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Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorials
Problem-Solving Tasks
STEM Lessons - Model Eliciting Activity
In the story Arthur's Pet Business, Arthur shows his parents that he is responsible enough to deserve a pet dog and his mom gives him permission to get one. However, Arthur needs your help choosing the perfect dog. Help Arthur meet all the requirements needed to find the perfect pet for his family from the research he shares with you about the breeds they are considering, taking into consideration size, shedding, barking, friendliness, etc. Then write a justification to describe why you chose the perfect pet for Arthur and his family.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Teams of students will use math to solve an open-ended, real-world problem to help their parent or caregiver choose the best babysitter. Students will apply mathematical skills of place value (two-digit number tens and ones) and counting to perform math calculations while analyzing data sets. This MEA will facilitate students demonstrating higher level critical thinking and problem solving during class discussions and in writing.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
This MEA focuses on students' problem solving skills. After reading a story about what is in a piñata, students are asked to help a company find the best way to fill a piñata. It focuses on math skills, including counting and adding three numbers to make 20.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Pete the Cat wants a new pair of shoes and needs the students' help selecting the right ones for him. Students will work with a team to select the best shoes for Pete. Students will use symbols to compare the costs of shoes within 100.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
In the story Curious George and the Pizza Party (by Rey, H.A., and Margret Rey), Curious George attends a pizza party for a friend. Now the man with the yellow hat wants to plan his own pizza party for Curious George, but he needs the students' help. Help the man with the yellow hat use the data about the different pizza companies in his area to rank the options from best to worst, considering the toppings offered, crust options, prices, and customer satisfaction ratings. Then the students will use the special promotions from each pizza company and their math skills to figure out which pizza place offers the best deals. Each team of students will write letters to the man with the yellow hat explaining how they ranked the companies and why they chose their rankings to help him choose the best pizza for George's party.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
MFAS Formative Assessments
Students find numbers given specific criteria and use inequality symbols to compare numbers.
Students count two sets of base ten blocks, write the number for each set, and then use symbols (inequality or equality) to compare the two numbers.
Students are asked to compare numbers by examining the digits in the tens and ones places and then use the greater than, less than, or equal to symbols to write an inequality statement.
Original Student Tutorials Mathematics - Grades K-5
Learn how to plot numbers on number lines using data from race cars in this interactive tutorial.
This is part 1 of 3 in a series of tutorials on plotting and comparing numbers. Click below to open the other tutorials in the series.
- Part 2 (Coming soon)
- Part 3 (Coming soon)
Learn how to order and compare numbers from least to greatest using number lines and place value with the students in Mr. Rivera’s class in this interactive tutorial.
This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 3.
- Part 1: Number Lines
- Part 2: Using Number Lines or Order Numbers
- Part 3: Comparing Statements
Learn how to order to compare numbers using >, <, and = symbols with Mr. Rivera’s class as they build and test racing cars in this interactive tutorial.
This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 2.
Student Resources
Original Student Tutorials
Learn how to order and compare numbers from least to greatest using number lines and place value with the students in Mr. Rivera’s class in this interactive tutorial.
This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 3.
- Part 1: Number Lines
- Part 2: Using Number Lines or Order Numbers
- Part 3: Comparing Statements
Type: Original Student Tutorial
Learn how to order to compare numbers using >, <, and = symbols with Mr. Rivera’s class as they build and test racing cars in this interactive tutorial.
This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 2.
Type: Original Student Tutorial
Learn how to plot numbers on number lines using data from race cars in this interactive tutorial.
This is part 1 of 3 in a series of tutorials on plotting and comparing numbers. Click below to open the other tutorials in the series.
- Part 2 (Coming soon)
- Part 3 (Coming soon)
Type: Original Student Tutorial
Problem-Solving Task
The purpose of this task is to give students an opportunity to compare numbers less than 100 to benchmark numbers. Even though a number line is not explicitly given in the task, it is useful for students to list the numbers in the order they would appear on the number line; this allows them to focus on the relative ordering without worrying about the exact placement on the number line.
Type: Problem-Solving Task
Parent Resources
Problem-Solving Tasks
This activity is designed to be a short, repeatable activity to build student flexibility with the number sequence. Begin by randomly giving each student in the classroom one card from one of the sets you have made. Challenge the students to get themselves into order as quickly as they can.
Type: Problem-Solving Task
The purpose of this task is to give students an opportunity to compare numbers less than 100 to benchmark numbers. Even though a number line is not explicitly given in the task, it is useful for students to list the numbers in the order they would appear on the number line; this allows them to focus on the relative ordering without worrying about the exact placement on the number line.
Type: Problem-Solving Task
