The purpose of this task is to give students an opportunity to explore various aspects of exponential models (e.g., distinguishing between constant absolute growth and constant relative growth, solving equations using logarithms, applying compound interest formulas) in the context of a real world problem with ties to developing financial literacy skills.

his task is intended as a classroom activity. Student pool the results of many repetitions of the random phenomenon (rolling dice) and compare their results to the theoretical expectation they develop by considering all possible outcomes of rolling two dice. This gives them a concrete example of what we mean by long term relative frequency.

The purpose of this task is for students to use the position of a number on the number line to round the number without knowing its exact value. Though this task deals most directly with rounding, it also requires students to understand or figure out that one tenth of 0.

This task provides students with an opportunity to engage in Standard for Mathematical Practice 6, attending to precision. It intentionally omits some relevant information -- namely, that a typical soda can holds 12 oz of fluid, that a pound is equivalent to 16 dry ounces, and that an ounce of water weighs approximately 1.04 dry ounces (at the temperature of the human body) -- in the interest of having students discover that these are relevant quantities. The incompleteness of the problem statement makes the task more amenable to having students do work in groups.

This task uses geometry to find the perimeter of the track. Students may be surprised when their calculation does not give 400 meters but rather a smaller number.

The goal of this task is to model a familiar object, an Olympic track, using geometric shapes. Calculations of perimeters of these shapes explain the staggered start of runners in a 400 meter race.

The purpose of this task is for students to compare two fractions that arise in a context. Because the fractions are equal, students need to be able to explain how they know that.

In this task students use ratio and rate reasoning to solve the real-world problem of a runners rate and distance.

This task involves fraction multiplication and can be solved with pictures or number lines.

This task builds on a fifth grade fraction multiplication task, Ň5.NF Running to School, Variation 1.Ó This task uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem. See Ň6.NS Running to School, Variation 3Ó for the ŇGroup Size UnknownÓ version.

The purpose of this task is to help students extend their understanding of division of whole numbers to division of fractions, and given the simple numbers used, it is most appropriate for students just learning about fraction division because it lends itself easily to a pictorial solution.

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: Alex, Mel, and Chelsea play a game that has 6 rounds. In each round there is a single winner, and the outcomes of the rounds are independent. For each ...

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: Cecil has two six-sided dice, a red one and a white one. If Cecil throws the two dice, what is the probability that the red die is a 1? What is the pro...

A high school probability activity involving choices.

This task builds on students’ prior knowledge and understanding of conditional probability, and introduces the concept of independence of events.

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.