A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | |
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1 | Primary SOL | Skill | Activity Title and Link | Question to Answer | Description/Notes | ||||||||||||||||||||
2 | K.1a | Counting a set of 20 or fewer | Peas in a Pod | If all the peas were in one pod, how many peas would there be? | Student sees the number of peas in two pods, then three new closed pods are shown. Act 2 reveals an image of the three pods labeled with descriptions such as "2 less than 10". This document can be edited. Click here for videos of this task being implemented with a Kindergarten class. | ||||||||||||||||||||
3 | K.1a | Counting a set of 20 or fewer; patterns | Dotty | How many dots will be on the screen after the last bell? | A new dot appears with each "ding" that the student hears. After the first 6 dots and dings, the screen goes black, but the dings continue. Act 2 reveals there were 4 extra dings. | ||||||||||||||||||||
4 | K.1a | Counting a set of 20 or fewer; joining sets | the Candyman | How many candies are in are in his hand? | Student sees a quarter put into a candy machine that dispenses gum without seeing how many. Act 2 reveals how many pieces there were of each color. Click here for videos of this task being implemented with a Kindergarten class. | ||||||||||||||||||||
5 | K.1b | Read, write, represent numbers 0 to 20; fair sharing | Share the Love | How many M&Ms will each girls get? | A bag of M&Ms is shown that needs to be shared between two girls. Act 2 reveals an image labled "19 M&Ms came in the package". Students would need to read the 19, represent it with objects or pictures, and then they could determine how to fair share the M&Ms. Click here for a blog post about implementation of this task and here for a distance learning version. | ||||||||||||||||||||
6 | 1.1 | Count objects 0 to 110; growing patterns | Counting Squares | How many tiles are in the pile? | Student sees a pile of red and yellow squares. In Act 2, the squares are placed in decreasing row amounts in a pyramid formation. Students cannot see the final pyramid, but they can use the pattern established to determine the total amount of squares (21). | ||||||||||||||||||||
7 | 1.1 | Counting by fives; non-standard measurement | Shark Bait | How long is the worm? | Student sees a long worm in relationship to an adult hand and then one snap cube. Act 2 reveals that it takes 4 sets of 5 unifix cubes plus 2 more to build the length of the worm. Click here for a blog post about implementation of this task or here for a distance learning version of the task that can be assigned to students. | ||||||||||||||||||||
8 | 1.14 | Growing patterns; Count objects 0 to 110 | Stage 5 Series | What will stage 5 look like? | This is a series of 5 different videos. In each video, the student sees the first three stages of a growing pattern created with square tiles. The student is challenged to determine the shape and amount of squares in stage 4 and stage 5 of the growing pattern. | ||||||||||||||||||||
9 | 1.15 | Equality, combinations | Balancing Numbers | What is needed to make both side of the scale equal? (balance) | Student sees two pattern blocks (yellow hexagon and red trapezoid) being put into one side of a balance scale. Act 2 reveals that only blue rhombi and green triangles are available to balance the scale. Students must determine all possible combinations. Planning help found here on page 90. | ||||||||||||||||||||
10 | 1.4 | fractions (fourths) | Sliced Up | How many orange wedges are in the bowl? OR How many oranges are in the bowl? | Student sees a bowl of orange wedges. Act 2A reveals there are 20 wedges and each wedge is 1/4 of an orange, asking students to figure out how many oranges there were. Act 2B reveals there were 5 organes and each wedge is 1/4 of an orange, asking students to figure out the number of wedges. You choose one of these questions to explore. Click here for a distance learning version of the task. | ||||||||||||||||||||
11 | 1.6 | Addition & subtraction practical problems; separate (change unknown) | Bag-O-Chips | How many bags of chips were missing? | Student sees individual bags of chips dumped out on the counter from a bigger bag. Act 2 reveals how many of each kind of chip were in the bag, as well as how many were supposed to be in the bag. Students could think about this scenario as a missing addend problem or a separate (change unknown) problem. Click here for a distance learning version of this task. | ||||||||||||||||||||
