This short video and interactive assessment activity is designed to teach fifth graders about finding the least common denominator.

This short video and interactive assessment activity is designed to teach fourth graders about finding the number from figure patterns.

This short video and interactive assessment activity is designed to teach fifth graders about finding the reciprocal of fractions.

This short video and interactive assessment activity is designed to teach fourth graders about finding the total time given a distance between two objects.

This short video and interactive assessment activity is designed to teach fifth graders about finding the total time given a distance between two objects.

This short video and interactive assessment activity is designed to teach fifth graders about finding the total using division - word problems.

This task asks students to solve addition and subtraction equations with different structures so that they are able to see the connections between addition and subtraction more easily.

This short video and interactive assessment activity is designed to teach fifth graders about determining rate.

This short video and interactive assessment activity is designed to teach fourth graders about determining rate.

This learning video presents an introduction to the Flaws of Averages using three exciting examples: the ''crossing of the river'' example, the ''cookie'' example, and the ''dance class'' example. Averages are often worthwhile representations of a set of data by a single descriptive number. The objective of this module, however, is to simply point out a few pitfalls that could arise if one is not attentive to details when calculating and interpreting averages. The essential prerequisite knowledge for this video lesson is the ability to calculate an average from a set of numbers. During this video lesson, students will learn about three flaws of averages: (1) The average is not always a good description of the actual situation, (2) The function of the average is not always the same as the average of the function, and (3) The average depends on your perspective. To convey these concepts, the students are presented with the three real world examples mentioned above.

The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.

This short video and interactive assessment activity is designed to teach fourth graders about forming largest and smallest numbers (includes even and odd).

This short video and interactive assessment activity is designed to give fourth graders an overview of the time challenge ii lesson.

This short video and interactive assessment activity is designed to teach fifth graders about the conversion of fractions to decimals.

This short video and interactive assessment activity is designed to teach fifth graders about fractions with common denominators - word problems.

The first of these word problems is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"

In this first module of Grade 1, students make significant progress towards fluency with addition and subtraction of numbers to 10 as they are presented with opportunities intended to advance them from counting all to counting on which leads many students then to decomposing and composing addends and total amounts.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

Module 2 serves as a bridge from students' prior work with problem solving within 10 to work within 100 as students begin to solve addition and subtraction problems involving teen numbers. Students go beyond the Level 2 strategies of counting on and counting back as they learn Level 3 strategies informally called "make ten" or "take from ten."

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

Module 4 builds upon Module 2’s work with place value within 20, now focusing on the role of place value in the addition and subtraction of numbers to 40.  Students study, organize, and manipulate numbers within 40.  They compare quantities and begin using the symbols for greater than (>) and less than (<).  Addition and subtraction of tens is another focus of this module as is the use of familiar strategies to add two-digit and single-digit numbers within 40.  Near the end of the module, the focus moves to new ways to represent larger quantities and adding like place value units as students add two-digit numbers.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**