This task can be used as a quick assessment to see if students can make sense of a graph in the context of a real world situation. Students also have to pay attention to the scale on the vertical axis to find the correct match.
These problems are meant to be a progression which require more sophisticated understandings of the meaning of fractions as students progress through them.
This task addresses the division problem 4Ö1/3.
This task provides a context for performing division of a whole number by a unit fraction. This problem is a "How many groups?'' example of division.
Students play a game in pairs to read and recognize numbers using a 100 chart.
A slide deck of mathematical questions that revolve around an image. Contains six grade level aligned questions, standards alignment across related domains to demonstrate a potential progression of questions across grade, and related “After the Image” questions and activities to do at home.
This task illustrates the process of rearranging the terms of an expression to reveal different aspects about the quantity it represents, precisely the language being used in standard A-SSE.B.3.
This rich task is an excellent example of geometric concepts in a modeling situation and is accessible to all students. In this task, students will provide a sketch of a paper ice cream cone wrapper, use the sketch to develop a formula for the surface area of the wrapper, and estimate the maximum number of wrappers that could be cut from a rectangular piece of paper.
The purpose of this task is to engage students, probably working in groups, in a substantial and open-ended modeling problem. Students will have to brainstorm or research several relevant quantities, and incorporate these values into their solutions.
In this task students use algebraic methods to determine whether each of the functions is odd, even, or neither.
This task emphasizes the expectation that students know linear functions grow by constant differences over equal intervals and exponential functions grow by constant factors over equal intervals.
The goal of this task is to get students to focus on the shape of the graph of the equation y=ex and how this changes depending on the sign of the exponent and on whether the exponential is in the numerator or denominator. It is also intended to develop familiarity, in the case of f and k, with the functions which are used in logistic growth models, further examined in ``Logistic Growth Model, Explicit Case'' and ``Logistic Growth Model, Abstract Verson.''
The goal of this task is to work on finding multiples of some whole numbers.
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 task requires students to determine whether a number is rational or irrational. The task assumes that students are able to express a given repeating decimal as a fraction.
In this task, students use trigonometric functions to model the movement of a point around a wheel and, in the case of part (c), through space (F-TF.5). Students also interpret features of graphs in terms of the given real-world context (F-IF.4).
This is a direct task suitable for the early stages of learning about exponential functions. Students interpret the relevant parameters in terms of the real-world context and describe exponential growth.
This task asks students to identify which of the six polygons have the same area. Students may complete the task using a variety of techniques including decomposing shapes, using transformations (rotations, reflections, translations) to move one or more parts of the figure to another part to more easily calculate the area, enclosing the polygon inside a larger rectangle and then subtract the areas of the "extra" pieces, etc.
Students are asked to consider the expression that arises in physics as the combined resistance of two resistors in parallel. However, the context is not explicitly considered here. The task is good general preparation for problems more specifically aligned to either A-SSE.1 or A-SSE.2.
The purpose of this task is to help students see manipulation of expressions as an activity undertaken for a purpose.