This is a task where it would be appropriate for students to use technology such as a graphing calculator or GeoGebra, making it a good candidate for students to engage in Standard for Mathematical Practice 5 Use appropriate tools strategically.

There are two aspects to fluency with division of multi-digit numbers: knowing when it should be applied, and knowing how to compute it. While this task is very straightforward, it represents the kind of problem that sixth graders should be able to recognize and solve relatively quickly.

This task is intended for instructional (rather than assessment) purposes, providing an opportunity to discuss technology as it relates to irrational numbers and calculations in general. The task gives a concrete example where rounding and then multiplying does not yield the same answer as multiplying and then rounding.

This task presents a real-world problem requiring the students to write linear equations to model different cell phone plans. Looking at the graphs of the lines in the context of the cell phone plans allows the students to connect the meaning of the intersection points of two lines with the simultaneous solution of two linear equations.

This problem includes a percent increase in one part with a percent decrease in the remaining and asks students to find the overall percent change. The problem may be solved using proportions or by reasoning through the computations or writing a set of equations.

This task presents a real world situation that can be modeled with a linear function best suited for an instructional context.

This task is intended strictly for instructional purposes with the goal of building understandings of linear relationships within a meaningful and, hopefully, somewhat familiar context.

In this task students use different representations to analyze the relationship between two quantities and to solve a real world problem. The situation presented provides a good opportunity to make connections between the information provided by tables, graphs and equations.

This task is primarily about volume and surface area, although it also gives students an early look at converting between measurements in scale models and the real objects they correspond to.

Students are exptected to identify the slope of the line with the unit rate in this real world problem.

n this task, students are able to conjecture about the differences in the two groups from a strictly visual perspective and then support their comparisons with appropriate measures of center and variability. This will reinforce that much can be gleaned simply from visual comparison of appropraite graphs, particularly those of similar scale. Students are also encouraged to consider how certain measurements and observation values from one group compare in the context of the other group.

This task is appropriate for assessing student's understanding of differences of signed numbers. Because the task asks how many degrees the temperature drops, it is correct to say that "the temperature drops 61.5 degrees." However, some might think that the answer should be that the temperature is "changing -61.5" degrees. Having students write the answer in sentence form will allow teachers to interpret their response in a way that a purely numerical response would not.

This task can be used to either build or assess initial understandings related to rational approximations of irrational numbers.

Students must calculate the volume of a cone in this real world task.

This task provides the opportunity for students to reason about graphs, slopes, and rates without having a scale on the axes or an equation to represent the graphs. Students who prefer to work with specific numbers can write in scales on the axes to help them get started.

The purpose of the task is for students to compare signed numbers in a real-world context.

Many students will not know that when comparing two quantities, the percent decrease between the larger and smaller value is not equal to the percent increase between the smaller and larger value. Students would benefit from exploring this phenomenon with a problem that uses smaller values before working on this one.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. The purpose of this first task is to see the relationship between the side-lengths of a cube and its volume.

The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. In this iteration, we do away with the lines that delineate individual unit cubes (which makes it more abstract) and generalize from cubes to rectangular prisms.