Solve one-step equations
Solve one-step linear equations in one variable involving non-negative rational numbers.
*(guaranteeing only whole numbers)

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: A penny is about $\frac{1}{16}$ of an inch thick. In 2011 there were approximately 5 billion pennies minted. If all of these pennies were placed in a s...

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: Anna enjoys dinner at a restaurant in Washington, D.C., where the sales tax on meals is 10%. She leaves a 15% tip on the price of her meal before the s...

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: What is the last digit of $7^{2011}$? Explain. What are the last two digits of $7^{2011}$? Explain....

Students will learn about the six essential nutrients in the body and their purposes. They will analyze the effects of surpluses and deficiencies in the body of various nutrients.

Coders create their own fidget spinner sprite using the paint editor and motion blocks to animate their fidget spinner when they press the start on tap trigger. The purpose of this project is to introduce coders to creating their own sprites and the start on tap trigger.

Find the area of polygons by composing or decomposing the shapes into rectangles or triangles.

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 aspects of the task and its potential use.

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: The vertices of eight polygons are given below. For each polygon: * Plot the points in the coordinate plane connect the points in the order that they a...

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 aspects of the task and its potential use.

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 aspects of the task and its potential use.

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs. 

Prior to grade 6, students reasoned about division of whole numbers and decimals to the hundredths in different ways. During this lesson, they revisit two methods for finding quotients of whole numbers without remainder: using base-ten diagrams and using partial quotients. Reviewing these strategies reinforces students’ understanding of the underlying principles of base-ten division—which are based on the structure of place value, the properties of operations, and the relationship between multiplication and division—and paves the way for understanding the long division algorithm. Here, partial quotients are presented as vertical calculations, which also foreshadows long division.This lesson then introduces students to long division. Students see that in long division the meaning of each digit is intimately tied to its place value, and that it is an efficient way to find quotients. In the partial quotients method, all numbers and their meaning are fully and explicitly written out. For example, to find 657÷3 we write that there are at least 3 groups of 200, record a subtraction of 600, and show a difference of 57. In long division, instead of writing out all the digits, we rely on the position of any digit—of the quotient, of the number being subtracted, or of a difference—to convey its meaning, which simplifies the calculation.In addition to making sense of long division and using it to calculate quotients, students also analyze some place-value errors commonly made in long division (MP3).

This lesson introduces students to long division. Students see that in long division the meaning of each digit is intimately tied to its place value, and that it is an efficient way to find quotients. In the partial quotients method, all numbers and their meaning are fully and explicitly written out. For example, to find 657÷3 we write that there are at least 3 groups of 200, record a subtraction of 600, and show a difference of 57. In long division, instead of writing out all the digits, we rely on the position of any digit—of the quotient, of the number being subtracted, or of a difference—to convey its meaning, which simplifies the calculation.In addition to making sense of long division and using it to calculate quotients, students also analyze some place-value errors commonly made in long division (MP3).

Students review the standard long-division algorithm and discuss the different ways the answer to a whole-number division problem can be expressed (as a whole number plus a remainder, as a mixed number, or as a decimal).Students solve a series of real-world problems that require the same whole number division operation, but have different answers because of how the remainder is interpreted.Key ConceptsStudents have been dividing multidigit whole numbers since Grade 4. By the end of Grade 6, they are expected to be fluent with the standard long-division algorithm. In this lesson, this algorithm is reviewed along with the various ways of expressing the answer to a long division problem. Students will have more opportunities to practice the algorithm in the Exercises.Goals and Learning ObjectivesReview and practice the standard long-division algorithm.Answer a real-world word problem that involves division in a way that makes sense in the context of the problem.

The placement of a decimal has an effect on the value of a number.
Use decimal fluency to analyze errors and solve real-world situations.

Students use area diagrams and partial products to represent and find products of decimals.

In this culminating lesson on multiplication, students continue to use the structure of base-ten numbers to make sense of calculations (MP7) and consolidate their understanding of the themes from the previous lessons. They see that multiplication of decimals can be accomplished by:thinking of the decimals as products of whole numbers and fractions;writing the non-zero digits of the factors as whole numbers, multiplying them, and moving the decimal point in the product; representing the multiplication with an area diagram and finding partial products; andusing a multiplication algorithm, the steps of which can be explained with the reasonings above.

This lesson serves two purposes. The first is to show that we can divide a decimal by a whole number the same way we divide two whole numbers. Students first represent a decimal dividend with base-ten diagrams. They see that, just like the units representing powers of 10, those for powers of 0.1 can also be divided into groups. They then divide using another method—partial quotients or long division—and notice that the principle of placing base-ten units into equal-size groups is likewise applicable.The second is to uncover the idea that the value of a quotient does not change if both the divisor and dividend are multiplied by the same factor. Students begin exploring this idea in problems where the factor is a multiple of 10 (e.g. 8÷1=80÷10). This work prepares students to divide two decimals in the next lesson.