12 | 1.6 | Addition & subtraction practical problems; separate (change unknown) | Humpty Dumpty | How many eggs didn't break? | Student sees an egg carton fall out of the refrigarator. Act 2 reveals there were 9 eggs to start at 6 didn't break. Click here for a distance learning version of the task or here for a blog about this task. | ||||||||||||||||||||
13 | 1.6 | Addition & subtraction practical problems; separate (result unknown) | Popping Balloons | How many balloons are left? | Student sees a bunch of helium balloons, then the screen goes black and they hear 7 popping sounds. Act 2 reveals how many of each color balloon there was to start (total of 10). | ||||||||||||||||||||
14 | 1.6 | Addition & subtraction practical problems; separate (change unknown) | the Cookie Monster | How many cookies did the cookie monster eat? | In this modification of a 2nd grade task with larger numbers, student sees someone eat an unknown number of cookies out of a box of oreos. Act 2 reveals how many cookies were in the package to start (13) and how many were left (6). | ||||||||||||||||||||
15 | 2.15 | Read and interpret bar graphs; fair sharing | Share the Love | How many M&Ms will each girls get? | A bag of M&Ms is shown that needs to be shared between two girls. Act 2 reveals a bar graph of M&Ms in the bag by color. Students would need to read the graph to determine how many total M&Ms there are, represent it with objects or pictures, and then they could determine how to fair share the M&Ms. Click here for a blog post about implementation of this task and here for a distance learning version. | ||||||||||||||||||||
16 | 2.17 | Equality, combinations | Balancing Numbers | What is needed to make both side of the scale equal? (balance) | Student sees two pattern blocks (yellow hexagon and red trapezoid) being put into one side of a balance scale. Act 2 reveals that only blue rhombi and green triangles are available to balance the scale. Students must determine all possible combinations. Planning help found here on page 90. | ||||||||||||||||||||
17 | 2.4 | fractions (fourths) | Sliced Up | How many orange wedges are in the bowl? OR How many oranges are in the bowl? | Student sees a bowl of orange wedges. Act 2A reveals there are 20 wedges and each wedge is 1/4 of an orange, asking students to figure out how many oranges there were. Act 2B reveals there were 5 organes and each wedge is 1/4 of an orange, asking students to figure out the number of wedges. You choose one of these questions to explore. Click here for a distance learning version of the task. | ||||||||||||||||||||
18 | 2.6 | Determine the difference of two whole numbers, 99 or less | Lil’ Sister | How much shorter is Lil' Sister than Big Sister? | Student sees two sisters, back to back. Act 2 reveals a picture of each sister next to a tower of snap cubes representing her height. Snap cubes are arranged in sets of 10 in alternating colors, making it possible to determine the height without counting each cube. | ||||||||||||||||||||
19 | 2.6 | Addition & subtraction practical problems; separate (change unknown) | the Cookie Monster | How many cookies did the cookie monster eat? | Student sees someone eat an unknown number of cookies out of a package of oreos. Act 2 reveals how many cookies were in the package to start (48) and how many were left (26). | ||||||||||||||||||||
20 | 2.6 | Addition & subtraction practical problems; separate (change unknown) | the Pringle Ringle | How many Pringles did it take to make the Pringle Ringle? | Student sees a ring of Pringles being made. Act 2 reveals how many were in the can to start (78), and how many are not in the can now (14). | ||||||||||||||||||||
21 | 2.6 | Addition & subtraction practical problems; combine (result unknown) | the Juggler | How many times will the juggler be able to juggle the ball until it hits the ground? | Student sees a man juggling a soccer ball. Act 2 reveals how many times it hit each body part (23, 1, 14, 36, 13). See page 21 of this document for more information about how to facilitate this task. | ||||||||||||||||||||
22 | 2.6 | Addition & subtraction practical problems; part-whole (whole unknown) | Graham Cracker | How many crackers will fit inside the Graham Cracker box? | Student sees one graham cracker and a box of graham crackers. Act 2 reveals there are 4 crackers in 1 sheet, 9 sheets in a sleeve, and 3 sleeves in a box. Click here for a blog post about this task. | ||||||||||||||||||||
