# 3.OA Finding the unknown in a division equation

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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: Tehya and Kenneth are trying to figure out which number could be placed in the box to make this equation true. Tehya insists that 12 is the only number...

Material Type: Activity/Lab

Author: Illustrative Mathematics

# 3.OA Fish Tanks

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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: Suppose there are 4 tanks and 3 fish in each tank. The total number of fish in this situation can be expressed as $4 \times 3 = 12$. Describe what is m...

Material Type: Activity/Lab

Author: Illustrative Mathematics

# 3.OA Markers in Boxes

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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: Presley has 18 markers. Her teacher gives her three boxes and asks her to put an equal number of markers in each box. Anthony has 18 markers. His teach...

Material Type: Activity/Lab

Author: Illustrative Mathematics

# 3.OA The Class Trip

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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: Mrs. Moore’s third grade class wants to go on a field trip to the science museum. * The cost of the trip is \$245. * The class can earn money by runnin... Material Type: Activity/Lab Author: Illustrative Mathematics # Addition Patterns (View Complete Item Description) The purpose of this task is to study some patterns in a small addition table. Each pattern identified persists for a larger table and if more time is available for this activity students should be encouraged to explore these patterns in larger tables. Material Type: Activity/Lab Author: Illustrative Mathematics # Analyzing Word Problems Involving Multiplication (View Complete Item Description) In this task, the students are not asked to find an answer, but are asked to analyze word problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication. Material Type: Activity/Lab Author: Illustrative Mathematics # Gifts from Grandma, Variation 1 (View Complete Item Description) The first of these word problems is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?" Material Type: Activity/Lab Author: Illustrative Mathematics # Making a Ten (View Complete Item Description) This task requires students to study the make-a-ten strategy that they should already know and use intuitively. In this strategy, knowledge of which sums make a ten, together with some of the properties of addition and subtraction, are used to evaluate sums which are larger than 10. Material Type: Activity/Lab Author: Illustrative Mathematics # Patterns in the Multiplication Table (View Complete Item Description) The goal of this task is to look for structure and identify patterns and then try to find the mathematical explanation for this. This problem examines the ''checkerboard'' pattern of even and odd numbers in a single digit multiplication table. Material Type: Activity/Lab Author: Illustrative Mathematics # The Stamp Collection (View Complete Item Description) 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. Material Type: Activity/Lab Author: Illustrative Mathematics # Symmetry of the Addition Table (View Complete Item Description) 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. Material Type: Activity/Lab Author: Illustrative Mathematics # Two Interpretations of Division (View Complete Item Description) 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. Material Type: Activity/Lab Author: Illustrative Mathematics # Classroom Supplies (View Complete Item Description) The purpose of this task is for students to "Solve problems involving the four operations" (3.OA.A) and "Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories" (3.MD.3). Additionally, students will engage in MP3, Model with mathematics. In this task students are asked to decide how to spend$1,000 on supplies and materials for their classroom; students will have to make choices and be careful not to exceed the budget. Students are asked to decide which supplies will benefit the class the most and will compare their choices with other students' choices.

Material Type: Activity/Lab

Author: Illustrative Mathematics

# Valid Equalities? (Part 2)

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This task is a follow-up task to a first grade task: http://www.illustrativemathematics.org/illustrations/466. On the surface, both tasks can be completed with sound procedural fluency in addition and multiplication. However, these tasks present the opportunity to delve much more deeply into equivalence and strategic use of mathematical properties.

Material Type: Activity/Lab

Author: Illustrative Mathematics

# Button Diameters

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The purpose of this task is for students to measure lengths to the nearest eighth and quarter-inch and to record that information in a line plot. Both 4th graders and 5th graders use line plots to record measurement data given in fractions of a unit.

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# 4.G The Geometry of Letters

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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: Letters can be thought of as geometric figures. How many line segments are needed to make the letter A? How many angles are there? Are they acute, obtu...

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Author: Illustrative Mathematics

# 4.G What's the Point?

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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 students in Ms. Sun's class were drawing geometric figures. First she asked them to draw some points, and then she asked them to draw all the line ...

Material Type: Activity/Lab

Author: Illustrative Mathematics