Illustrative Mathematics: 5.nf Running a Mile

This task is intended to complement "5.NF How many servings of oatmeal?" and "7.RP Molly's run.'' All three tasks address the division problem 4/13 but from different points of view. Aligns with 5.NF.B.7.b.

This task asks students to multiply rational numbers. Aligns with 5.NF.B.5.

For the sake of this commentary, let R be the height of Rual's seedlings (of course students do not need to use a letter to represent any number in this task). Student must compare the size of each of two products (112xR, and 34xR) to...

The purpose of this task is for students to compare a number and its product with other numbers that are greater than and less than one. Aligns with 5.NF.B.5.

This task addresses common errors that students make when adding fractions. Aligns with 5.NF.A.2.

The purpose of this task is to provide learners with a concrete situation they can model by dividing a whole number by a unit fraction. Aligns with 5.NF.B.7.

The purpose of this task is for students to compare two fractions that arise in a context. Aligns with 4.NF.A.

The purpose of this task is for students to solve a problem in context that can be solved in different ways, but in particular by dividing a whole number by a unit fraction. Aligns with 6.NS.A.1.

Students find which is closer to 1 on the number line, 4/5 or 5/4. Aligns with 3.NF.A.2/CCSS.Math.Content.3.NF.A.1 Standard 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.

The purpose of this task is to assess whether students understand fractions as being built from unit fractions and whether they can accurately locate fractions on the number line. Aligns with 3.NF.A.2/CCSS.Math.Content.3.NF.A.1 Standard...