23 | 2.6 | Addition & subtraction practical problems; combine (result unknown) | Bright Idea | How many Skittles fit inside the light bulb? | Student sees Skittles being poured into a clear, plastic lightbulb, separated by color. Act 2 reveals the amounts of each color: 19, 15, 19, 17, 21. Click here for a distance learning version of the task, and here for a blog post about this task. | ||||||||||||||||||||
24 | 2.6 | Addition & subtraction practical problems; separate (result unknown) | Snack Machine | How much change did she get back? | Student sees a girl inserting money into a snack machine, choosing a snack, and getting back an unidentified amount of change. Act 2 reveals the snack costs 60 cents and she put in 80. | ||||||||||||||||||||
25 | 2.6 | two step practical problem (multiply or add & subtraction) | the Whopper Jar | How many Whoppers are inside the jar? | Student sees multiple bags of Whoppers beign poured into a jar. Act 2 reveals each bag has 18 Whoppers. It also shows 5 bags were used, but there were 16 Whoppers NOT used from the 5th bag. Click here for a blog series about this task. | ||||||||||||||||||||
26 | 2.7 | counting a collection of coins | It All Adds Up | What coins are in the bank? | Student sees coins being placed into a digital bank. At first you see the total adding up, then it is covered. At the end of Act 1, you see that the total was $1.00. Act 2 reveals with a picture that dimes, nickels, and quarters were used, and 12 total coins were inserted. Click here for a blog about this task. | ||||||||||||||||||||
27 | 3.3 | Addition & subtraction practical problems; part-whole (part unknown); length in meters | Let It Fly | How far did he throw the disc? | Student sees a disc thrown towards a disc golf basket. Act 2 reveals the length of the hole and the distance from where the disc lands to the basket (65 meters). | ||||||||||||||||||||
28 | 3.3 | two step practical problem (multiply or add & subtraction) | the Whopper Jar | How many Whoppers are inside the jar? | Student sees multiple bags of Whoppers beign poured into a jar. Act 2 reveals each bag has 18 Whoppers. It also shows 5 bags were used, but there were 16 Whoppers NOT used from the 5th bag. Click here or here for blogs about this task. | ||||||||||||||||||||
29 | 3.3 | Subtraction practical problem (Separate, change unknown); liquid volume | the Water Boy | How much water was comsumed? | Student sees a person drink water from a large water bottle. He then lays it down on his side so you can see that about half remains. Act 2 reveals the starting liquid volume of the water bottle (1.5 L or 50.7 oz) and the amount left in the bottle, which students have to read from a measuring cup (about 875 mL or 28 oz). Use mL if you are using this task for the 3.3 standard. | ||||||||||||||||||||
30 | 3.4 | multiplication (single digit and 2x1) | Graham Cracker | How many crackers will fit inside the Graham Cracker box? | Student sees one graham cracker and a box of graham crackers. Act 2 reveals there are 4 crackers in 1 sheet, 9 sheets in a sleeve, and 3 sleeves in a box. Click here for a blog post about this task. | ||||||||||||||||||||
31 | 3.4 | Multiplication or Division (One factor & product known; factor unknown) | Seesaw | How many bricks will it take to balance out the seesaw? | Student sees a girl get on a Seesaw and begin to add bricks in order to balance it out. Act 2 reveals that the girl weighs 60 pounds and a brick weighs 5 pounds. Click here for a Desmos version of the task or here for sample student work. | ||||||||||||||||||||
32 | 3.4 | Multiplication (array) | Fruit & Nuts | How many pieces of chocolate in the whole bar? | Student sees one wrapped candybar and one small square of the same kind of candybar. Act 2 reveals some pieces of the candybar, including one long piece that is 6 blocks long. Click here for stample student work. | ||||||||||||||||||||
33 | 3.4 | Division (Size of groups known, number of groups unknown) | Knotty Rope | How many knots will fit on the rope? | Student sees a rope and a few knots being tied in it. Act 2 reveals the starting length of the rope (44 inches) and the length after 1 knot (40 inches). Click here for a blog post about this task. | ||||||||||||||||||||
