Students develop a physical understanding for the meaning of equality by trying to find equal lengths using rods.
This task helps students broaden and deepen their understanding of the equals sign and equality.
This task asks students to write and interpret a given expression.
This problem asks the student to evaluate six numerical expressions that contain the same integers and operations yet have differing results due to placement of parentheses. It helps students see the purpose of using parentheses.
When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder or a mixed number.
The words compose and decompose are used to describe actions that young students learn as they acquire knowledge of small numbers by putting them together and taking them apart. This understanding is a bridge between counting and knowing number combinations. It is how instant recognition of small numbers develops and leads naturally to later understanding of fact families. This task helps them develop an understanding of number combinations.
The purpose of this task is for students to explain how they know one quantity is greater or less than another quantity. Students will easily be able to identify which number is greater or less. However, explaining their reasoning will help them solidify their number sense skills.
In this task students see different ways of partitioning a circle and a rectangle into two or more equal shares.
In this task students compare 4/5 to 5/4 on a number line.
In this activity students compare objects and practice determining which objects are heavier and lighter.
This problem allows students to see words that can describe the expression. Additionally , the words (add, sum) and (product, multiply) are all strategically used so that the student can see that these words have related meanings.
The purpose of this task is to help students understand and articulate the reasons for the steps in the usual algorithm for converting a mixed number into an equivalent fraction.