# The Florist Shop

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This task provides a context for some of the questions asked in "6.NS Multiples and Common Multiples." A scaffolded version of this task could be adapted into a teaching task that could help motivate the need for the concept of a common multiple.

Material Type: Activity/Lab

Author: Illustrative Mathematics

# Multiples and Common Multiples

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This problem uses the same numbers and asks similar mathematical questions as "6.NS The Florist Shop," but that task requires students to apply the concepts of multiples and common multiples in a context.

Material Type: Activity/Lab

Author: Illustrative Mathematics

# Factors and Common Factors

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This problem uses the same numbers and asks essentially the same mathematical questions as "6.NS Bake Sale," but that task requires students to apply the concepts of factors and common factors in a context.

Material Type: Activity/Lab

Author: Illustrative Mathematics

# 6.NS How many staples?

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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 aspects of the task and its potential use.

Material Type: Activity/Lab

Author: Illustrative Mathematics

# Movie tickets

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The purpose of this task is for students to solve problems involving decimals in a context involving a concept that supports financial literacy, namely inflation.

Material Type: Activity/Lab

Author: Illustrative Mathematics

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There are two aspects to fluency with division of multi-digit numbers: knowing when it should be applied, and knowing how to compute it. While this task is very straightforward, it represents the kind of problem that sixth graders should be able to recognize and solve relatively quickly.

Material Type: Activity/Lab

Author: Illustrative Mathematics

# Gifts from Grandma, Variation 3

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The purpose of this task is to show three problems that are set in the same kind of context, but the first is a straightforward multiplication problem while the other two are the corresponding "How many groups?" and "How many in each group?" division problems.

Material Type: Activity/Lab

Author: Illustrative Mathematics

# Video Game Credits

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This task could be used in instructional activities designed to build understandings of fraction division. With teacher guidance, it could be used to develop knowledge of the common denominator approach and the underlying rationale.

Material Type: Activity/Lab

Author: Illustrative Mathematics