34 | 3.4 | Division (Size of groups known, number of groups unknown) | Knotty Rope | How many knots will fit on the rope? | Student sees a rope and a few knots being tied in it. Act 2 reveals the starting length of the rope (44 inches) and the length after 1 knot (40 inches). Click here for a blog post about this task. | ||||||||||||||||||||
35 | 3.4 | Multiplication (array) | Cover the Floor | How many blue squares will it take to cover the yellow square? | Student sees blue base 10 flats being laid in a row onto a tile floor with a large yellow rectangle. Act 2 offers two choices: 1) The rectangle is 12x9 flats. 2) The yellow rectangle is 3x4 large square tiles and 1 tile 3x3 flats. | ||||||||||||||||||||
36 | 3.6 | counting a collection of coins | It All Adds Up | What coins are in the bank? | Student sees coins being placed into a digital bank. At first you see the total adding up, then it is covered. At the end of Act 1, you see that the total was $1.00. Act 2 reveals with a picture that dimes, nickels, and quarters were used, and 12 total coins were inserted. Click here for a blog about this task. | ||||||||||||||||||||
37 | 3.7 | Addition & subtraction practical problems; part-whole (part unknown); length in meters | Let It Fly | How far did he throw the disc? | Student sees a disc thrown towards a disc golf basket. Act 2 reveals the length of the hole and the distance from where the disc lands to the basket (65 meters). | ||||||||||||||||||||
38 | 4.3 | Subtraction practical problem (Separate, change unknown); liquid volume | the Water Boy | How much water was comsumed? | Student sees a person drink water from a large water bottle. He then lays it down on his side so you can see that about half remains. Act 2 reveals the starting liquid volume of the water bottle (1.5 L or 50.7 oz) and the amount left in the bottle, which students have to read from a measuring cup (about 875 mL or 28 oz). Use mL if you are using this task for the 4.3 standard. | ||||||||||||||||||||
39 | 4.3 | Compare and order decimals | Final Lap | Which driver won the Daytona 500? | Student sees racecars racing and hears a commentator narrating what's happening. Act 2 reveals the finish time of 7 cars in seconds. The times are recorded to the thousandth of a second. | ||||||||||||||||||||
40 | 4.3 | Compare and order decimals | Chasing Gold | Who won the Women's 100M dash? | Student sees racers lined up on a track and take off on their race. Act 2 reveals their results in seconds. Times are recorded to the hundredths of a second. Click here for a distance learning version of this task | ||||||||||||||||||||
41 | 4.4 | Division practical problem (3 digit dividend, 2 digit divisor) | Downsizing Tomatoes | How many little ketchup bottles will will the big bottle fill up? | Student sees tinted water being poured out of a big ketchup bottle into smaller ketchup bottles. Act 2 reveals the large bottle holds 397 grams and one small jar holds 64 grams. Click here for a blog post about this task. | ||||||||||||||||||||
42 | 4.4 | Division (Size of groups known, number of groups unknown) | the Orange | How many cubes will it take to balance the scale? | Student sees an orange put on a balance scale and someone begin to fill the bucket on the opposite side with snap cube. Act 2 reaveals that the mass of the orange is 165 grams, and the mass of one snap cube is 3 grams. Click here for a Desmos version of this task. | ||||||||||||||||||||
43 | 4.4 | Multiplication or Division (One factor & product known; factor unknown) | Seesaw | How many bricks will it take to balance out the seesaw? | Student sees a girl get on a Seesaw and begin to add bricks in order to balance it out. Act 2 reveals that the girl weighs 60 pounds and a brick weighs 5 pounds. Click here for a Desmos version of the task or here for sample student work. | ||||||||||||||||||||
44 | 4.4 | Multistep problems (multiplication, addition, division); Elapsed time | All Aboard | How long will it take for the train to pass? | Student sees a train moving past a railroad crossing. Act 2 reveals the number of train cars (70) and locomotives (2). Also, it takes 10 seconds for 7 train cars to pass and 3 seconds for locomotive to pass. | ||||||||||||||||||||
45 | 4.4 | Multiplication (array) | Cover the Floor | How many blue squares will it take to cover the yellow square? | Student sees blue base 10 flats being laid in a row onto a tile floor with a large yellow rectangle. Act 2 offers two choices: 1) The rectangle is 12x9 flats. 2) The yellow rectangle is 3x4 large square tiles and 1 tile 3x3 flats. | ||||||||||||||||||||
