

This is an interactive assessment and video designed to teach Adding and Subtracting (Numbers up to 20) - Word Problems to first graders.

In this task, the students are not asked to find an answer, but are asked to analyze word problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.

The purpose of this task is to provide students with a multi-step problem involving volume and to give them a chance to discuss the difference between exact calculations and their meaning in a context.

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

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.

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.

In this task, students can see that if the price level increases and peopleŐs incomes do not increase, they arenŐt able to purchase as many goods and services; in other words, their purchasing power decreases.

In this task students use different representations to analyze the relationship between two quantities and to solve a real world problem. The situation presented provides a good opportunity to make connections between the information provided by tables, graphs and equations.

One common mistake students make when dividing fractions using visuals is the confusion between remainder and the fractional part of a mixed number answer.

This purpose of this task is to help students see two different ways to look at percentages both as a decrease and an increase of an original amount. In addition, students have to turn a verbal description of several operations into mathematical symbols.

This task asks students to find equivalent expressions by visualizing a familiar activity involving distance. The given solution shows some possible equivalent expressions, but there are many variations possible.