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 Standards
Related Access Points
Access Points
Related Resources
Educational Game
Formative Assessments
Lesson Plans
Original Student Tutorials
Problem-Solving Tasks
Student Center Activity
Teaching Ideas
Tutorials
Video/Audio/Animation
Student Resources
Original Student Tutorials
Use the least common multiple to solve real-life problems with Brady and Natalia in this interactive tutorial.
This is part 2 of 2-part series, click HERE to view part 1.
Type: Original Student Tutorial
Sail through subtracting decimals to the thousandths place using a standard algorithm in this interactive tutorial.
Type: Original Student Tutorial
Learn to add decimals to the thousandths using a standard algorithm at the ice cream shop in this interactive tutorial.
Type: Original Student Tutorial
Explore computer coding on the farm by declaring and initializing variables in this interactive tutorial. You'll also get a chance to practice your long division skills.
Type: Original Student Tutorial
Learn how to find the least common multiple by helping Brady and Natalia work through some homework questions in this interactive student tutorial.
This is part 1 of 2-part series, click HERE to view part 2.
Type: Original Student Tutorial
Educational Game
This fun and interactive game helps practice estimation skills, using various operations of choice, including addition, subtraction, multiplication, division, using decimals, fractions, and percents.
Various levels of difficulty make this game appropriate for multiple age and ability levels.
Addition/Subtraction: The addition and subtraction of whole numbers, the addition and subtraction of decimals.
Multiplication/Division: The multiplication and addition of whole numbers.
Percentages: Identify the percentage of a whole number.
Fractions: Multiply and divide a whole number by a fraction, as well as apply properties of operations.
Type: Educational Game
Problem-Solving Tasks
The goal of this task is to give students a context to investigate large numbers and measurements. Students need to fluently convert units with very large numbers in order to successfully complete this task. The total number of pennies minted either in a single year or for the last century is phenomenally large and difficult to grasp. One way to assess how large this number is would be to consider how far all of these pennies would reach if we were able to stack them one on top of another: this is another phenomenally large number but just how large may well come as a surprise.
Type: Problem-Solving Task
The purpose of this task is to gain a better understanding of factors and common factors. Students should use the distributive property to show that the sum of two numbers that have a common factor is also a multiple of the common factor.
Type: Problem-Solving Task
The purpose of this task is for students to solve problems involving decimals in a context involving a concept that supports financial literacy, namely inflation. Inflation is a sustained increase in the average price level. In this task, students are asked to compare the buying power of $20 in 1987 and 2012, at least with respect to movie tickets.
Type: Problem-Solving Task
Given the fact 13 x 17 = 221, students are asked to reason about and explain the decimal placement in multiplication and division problems where some of the numbers involved have been changed by powers of ten.
Type: Problem-Solving Task
Students are asked to reason about and explain the placement of decimals in quotients.
Type: Problem-Solving Task
The purpose of this task is for students to solve problems involving multiplication and division of decimals in the real-world context of setting financial goals. The focus of the task is on modeling and understanding the concept of setting financial goals, so fluency with the computations will allow students to focus on other aspects of the task.
Type: Problem-Solving Task
Students are asked to solve a real-world problem involving common multiples.
Type: Problem-Solving Task
Students are asked to solve problems from context by using multiplication or division of decimals.
Type: Problem-Solving Task
Students are asked to add or subtract decimals to solve problems in context.
Type: Problem-Solving Task
Student Center Activity
Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.
Type: Student Center Activity
Tutorials
This video demonstrates the prime factorization method to find the lcm (least common multiple).
Type: Tutorial
This video demonstrates dividing two numbers that are decimals.
Type: Tutorial
This video demonstrates adding decimal numbers to solve a word problem.
Type: Tutorial
Let's show subtracting with digits up to the thousandths place in this tutorial.
Type: Tutorial
Watch as we align decimals before subtracting in this tutorial.
Type: Tutorial
Learn how to add decimals and use place value in this tutorial.
Type: Tutorial
Parent Resources
Problem-Solving Tasks
The goal of this task is to give students a context to investigate large numbers and measurements. Students need to fluently convert units with very large numbers in order to successfully complete this task. The total number of pennies minted either in a single year or for the last century is phenomenally large and difficult to grasp. One way to assess how large this number is would be to consider how far all of these pennies would reach if we were able to stack them one on top of another: this is another phenomenally large number but just how large may well come as a surprise.
Type: Problem-Solving Task
The purpose of this task is to gain a better understanding of factors and common factors. Students should use the distributive property to show that the sum of two numbers that have a common factor is also a multiple of the common factor.
Type: Problem-Solving Task
The purpose of this task requires students to apply the concepts of factors and common factors in a context. A version of this task could be adapted into a teaching task to help motivate the need for the concept of a common factor.
Type: Problem-Solving Task
The purpose of this task is for students to solve problems involving decimals in a context involving a concept that supports financial literacy, namely inflation. Inflation is a sustained increase in the average price level. In this task, students are asked to compare the buying power of $20 in 1987 and 2012, at least with respect to movie tickets.
Type: Problem-Solving Task
Given the fact 13 x 17 = 221, students are asked to reason about and explain the decimal placement in multiplication and division problems where some of the numbers involved have been changed by powers of ten.
Type: Problem-Solving Task
Students are asked to reason about and explain the placement of decimals in quotients.
Type: Problem-Solving Task
The purpose of this task is for students to solve problems involving multiplication and division of decimals in the real-world context of setting financial goals. The focus of the task is on modeling and understanding the concept of setting financial goals, so fluency with the computations will allow students to focus on other aspects of the task.
Type: Problem-Solving Task
Students are asked to solve a real-world problem involving common multiples.
Type: Problem-Solving Task
There are two aspects to fluency with division of multi-digit numbers: knowing when it should be applied, and knowing how to compute it. While this task is very straightforward, it represents the kind of problem that sixth graders should be able to recognize and solve relatively quickly. Easily recognizing contexts that require division is a necessary conceptual prerequisite to more complex modeling problems that students will be asked to solve later in middle and high school.
This task also has a natural carryover to work with ratios and rates, so students should also be building connections between these kinds of division problems and finding unit rates.
Type: Problem-Solving Task
Students are asked to solve problems from context by using multiplication or division of decimals.
Type: Problem-Solving Task
Students are asked to add or subtract decimals to solve problems in context.
Type: Problem-Solving Task