46 | 4.4 | Multiplication (equal groups) | Array-bow of Colors | How many Skittles are in the jar? | Student sees a glass jar being filled with small bags of Skittles. Act 2 reveals the number of small bags used (58) and the number of Skittles in each bag (14). Click here and here for blog posts about this task. | ||||||||||||||||||||
47 | 4.4 | Multiplication (2 digit by 2 digit by 1 digit) | Krispy Kreme Me | How many Krispy Kreme Donuts are inside the box? | Student sees a giant box of Krispy Kreme donuts being loaded into a truck. You can tell they are arranged in an array, but you can't see the whole array. Act 2 reveals the array is 25x32 and there are 3 layers. Alternatively, Act 2 can reveal the length of each dimension in mm and the width of a donut in mm, in order to have students determine the size of the array. Click here and here for blog posts about this task. | ||||||||||||||||||||
48 | 4.6 | Subtraction practical problem (Separate, change unknown); liquid volume | the Water Boy | How much water was comsumed? | Student sees a person drink water from a large water bottle. He then lays it down on his side so you can see that about half remains. Act 2 reveals the starting liquid volume of the water bottle (1.5 L or 50.7 oz) and the amount left in the bottle, which students have to read from a measuring cup (about 875 mL or 28 oz). Use oz if you are using this task for the 4.6 standard. | ||||||||||||||||||||
49 | 4.7 | Area of a rectangle | Paper Cut | Which piece is bigger? Which piece has the greater area? | Student sees a person cut a rectangle out of the center of a rectangular piece of paper. He then lays the smaller rectangle next to the rectanglar border that was cut off. Act 2 reveals the length and height of each piece of paper by placing them next to a non-standard ruler. Original paper is 12x14 and smaller rectangle is 7x12. Click here for a distance learning version of this task. | ||||||||||||||||||||
50 | 4.7 | Area | Piles of Tiles | Are there enough tiles to cover the entire table? | Student sees a plus-shaped table and square tiles (in a bag) being layed on it in rows along the edge. Act 2 reveals the length of the table in both directions and the number of tiles in the bag. | ||||||||||||||||||||
51 | 5.12 | Angles | For the Win | Where could you shoot the white ball to sink the #8 black ball? | Student sees a pool table set up with several balls on the table. Act 2 reveals that a ball bounces off the wall at the same angle that it enters. An example show it shown. | ||||||||||||||||||||
52 | 5.15 | Combinations, tree diagrams, fundamental counting principle | Modeling Outfits | How many different outfit combinations are possible for Zoolander to wear? | Student sees a movie theater display that rotates with different heads, trunks, and legs. Act 2 reveals that there are 5 different people on the display, which means that there are 5 heads, 5 trunks, and 5 pairs of legs. Click here for a distance learning version of this task. | ||||||||||||||||||||
53 | 5.2 | Compare and order decimals | Final Lap | Which driver won the Daytona 500? | Student sees racecars racing and hears a commentator narrating what's happening. Act 2 reveals the finish time of 7 cars in seconds. The times are recorded to the thousandth of a second. | ||||||||||||||||||||
54 | 5.4 | Division practical problem (3 digit dividend, 2 digit divisor) | Downsizing Tomatoes | How many little ketchup bottles will will the big bottle fill up? | Student sees tinted water being poured out of a big ketchup bottle into smaller ketchup bottles. Act 2 reveals the large bottle holds 397 grams and one small jar holds 64 grams. Click here for a blog post about this task. | ||||||||||||||||||||
55 | 5.4 | Subtraction practical problem (Separate, change unknown); liquid volume | the Water Boy | How much water was comsumed? | Student sees a person drink water from a large water bottle. He then lays it down on his side so you can see that about half remains. Act 2 reveals the starting liquid volume of the water bottle (1.5 L or 50.7 oz) and the amount left in the bottle, which students have to read from a measuring cup (about 875 mL or 28 oz). Use mL if you are using this task for the 5.4 standard. | ||||||||||||||||||||
