This task presents students with some creative geometric ways to represent the fraction one half. The goal is both to appeal to students' visual intuition while also providing a hands on activity to decide whether or not two areas are equal.

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?"

This task aims to give students practice counting and recording the given number on quantities up to 20.

This task adds some rigor to the activity of growing bean plants. By collecting growth data, students practice measuring and recording length measurements.

This marbel counting iteration of greater than, less than, and equal to with a specific "target number" help strengthen the concept for students.

This task involves fraction multiplication that can be solved with pictures or number lines.

In this activity students measure their hand span. A line graph is used to record the data from the glass.

In this activity using a balance scale students practice weighing items to see how heavy they are. Cubes are used in the balance as units of measure so students may easily count them.

Students work in pairs to measure length by lining up cubes along the longest side of an item. They count and record length by counting the number of cubes.

This task gives children an opportunity to subtract a three-digit number including a zero that requires regrouping. The solutions show how students can solve this problem before they have learned the traditional algorithm.

The purpose of this task is to help students see the connection between aÖb and ab in a particular concrete example. The relationship between the division problem 3Ö8 and the fraction 3/8 is actually very subtle.

This task provides a context for performing division of a whole number by a unit fraction. This problem is a "How many groups?'' example of division.

Students play a game in pairs to read and recognize numbers using a 100 chart.

A slide deck of mathematical questions that revolve around an image. Contains six grade level aligned questions, standards alignment across related domains to demonstrate a potential progression of questions across grade, and related “After the Image” questions and activities to do at home.

The goal of this task is to work on finding multiples of some whole numbers.

IM K–5 Math is a problem-based core curriculum rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math through solving problems, developing conceptual understanding, and discussing and defending their reasoning. Teachers build confidence with lessons and curriculum guides that help them facilitate learning and help students make connections between concepts and procedures.

Every activity and lesson in IM K–5 Math tells a coherent mathematical story across units and grade levels based on both the standards and research-based learning trajectories. This allows students the opportunity to view mathematics as a connected set of ideas and offers them access to mathematics when developed into the overarching design structure of the curriculum.

The first unit in each grade level provides lesson structures which establish a mathematical community and invite students into the mathematics with accessible content. Each lesson offers opportunities for the teacher and students to learn more about one another, develop mathematical language, and become increasingly familiar with the curriculum routines. The use of authentic contexts and adaptations provides students opportunities to bring their own experiences to the lesson activities and see themselves in the materials and mathematics.