In this ordering task each number has at most 3 digits so that students have the opportunity to think about how digit placement affects the size of the number.
In this task students must place 4-digit numbers into order from smallest to greatest and greatest to smallest.
In this task students compare numbers less than 100 to benchmark numbers and learn to build an understanding of the relative magnitude of numbers.
The point of this task is to emphasize the grouping structure of the base-ten number system, and in particular the crucial fact that 10 tens make 1 hundred.
This task serves as a bridge between understanding place-value and using strategies based on place-value structure for addition.
Students practice counting forward or backward in this class activity.
These word problems about money require students to think in base 10.
The purpose of this task is to help students understand composing and decomposing ones, tens, and hundreds. This task is meant to be used in an instructional setting and would only be appropriate to use if students actually have base-ten blocks on hand.
This task presents an incomplete problem and asks students to choose numbers to subtract (subtrahends) so that the resulting problem requires different types of regrouping. This way students have to recognize the pattern and not just follow a memorized algorithm--in other words, they have to think about what happens in the subtraction process when we regroup. This task is appropriate to use after students have learned the standard US algorithm.
When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder or a mixed number.