The purpose of this task is to have students work on a sequence of area problems that shows the advantage of increasingly abstract strategies in preparation for developing general area formulas for parallelograms and triangles.
Material Type: Activity/Lab
This task builds on a fifth grade fraction multiplication task, Ň5.NF Running to School, Variation 1.Ó This task uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem. See Ň6.NS Running to School, Variation 3Ó for the ŇGroup Size UnknownÓ version.
Material Type: Activity/Lab
The purpose of this task is to generate a classroom discussion about ratios and unit rates in context.
Material Type: Activity/Lab
The purpose of this task is to provide students with a multi-step problem involving volume and to give them a chance to discuss the difference between exact calculations and their meaning in a context.
Material Type: Activity/Lab
In this task, we are given the graph of two lines including the coordinates of the intersection point and the coordinates of the two vertical intercepts, and are asked for the corresponding equations of the lines. It is a very straightforward task that connects graphs and equations and solutions and intersection points.
Material Type: Activity/Lab
This task presents a real world situation that can be modeled with a linear function best suited for an instructional context.
Material Type: Activity/Lab
This task builds on a fifth grade fraction multiplication task and uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem.
Material Type: Activity/Lab
This problem is the fifth in a series of seven about ratios. In the first problem students define the simple ratios that exist among the three candidates. It opens an opportunity to introduce unit rates. The subsequent problems are more complex. In the second problem, students apply their understanding of ratios to combine two pools of voters to determine a new ratio. In the third problem, students apply a known ratio to a new, larger pool of voters to determine the number of votes that would be garnered.
Material Type: Activity/Lab
This task requires students to think about equations and solve them using pictures.
Material Type: Activity/Lab
This task provides the opportunity for students to reason about graphs, slopes, and rates without having a scale on the axes or an equation to represent the graphs. Students who prefer to work with specific numbers can write in scales on the axes to help them get started.
Material Type: Activity/Lab
The purpose of this task is to engage students in Standard for Mathematical Practice 4, Model with mathematics and as such, the question as it is worded cannot be answered without making some assumptions. For example, if the items that are purchased do not have the same value, then the price reduction depends on the cost of the items.
Material Type: Activity/Lab
This is the first of two fraction division tasks that use similar contexts to highlight the difference between the ŇNumber of Groups UnknownÓ a.k.a. ŇHow many groups?Ó (Variation 1) and ŇGroup Size UnknownÓ a.k.a. ŇHow many in each group?Ó (Variation 2) division problems.
Material Type: Activity/Lab
This word problem requires students to use fractions to solve it.
Material Type: Activity/Lab
This task requires students to use exponents and figure out percentages.
Material Type: Activity/Lab
This this task about mixing paint requires students to graph ratios on a coordinate plane. It is a standard language in ratio problem.
Material Type: Activity/Lab
While the task as written does not explicitly use the term "unit rate," most of the work students will do amounts to finding unit rates. A recipe context works especially well since there are so many different pair-wise ratios to consider.
Material Type: Activity/Lab
This task would be especially well-suited for instructional purposes. Students will benefit from a class discussion about the slope, y-intercept, x-intercept, and implications of the restricted domain for interpreting more precisely what the equation is modeling.
Material Type: Activity/Lab
Students must convert yards to feet to solve this word problem.
Material Type: Activity/Lab
Students should think of different ways the cylindrical containers can be set up in a rectangular box. Through the process, students should realize that although some setups may seem different, they result is a box with the same volume. In addition, students should come to the realization (through discussion and/or questioning) that the thickness of a cardboard box is very thin and will have a negligible effect on the calculations.
Material Type: Activity/Lab
This taks is word problem requires students to calculate distance and speed.
Material Type: Activity/Lab
