Students gain experience and practice with three types of word problems using the "Take From" context: result unknown, change unknown, and start unknown.
In this activity students become familiar with the words, Ňtaller/shorterÓ as they refer to height.
In this activity students become familiar with the math vocabulary more/less/same and most/least as they count and compare small groups.
This activity builds on Sort and Count I. It also helps students become familiar with the math vocabulary more/less/same and most/least as they sort, count, and compare small groups of objects.
This is a rectangle subdivision task; ideally instead of counting each square. students should break the letters into rectangles, multiply to find the areas, and add up the areas. However, students should not be discouraged from using individual counting to start if they are stuck. Often students will get tired of counting and devise the shortcut method themselves.
This task uses language, "half of the stamps," that students in Grade 5 will come to associate with multiplication by the fraction 12. In Grade 3, many students will understand half of 120 to mean the number obtained by dividing 120 by 2. For students who are unfamiliar with this language the task provides a preparation for the later understanding that a fraction of a quantity is that fraction times the quantity.
This counting activity allows students to practice counting in sequence.
Students practice counting forward or backward in this class activity.
This task provides a familiar context allowing students to visualize multiplication of a fraction by a whole number. This task could form part of a very rich activity which includes studying soda can labels.
The purpose of this task is to address the concept of opportunity cost through a real world context involving money.
The goal of this task is to help students understand the commutative property of addition by examining the addition facts for single digit numbers. This is important as it gives students a chance, at a young age, to do more than memorize these arithmetic facts which they will use throughout their education.
This version of Go Fish allows students to practice recognizing and saying the teen numbers.
These word problems about money require students to think in base 10.
The purpose of this task is to help students understand composing and decomposing ones, tens, and hundreds. This task is meant to be used in an instructional setting and would only be appropriate to use if students actually have base-ten blocks on hand.
This series of word problems requires students to determine which problems can be solved by multiplying 1/8_2/5.
This task presents an incomplete problem and asks students to choose numbers to subtract (subtrahends) so that the resulting problem requires different types of regrouping. This way students have to recognize the pattern and not just follow a memorized algorithm--in other words, they have to think about what happens in the subtraction process when we regroup. This task is appropriate to use after students have learned the standard US algorithm.
This instructional task requires students to add four numbers to find the solution.
Both of the questions in this task are solved by the division problem 12Ö3 but what happens to the ribbon is different in each case.
The goal of this task is to provide examples for comparing two fractions by finding a benchmark fraction which lies in between the two.
This task highlights a slightly different aspect of place value as it relates to decimal notation. More than simply being comfortable with decimal notation, the point is for students to be able to move fluidly between and among the different ways that a single value can be represented and to understand the relative size of the numbers in each place.