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.

The purpose of this task is to help students extend their understanding of division of whole numbers to division of fractions, and given the simple numbers used, it is most appropriate for students just learning about fraction division because it lends itself easily to a pictorial solution.

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: Alex, Mel, and Chelsea play a game that has 6 rounds. In each round there is a single winner, and the outcomes of the rounds are independent. For each ...

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: Cecil has two six-sided dice, a red one and a white one. If Cecil throws the two dice, what is the probability that the red die is a 1? What is the pro...

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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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Sometimes hotels, malls, banks, and other businesses will present a display of a large, clear container holding a large number of items and ask custome...

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: Jane wants to sell her Subaru Forester, but doesn’t know what the listing price should be. She checks on craigslist.com and finds 22 Subarus listed. Th...

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: The scatterplot below shows the finishing times for the Olympic gold medalist in the men's 100-meter dash for many previous Olympic games. The least sq...

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: Jane wants to sell her Subaru Forester and does research online to find other cars for sale in her area. She checks on craigslist.com and finds 22 Suba...

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: Jerry forgot to plug in his laptop before he went to bed. He wants to take the laptop to his friend's house with a full battery. The pictures below sho...

The basic idea of this task is for students to demonstrate that they know what it means for two variables to be associated.

The purpose of this task is to have students add fractions with unlike denominators and divide a unit fraction by a whole number.

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.

This is the first version of a task asking students to find the areas of triangles that have the same base and height, and is the most concrete.

This is the second version of a task asking students to find the areas of triangles that have the same base and height. This presentation is more abstract as students are not using physical models.

The purpose of this task is to provide an opportunity for students to reason about equivalence of equations. The instruction to give reasons that do not depend on solving the equation is intended to focus attention on the transformation of equations as a deductive step.

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This real world word problem requires students to figure out the scale ratio and unit rate.

The task provides an opportunity for students to engage in Mathematical Practice Standard 4: Model with mathematics.