The purpose of this task is to engage students in an open-ended modeling task that uses similarity of right triangles, and also requires the use of technology.

This problem uses the same numbers and asks similar mathematical questions as "6.NS The Florist Shop," but that task requires students to apply the concepts of multiples and common multiples in a context.

This problem requires a comparison of rates where one is given in terms of unit rates, and the other is not.

In this group task students collect data and analyze from the class to answer the question "is there an association between whether a student plays a sport and whether he or she plays a musical instrument? "

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: Renee reasons as follows to solve the equation $x^2 + x + 1 = 0$. First I will rewrite this as a square plus some number. x^2 + x + 1 = \left(x+\frac{1...

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: For this task, the letter $i$ denotes the imaginary unit, that is, $i=\sqrt{-1}$. For each integer $k$ from 0 to 8, write $i^k$ in the form $a+bi$. Des...

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 $z = 1 + i$ where $i^2 = -1$. Calculate $z^2, z^3,$ and $z^4$. Graph $z, z^2, z^3,$ and $z^4$ in the complex plane. What do you notice about the po...

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 small company wants to give raises to their 5 employees. They have $10,000 available to distribute. Imagine you are in charge of deciding how the rai...

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: Three students disagree about what value to assign to the expression $0^0$. In each case, critically analyze the student's argument. Juan suggests that...

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 the (elliptical) orbit of a planet around the sun: The sun is at point $A$, point $P$ is where the planet is closest to the sun d...

The goal of this task is to show that when the whole is not specified, which fraction is being represented is left ambiguous.

This task applies geometric concepts, namely properties of tangents to circles and of right triangles, in a modeling situation. The key geometric point in this task is to recognize that the line of sight from the mountain top towards the horizon is tangent to the earth. We can then use a right triangle where one leg is tangent to a circle and the other leg is the radius of the circle to investigate this situation.

The coffee cooling experiment is a popular example of an exponential model with immediate appeal. The model is realistic and provides a good context for students to practice work with exponential equations.

This number after bingo activity increases student flexibility with the number sequence and their ability to start counting sequences at various points.

This number line up activitiy gets students out of their seats and helps reinforce the counting sequence.

This activity is played in pairs and gives students practice reading numbers out loud and tracing them.

Students learn the connection between the counting sequence and experience from their daily lives in this daily activity. It also helps give students a sense of how "many" each number is.