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 Napping House by Audrey Wood One ten-frame for each child (see PDF for black line master) 6-10 counters per child Actions The teacher rea...

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: Compare 3 quantities and order them from least to greatest. #### Materials * 5-6 baggies of various items. Each baggie should contain one type of item ...

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 * One of the student's shoes to use to compare to other items. * A bin of seven to ten commonly used classroom items, such as a glue bot...

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 Blackline Master Pencil or Crayons Balance Scale Objects to compare (sample list, teacher can use these or other objects like this they have ...

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 Blackline Master Pencil or Crayons Long, skinny objects to compare; for example: a pair of scissors a crayon a glue stick a long, skinny wood...

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: Decompose teen numbers using 10-frames and a number equation. #### Materials * Number cards 11-19 * Pencil, crayon, or marker * Attached student worksh...

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: Adding two numbers to make an equation. #### Materials * One pair of dice per student * A recording sheet for the activity. For example: #### Action Th...

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 * Class white board and one marker * Paper and pencil for students * Materials such as counters or linker cubes * Number lines that go from 0...

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 * Double sided counters * Markers that are the same colors as the counters * Teacher-made “My Book of 5” (see below for detailed directions) ...

Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek during fluency practice. This work sets the stage for this module where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Module 1 of the Kindergarten curriculum in A Story of Units.  In Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations.  Reasoning and dialogue begin immediately.  In Topics C, D, E, and F, students order, count, and write up to ten objects to answer “how many?” questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count.  In Topics G and H, students use their understanding of relationships between numbers and know that each successive number name refers to a quantity that is one greater and that the number before is one less.

This word problems helps students learn to build the biggest three-digit number given any three numbers between 0 and 9 to use as digits.

This short video and interactive assessment activity is designed to teach second graders about length comparisons using data tables.

This short video and interactive assessment activity is designed to teach fourth graders about length comparisons using data tables (english units).

This short video and interactive assessment activity is designed to teach fifth graders about single object length (english units).

This short video and interactive assessment activity is designed to teach first graders about single object length (english measurent).

This short video and interactive assessment activity is designed to teach fifth graders about determining whether various shapes have lines of symmetry.

This is an instructional task that gives students a chance to reason about lines of symmetry and discover that a circle has an an infinite number of lines of symmetry. Even though the concept of an infinite number of lines is fairly abstract, fourth graders can understand infinity in an informal way.

This task provides students a chance to experiment with reflections of the plane and their impact on specific types of quadrilaterals. It is both interesting and important that these types of quadrilaterals can be distinguished by their lines of symmetry.