This short video and interactive assessment activity is designed to teach third graders about dividing by 7.

This short video and interactive assessment activity is designed to teach fourth graders about dividing by 8.

This short video and interactive assessment activity is designed to teach third graders about dividing by 8.

This short video and interactive assessment activity is designed to teach third graders about dividing by 9.

This short video and interactive assessment activity is designed to teach fifth graders about dividing by 9.

This task requires students to recognize both "number of groups unknown" and "group size unknown" division problems in the context of a whole number divided by a unit fraction.

This short video and interactive assessment activity is designed to teach fourth graders about number patterns based on the multiplication table.

This short video and interactive assessment activity is designed to teach third graders about division terms.

This short video and interactive assessment activity is designed to teach fourth graders about dividing to find the time.

This short video and interactive assessment activity is designed to teach third graders about dividing by 1 digit numbers to find work.

This short video and interactive assessment activity is designed to teach fifth graders about division of lengths (metric units).

The purpose of this task is to introduce the idea of exponential growth and then connect that growth to expressions involving exponents. It illustrates well how fast exponential expressions grow.

This problem allows the student to think geometrically about lines and then relate this geometry to linear functions. Or the student can work algebraically with equations in order to find the explicit equation of the line through two points (when that line is not vertical).

This task is designed as a follow-up to the task F-LE Do Two Points Always Determine a Linear Function? Linear equations and linear functions are closely related, and there advantages and disadvantages to viewing a given problem through each of these points of view. This task is intended to show the depth of the standard F-LE.2 and its relationship to other important concepts of the middle school and high school curriculum, including ratio, algebra, and geometry.

This problem complements the problem ``Do two points always determine a linear function?''

This task requires students to use the normal distribution as a model for a data distribution. Students must use given means and standard deviations to approximate population percentages. There are several ways (tables, graphing calculators, or statistical software) that students might calculate the required normal percentages. Depending on the method used, answers might vary somewhat from those shown in the solution.

The purpose of the task is to analyze a plausible real-life scenario using a geometric model. The task requires knowledge of volume formulas for cylinders and cones, some geometric reasoning involving similar triangles, and pays attention to reasonable approximations and maintaining reasonable levels of accuracy throughout.

It is common in the real world to see mathematical examples where the cents sign was used when the dollar sign was supposed to be used. Converting and comparing decimals and fractions can help clear up this misconception. Two real coupons clipped from a Sunday paper coupon section are included in this activity. This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.

The purpose of this task to help students think about an expression for a function as built up out of simple operations on the variable, and understand the domain in terms of values for which each operation is invalid (e.g., dividing by zero or taking the square root of a negative number).