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: The scatterplot below shows the finishing times for the Olympic gold medalist in the men's 100-meter dash for many previous Olympic games. The least sq...

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: Jane wants to sell her Subaru Forester and does research online to find other cars for sale in her area. She checks on craigslist.com and finds 22 Suba...

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: Jerry forgot to plug in his laptop before he went to bed. He wants to take the laptop to his friend's house with a full battery. The pictures below sho...

The basic idea of this task is for students to demonstrate that they know what it means for two variables to be associated.

The purpose of this task is to provide an opportunity for students to reason about equivalence of equations. The instruction to give reasons that do not depend on solving the equation is intended to focus attention on the transformation of equations as a deductive step.

The task provides an opportunity for students to engage in Mathematical Practice Standard 4: Model with mathematics.

The purpose of this task is to give students experience in using simulation to determine if observed results are consistent with a given model (in this case, the Ňjust guessingÓ model). Part (i) also addresses the role of random assignment in the design of an experiment and assesses understanding of this concept.

This task involves two aspects of statistical reasoning: providing a probabilistic model for the situation at hand, and defining a way to collect data to determine whether or not the observed data is reasonably likely to occur under the chosen model. When guessing between two choices, there is no reason to suspect that one outcome is more likely than the other. Thus, a model that assumes the two outcomes to be equally likely (such as flipping a coin) is appropriate.

This task is an example of applying geometric methods to solve design problems and satisfy physical constraints. This task models a satellite orbiting the earth in communication with two control stations located miles apart on earthsŐ surface.

The context of this task is a familiar one: a cold beverage warms once it is taken out of the refrigerator. Rather than giving the explicit function governing this warmth, a graph is presented along with the general form of the function. Students must then interpret the graph in order to understand more specific details regarding the function.

The purpose of this task is to identify the structure in the two algebraic expressions by interpreting them in terms of a geometric context. Students will have likely seen this type of process before, so the principal source of challenge in this task is to encourage a multitude and variety of approaches, both in terms of the geometric argument and in terms of the algebraic manipulation.

This task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining inventory and raising short-term capital for investment or re-investment in developing the busines

This modeling task involves several different types of geometric knowledge and problem-solving: finding areas of sectors of circles (G-C.5), using trigonometric ratios to solve right triangles (G-SRT.8), and decomposing a complicated figure involving multiple circular arcs into parts whose areas can be found (MP.7).

This task is intended to help model a concrete situation with geometry. Placing the seven pennies in a circular pattern is a concrete and fun experiment which leads to a genuine mathematical question: does the physical model with pennies give insight into what happens with seven circles in the plane?

This task provides a concrete geometric setting in which to study rigid transformations of the plane. It is important for students to be able to visualize and execute these transformations and for this purpose it would be beneficial to have manipulatives and it will important that the students be able to label the vertices of the hexagon with which they are working.

This is a foundational geometry task designed to provide a route for students to develop some fundamental geometric properties that may seem rather obvious at first glance. In this case, the fundamental property in question is that the shortest path from a point to a line meets the line at a right angle, which is crucial for many further developments in the subject.

The purpose of this task is to have students complete normal distribution calculations and to use properties of normal distributions to draw conclusions. The task is designed to encourage students to communicate their findings in a narrative/report form in context Đ not just simply as a computed number.

This problem is a quadratic function example. The other tasks in this set illustrate F.BF.1a in the context of linear (Kimi and Jordan), exponential (Rumors), and rational (Summer Intern) functions.

The purpose of this task is to lead students through an algebraic approach to a well-known result from classical geometry, namely, that a point X is on the circle of diameter AB whenever _AXB is a right angle.