56 | 5.4 | Division (Size of groups known, number of groups unknown) | the Orange | How many cubes will it take to balance the scale? | Student sees an orange put on a balance scale and someone begin to fill the bucket on the opposite side with snap cube. Act 2 reaveals that the mass of the orange is 165 grams, and the mass of one snap cube is 3 grams. Click here for a Desmos version of this task. | ||||||||||||||||||||
57 | 5.4 | Multistep problems (multiplication, addition, division); Elapsed time | All Aboard | How long will it take for the train to pass? | Student sees a train moving past a railroad crossing. Act 2 reveals the number of train cars (70) and locomotives (2). Also, it takes 10 seconds for 7 train cars to pass and 3 seconds for locomotive to pass. | ||||||||||||||||||||
58 | 5.4 | Division (Size of groups known, number of groups unknown); multistep problems | Where’s the Beef | How many hot dogs did Joey Chestnut eat in 10 minutes? | Student sees a clip of a hotdog eating competition. Act 2 reveals the competitor ate 8694 grams of wet buns and dogs. Act 2 also reveals a wet bun weighs 80 grams and a hotdog weighs 46 grams. CLick here for a blog post about this task. | ||||||||||||||||||||
59 | 5.4 | Multiplication (equal groups) | Array-bow of Colors | How many Skittles are in the jar? | Student sees a glass jar being filled with small bags of Skittles. Act 2 reveals the number of small bags used (58) and the number of Skittles in each bag (14). Click here and here for blog posts about this task. | ||||||||||||||||||||
60 | 5.4 | Division (1 digit divisor with 4 digit dividend; rate) | The Spinner | How many times will the fidget spinner spin? | Student sees a fidget spinner being flicked and a stopwatch starting. Act 2 reveals the total number of spins (2160) and the rate (8 spins per second). | ||||||||||||||||||||
61 | 5.4 | Division (2 digit divisor with 3 digit dividend); liquid volume | The Juicer | How many half or whole grapefruits will it take to fill the glass? | Student sees a grapefruit cut in half and juiced by hand. Act 2 reveals the amount from 1/2 grapefruit is a little more than 75mL, and the capacity of the glass is a little over 400. | ||||||||||||||||||||
62 | 5.4 | Multiplication (2 digit by 2 digit by 1 digit) | Krispy Kreme Me | How many Krispy Kreme Donuts are inside the box? | Student sees a giant box of Krispy Kreme donuts being loaded into a truck. You can tell they are arranged in an array, but you can't see the whole array. Act 2 reveals the array is 25x32 and there are 3 layers. Alternatively, Act 2 can reveal the length of each dimension in mm and the width of a donut in mm, in order to have students determine the size of the array. Click here and here for blog posts about this task. | ||||||||||||||||||||
63 | 5.4 | Division (3 digit by 1 digit) | Tomato-Tomato | How many little ketchup bottles will it take to fill up the large bottle? | Student sees a big ketchup bottle and a smaller ketchup bottle. Act 2 reveals the size of both (Big: 14oz/397g; Smal: 2.25oz/64g). Click here for a blog post about this task. | ||||||||||||||||||||
64 | 5.5 | Subtraction practical problem (Separate, change unknown); liquid volume | the Water Boy | How much water was comsumed? | Student sees a person drink water from a large water bottle. He then lays it down on his side so you can see that about half remains. Act 2 reveals the starting liquid volume of the water bottle (1.5 L or 50.7 oz) and the amount left in the bottle, which students have to read from a measuring cup (about 875 mL or 28 oz). Use oz if you are using this task for the 5.5 standard. | ||||||||||||||||||||
65 | 5.5 | Decimal multiplication & whole number division | Dill 'er Up | How long will it take to fill up the 4 pickle jars? | Student sees a small pickle jar being filled from a hose with a timer showing. Act 2 reveals it took 7.5 seconds to fill the small jar, the jar is 8 fluid oz., and the volume of 4 larger jars (24 oz, 64 oz, 80 oz, 128 oz). | ||||||||||||||||||||
66 | 5.5 | Multiplying decimals | Straighten Up | How long is the large paperclip? | Student sees a regular-size paperclip being unfolded, then a large paperclip is shown. Act 2 reveals the regular paperclip is 9 cm long (using an image of it laid on a ruler) and the big paperclip is 3.5 times bigger. | ||||||||||||||||||||
67 | 5.5 | Multiply or dividing decimals | Tomato-Tomato | How many little ketchup bottles will it take to fill up the large bottle? | Student sees a big ketchup bottle and a smaller ketchup bottle. Act 2 reveals the size of both (Big: 14oz/397g; Smal: 2.25oz/64g). Click here for a blog post about this task. | ||||||||||||||||||||
