The purpose of this task is to foster a classroom discussion that will highlight the difference between multiplicative and additive reasoning.

The purpose of this task is to assess studentsŐ understanding of multiplicative and additive reasoning.

One common mistake students make when dividing fractions using visuals is the confusion between remainder and the fractional part of a mixed number answer.

This purpose of this task is to help students see two different ways to look at percentages both as a decrease and an increase of an original amount. In addition, students have to turn a verbal description of several operations into mathematical symbols.

This task asks students to find equivalent expressions by visualizing a familiar activity involving distance. The given solution shows some possible equivalent expressions, but there are many variations possible.

This lesson completes the conceptual understanding of dividing with fractions by using it with real life problems.

Explains how one can divide a fraction by a fraction by inverting the divisor and multiplying. [5:41]

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By watching this video lesson, you will learn how to solve a word problem that involves dividing a whole number by a unit fraction. [2:31]

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

Download these free worksheets to sharpen your math skills. These Easter math worksheets focus on a variety of topics including addition, multiplication, statistics, word problems, and patterning.

This task allows students to relate addition and subtraction problems to money in a context that introduces the concept of scarcity.

In this task students are asked to write an equation to solve a real-world problem. There are two natural approaches to this task. In the first approach, students have to notice that even though there is one variable, namely the number of firefighters, it is used in two different places. In the other approach, students can find the total cost per firefighter and then write the equation.

This task is the first in a series of three tasks that use inequalities in the same context at increasing complexity in 6th grade, 7th grade and in HS algebra. Students write and solve inequalities, and represent the solutions graphically.

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.

This series of 5 word problems lead up to the final problem. Most students should be able to answer the first two questions without too much difficulty. The decimal numbers may cause some students trouble, but if they make a drawing of the road that the girls are riding on, and their positions at the different times, it may help. The third question has a bit of a challenge in that students won't land on the exact meeting time by making a table with distance values every hour. The fourth question addresses a useful concept for problems involving objects moving at different speeds which may be new to sixth grade students.

While students need to be able to write sentences describing ratio relationships, they also need to see and use the appropriate symbolic notation for ratios. If this is used as a teaching problem, the teacher could ask for the sentences as shown, and then segue into teaching the notation. It is a good idea to ask students to write it both ways (as shown in the solution) at some point as well.