This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: This task examines the mathematics behind an origami construction of a rectangle whose sides have the ratio $(\sqrt{2}:1)$. Such a rectangle is called ...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Is the quadrilateral with vertices $(-6, 2)$, $(-3,6)$, $(9, -3)$, $(6,-7)$ a rectangle? Explain....
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Point $B$ is due east of point $A$. Point $C$ is due north of point $B$. The distance between points $A$ and $C$ is $10\sqrt 2$ meters, and $\angle BAC...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Find a way to partition a regular hexagon into 2 congruent figures. Explain how you know the 2 figures are congruent. Find many ways to partition a reg...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The point in the $x$-$y$ plane with coordinates $(1000,2012)$ is reflected across the line $y=2000$. What are the coordinates of the reflected point?...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A spider walks on the outside of a box from point A to B to C to D and finally to point E as shown in the picture below. Draw a net of the box and map ...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Suppose $\ell$ and $m$ are parallel lines with $Q$ a point on $\ell$ and $P$ a point on $m$ as pictured below: Also labelled in the picture is the midp...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Let $A$ be the area of a triangle with sides of length 25, 25, and 30. Let $B$ be the area of a triangle with sides of length 25, 25, and 40. Find $A/B...
This task is intended for instructional purposes so that students can become …
This task is intended for instructional purposes so that students can become familiar and confident with using a calculator and understanding what it can and cannot do. This task gives an opportunity to work on the notion of place value (in parts (b) and (c)) and also to understand part of an argument for why the square root of two is not a rational number.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Leanne makes the following observation: I know that \frac{1}{11} = 0.0909\ldots where the pattern 09 repeats forever. I also know that \frac{1}{9} = 0....
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Without using the square root button on your calculator, estimate $\sqrt{800}$ as accurately as possible to $2$ decimal places. (Hint: It is worth noti...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Place $\sqrt{28}$ on a number line, accurate to one decimal point....
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Is there an association between the weight of an animal’s body and the weight of the animal’s brain? 1. Make a scatterplot using the following data. Bo...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Jerry forgot to plug in his laptop before he went to bed. He wants to take the laptop to his friend's house with a full battery. The pictures below sho...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The scatter plot below shows the relationship between the number of airports in a state and the population of that state according to the 2010 Census. ...
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Ancient Egyptians used unit fractions, such as $\frac{1}{2}$ and $\frac{1}{3}$, to represent all other fractions. For example, they might express the n...
Students and professionals in science, design and technology have to develop and …
Students and professionals in science, design and technology have to develop and communicate concepts that are often difficult to comprehend for the public, their peers and even themselves.
IMAGE | ABILITY – Visualizing the Unimaginable, will help you enhance your communication and interpersonal skills and provide insight, tips and tricks to make such complex and seemingly unimaginable concepts and ideas imaginable.
After finishing this course you will be more skilled in finding the right visual language to convey your ideas, thoughts and vision. You will be able to illustrate units and quantities, concepts and themes and you will know how to unravel complexity by using diagrams and schemes.
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