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.

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: * Color the inside of all the triangles blue. * Color the inside of all the quadrilaterals red. * Color the inside of all the pentagons orange. * Color...

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: Materials * Alexander, Who Used to be Rich Last Sunday by Judith Viorst * Plastic coins * Labels for items Alexander spent his money on (attached) * Pa...

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: One day, Frog and Toad were sitting together on a lily pad. Some lily pads were in a line across the pond. In the morning, Frog hopped three lily pads ...

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: Materials * How Big is a Foot? by Rolf Myller * Masking tape * Enough 12-inch (one foot) rulers for every student or pair of students * One yardstick *...

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: Materials * Sets of 3-6 "analog clock cards," enough for each student * Sets of 3-6 "digital clock cards," enough for each student * Paper and pencil 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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Amy went to the arcade. At the arcade, people can buy tokens to use for the games. Amy paid \$5 to get some tokens. Show two different ways she could h...

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: 127 is a number. Write it as a sum of 100's, 10's, and 1's. Write its name in words. Draw a picture to represent the number. Locate it on the number li...

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: Materials For each student: * A large index card * A pencil Action Part 1 The teacher will put up the following addition problem: \begin{align} 24 &\ \...

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: Plot the following numbers on the number line. 456 \ \ 983\ \ 938 \ \ 425 \ \ 220 \ \ 202\ \ 799 Choose eight pairs of numbers from those you plotted o...

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: Materials * Whiteboard or chart paper and markers * Empty number line or magnetic cubes lined up on the whiteboard, alternating colors every 5 (see sol...

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: Materials * Number cards labeled 1-10 (attached as a PDF) Actions * Begin by playing the game as a whole class to demonstrate the rules and for student...

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: Louis wants to give \$15 to help kids who need school supplies. He also wants to buy a pair of shoes for \$39. How much money will he have to save for ...

In this lesson the students will be working on multiplying and dividing by multiples of 10.

The focus of this lesson is to provide an opportunity for children to develop oral language skills and to record their oral language to share with others.

After listening to Russell Hoban's story "Bread and Jam for Frances", students will illustrate their favorite food and add it to the Food Pyramid Graph.

After completing the various activities in this lesson, students will be able to understand the importance for a healthy body to be able to do an activity for 1 - 5 minutes.

After setting various times on their clocks, students will record the events of the day on a "My Day" worksheet.

In this lesson students will rotate through a variety of "Olympic" activities and record their results.