In this activity, students will consider a real-world scenario requiring them to compare two fractional amounts using a number line. Through the use of the number line and peer collaboration, students will recognize equivalency in the two fractional quantities and effectively communicate their understanding of this concept.

Students will compare fractional parts in a real-world situation using play dough as a model for pizza.

Students will collaboratively solve two-step real-world word multiplication and division problems by using a checklist.  Students will also solve a two-step word problem by completing a hands-on group activity. 
 

Students will work collaboratively to apply and use digits, value, greater than/less than and base 10 knowledge to communicate numbers up to 1200 with a Halloween theme.

As students rotate through engaging learning stations, they utilize concrete objects, pictorial models, mnemonic devices, and strip diagrams to solve real-world, two and three-digit subtraction word problems, with and without regrouping.

Students participate in a teacher-created three-act task in order to solve math word problems. They reactivate their prior knowledge and determine the question to solve the main problem during Act One. Act Two engages students in a differentiated, rich task. During Act Three, students compare and discuss their work with peers outside their original groups. 

Students will work collaboratively through a fictitious real-world scenario to solve one‐step and multi‐step word problems. The lesson will involve solving addition and subtraction within 1,000 using a variety of strategies based on place value.

Students will represent fractions in multiple ways, such as pattern blocks, fraction strips, and number lines.

The students will engage in group activities to solve word problems with and without models as well as writing equations.

Students rotate through four stations, collaboratively utilizing different strategies and manipulatives to analyze, explore, solve, and generate real-world culinary problem situations. 

Students will be able to use concrete and pictorial models to compose and decompose numbers with place value.

Students will work collaboratively to solve six real-world multiplication problems and earn puzzle pieces they can put together to reveal a phone number they can call to escape the classroom.

Students compose and decompose numbers up to 1,200 in more than one way by participating in a teacher-created Three Act Task using a real-world scenario.

In learning stations, students prepare for a birthday party by using their knowledge of place value to compose, decompose, and represent numbers using standard, word, and expanded forms.

Students will work in groups and solve one-step word problems using a protocol to guide their thinking.

Students will create planters that meet specific perimeter dimensions. The students will need to determine the number of sides and the perimeter for their planter.

In this lesson, students use the Understand, Plan, Solve, and Evaluate (UPSE) problem-solving model to first identify and organize relevant information, and then devise and carry out a plan to solve one-step mathematics word problems with a missing addend. The lesson was designed with English learners (ELs) in mind and includes instructional strategies designed to make linguistic and content input comprehensible: a focus on vocabulary, manipulatives, visuals, cooperative learning, anchor charts, graphic organizers, technology applications, and sentence stems/frames.

Students will utilize manipulatives to create concrete and pictorial strip diagram representations in order to solve multi-step multiplication and division word problems.

Teachers will show students a tool to help them understand a problem situation.  The tool called Step into the Problem, will walk students through the steps of comprehending a problem: Read the problem, Turn and Talk, Act it Out, Notice and Wonder, and Reflect. Students will be given a problem situation and will go through the steps to show that they understand the problem situation.