68 | 5.6 | multiplying whole number by a fraction | Do the Dew | How many cups of sugar are in the case of Mountain Dew? | Student sees a can of Mountain Dew and a pile of sugar poured in front of it. A 12-pack is then slid into the frame. Act 2 reveals the nutrition information for 1 can: 1 can has 42g of sugar. Also, 42g sugar is approximately 1/5 cup of sugar. Click here for a distance learning version of this task. | ||||||||||||||||||||
69 | 5.6 | Multiplication of fractions (whole number times a fraction) | How Much Dew | How many cups of Mountain Dew was drank? How many cups of Dew is left? | Student sees a can of Mountain Dew being divided equally into two glasses. The person then drinks some amount of one of the glasses. Act 2 reveals that a can of soda is 12 oz and the person drank 2/3 of one of the glasses. Click here for a lesson plan for this task. | ||||||||||||||||||||
70 | 5.8 | Area of a rectangle | Paper Cut | Which piece is bigger? Which piece has the greater area? | Student sees a person cut a rectangle out of the center of a rectangular piece of paper. He then lays the smaller rectangle next to the rectanglar border that was cut off. Act 2 reveals the length and height of each piece of paper by placing them next to a non-standard ruler. Original paper is 12x14 and smaller rectangle is 7x12. Click here for a distance learning version of this task. | ||||||||||||||||||||
71 | 5.8 | Area | Piles of Tiles | Are there enough tiles to cover the entire table? | Student sees a plus-shaped table and square tiles (in a bag) being layed on it in rows along the edge. Act 2 reveals the length of the table in both directions and the number of tiles in the bag. | ||||||||||||||||||||
72 | 5.9 | Subtraction practical problem (Separate, change unknown); liquid volume | the Water Boy | How much water was comsumed? | Student sees a person drink water from a large water bottle. He then lays it down on his side so you can see that about half remains. Act 2 reveals the starting liquid volume of the water bottle (1.5 L or 50.7 oz) and the amount left in the bottle, which students have to read from a measuring cup (about 875 mL or 28 oz). | ||||||||||||||||||||
73 | 6.12 | proportional reasoning | Let It Flow | How long will it take for the bottle to empty? (minutes and seconds) | Student sees a 2 liter bottle being flipped over into another container. A timer starts and the water begins to flow slowly out of the 2 liter bottle. Act 2 reveals the volume of the bottle (2L = 2000 mL) and the rate of flow (8.8 seconds for 80mL). | ||||||||||||||||||||
74 | 6.12 | Multiplying decimals; proportional relationship | Straighten Up | How long is the large paperclip? | Student sees a regular-size paperclip being unfolded, then a large paperclip is shown. Act 2 reveals the regular paperclip is 9 cm long (using an image of it laid on a ruler) and the big paperclip is 3.5 times bigger. | ||||||||||||||||||||
75 | 6.5 | multiplying whole number by an improper fraction | Drip Drop | How many drops will fit on the penny? | Student sees water being dropped into a penny from a dropper. Act 2 reveals that the dropper holds 12 drops, and the penny held 1 1/3 droppers. | ||||||||||||||||||||
76 | 6.5 | Division (whole number divided by a fraction) | The Nectarine | How many cubes will it take to balance the scale? | Student sees a nectarine being placed on one side of a balance scale, and several wooden blocks are added on the other side. Act 2 reveals the block is 3/8 of an ounce and the nectarine is 6 oz. | ||||||||||||||||||||
77 | 6.5 | Multiplication of fractions (whole number times a fraction) | How Much Dew | How many cups of Mountain Dew was drank? How many cups of Dew is left? | Student sees a can of Mountain Dew being divided equally into two glasses. The person then drinks some amount of one of the glasses. Act 2 reveals that a can of soda is 12 oz and the person drank 2/3 of one of the glasses. Click here for a lesson plan for this task. | ||||||||||||||||||||
78 | 6.5 | multiplication of factions (fraction x fraction; area) | the Big Pad | How many little Post-its will fit on the "Big Pad"? | Student sees two regular-size sticky notes being put onto a large pad of paper. Act 2 reaveals dimensions of the regular post-it (3in x 3in) and the big post it (11in x 11in). Click here or here for a blog post about this task. | ||||||||||||||||||||
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