This task is for students who know how to use base 10 blocks.

This task is a straightforward task related to adding fractions with the same denominator. The main purpose is to emphasize that there are many ways to decompose a fraction as a sum of fractions, similar to decompositions of whole numbers that students should have seen in earlier grades.

This tasks lends itself very well to multiple solution methods. Students may learn a lot by comparing different methods. Students who are already comfortable with fraction multiplication can go straight to the numeric solutions given below. Students who are still unsure of the meanings of these operations can draw pictures or diagrams.

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.

This is the second 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.

The purpose of this instructional task is to motivate a discussion about adding fractions and the meaning of the common denominator. The different parts of the task have students moving back and forth between the abstract representation of the fractions and the meaning of the fractions in the context.

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.

This task is to introduce students to the concept of reading an analog clock.

Making a 10 provides a technique to help students master single digit addition. The task is designed to help students visualize where the 10's are on a single digit addition table and explain why this is so. This knowledge can then be used to help them learn the addition table.

The purpose of this task is to generate a classroom discussion about ratios and unit rates in context.

This task includes problem types that represent the Compare contexts for addition and subtraction (see Table 1 in the glossary of the CCSSM for all all addition and subtraction problem types). There are three types of comparison problems – those with an unknown difference and two known numbers; those with a known difference and a bigger unknown number; and those with a known difference and smaller unknown number. Each of these problem types can be solved using addition or subtraction, although the language in specific problems tends to favor one approach over another.

This task provides three types of comparison problems: Those with an unknown difference and two known numbers; those with a known difference and a bigger unknown number; and those with a known difference and smaller unknown number. Students may solve each type using addition or subtraction, although the language in specific problems tends to favor one approach over another.

The goal of this task is twofold. For part (a) since we are not given how large each of the groups in the table are, the best we can do is to apply reasoning about ratios (in the form of percents) to give a range of possible answers. For part (b), the goal is to recognize a misuse of statistical reasoning.

The purpose of the task is for students to solve a multi-step multiplication problem in a context that involves area. In addition, the numbers were chosen to determine if students have a common misconception related to multiplication.

In this task students work with partners to measure themselves by laying multiple copies of a shorter object that represents the length unit end to end. It gives students the opportunity to discuss the need to be careful when measuring.

This goal of this task is to give students familiarity using the formula for the area of a circle while also addressing measurement error.

This task addresses the first part of standard F-BF.3: ŇIdentify the effect on the graph of replacing f(x) by f(x)+k, kf(x), f(kx), and f(x+k) for specific values of k (both positive and negative).Ó Here, students are required to understand the effect of replacing x with x+k, but this task can also be modified to test or teach function-building skills involving f(x)+k, kf(x), and f(kx) in a similar manner.

This task would be ideal to help students develop mental strategies to think about division during instruction. Jillian's strategy is often referred to as using "compatible numbers." Jillian is using a relationship that she can easily find: 140 divided by 7 is 20 or 20 sets of 7 is 140.

This classroom task gives students the opportunity to prove a surprising fact about quadrilaterals: that if we join the midpoints of an arbitrary quadrilateral to form a new quadrilateral, then the new quadrilateral is a parallelogram, even if the original quadrilateral was not.