Investigate the difference between linear and nonlinear functions.

Interpret the equation y=mx+b as a defining a linear function, whose parameters are the slope (m) and the y-intercept (b).
Recognize that the graph of a linear function has a constant rate of change.

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: Joshua's mail truck travels 14 miles every day he works, and is not used at all on days he does not work. At the end of his 100th day of work the mail ...

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: Serena is starting a new workout routine and wants to keep track of her heart rate to make sure that she is exercising at the optimum level. First she ...

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 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: During the 2005 Divisional Playoff game between The Denver Broncos and The New England Patriots, Bronco player Champ Bailey intercepted Tom Brady aroun...

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 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 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 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: Given that $\overleftrightarrow{DE}\parallel\overleftrightarrow{AC}$ in the diagram below, prove that $a + b + c = 180.$ Explain why this result holds ...

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: Quadrilateral $ABCD$ is a trapezoid, $AD = 15$, $AB = 50$, $BC = 20$, and the altitude is 12. What is the area of the trapezoid?...

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: Below is a quadrilateral in the coordinate plane: Use the Pythagorean theorem to find the lengths of sides $\overline{AB}$, $\overline{BC}$, $\overline...

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: Doug is a dog, and his friend Bert is a bird. They live in Salt Lake City, where the streets are 1/16 miles apart and arranged in a square grid. They a...

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 square is inscribed in a circle which is inscribed in a square as shown below. Note that the vertices of the inner square meet the midpoints of the o...

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: Below is a picture of rectangle $ABCD$ with diagonal $AC$. Draw the image of triangle $ACD$ when it is rotated $180^\circ$ about vertex $D$. Call $A'$ ...

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: Mrs. Lu has asked students in her class to find isosceles triangles whose vertices lie on a coordinate grid. For each student example below, explain wh...

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 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 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 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...

Understand that two-dimensional figures are congruent if a series of rigid transformations can be performed to map the preimage to the image.

Describe a possible sequence of rigid transformations between two congruent figures.