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Voting for Two, Variation 2
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This is the second in a series of tasks that are set in the context of a classroom election. It requires students to understand what ratios are and apply them in a context. The simple version of this question just asked how many votes each gets. This has the extra step of asking for the difference between the votes.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
Voting for Two, Variation 3
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This problem, the third in a series of tasks set in the context of a class election, is more than just a problem of computing the number of votes each person receives. In fact, that isnŐt enough information to solve the problem. One must know how many votes it takes to make one half of the total number of votes. Although the numbers are easy to work with, there are enough steps and enough things to keep track of to lift the problem above routine.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
Voting for Two, Variation 4
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This is the fourth in a series of tasks about ratios set in the context of a classroom election. What makes this problem interesting is that the number of voters is not given. This information isnŐt necessary, but at first glance some students may believe it is.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
Waiting Times
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As the standards in statistics and probability unfold, students will not yet know the rules of probability for compound events. Thus, simulation is used to find an approximate answer to these questions. In fact, part b would be a challenge to students who do know the rules of probability, further illustrating the power of simulation to provide relatively easy approximate answers to wide-ranging problems.

Subject:
Mathematics
Statistics and Probability
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
Warming and Cooling
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This task is meant to be a straight-forward assessment task of graph reading and interpreting skills. This task helps reinforce the idea that when a variable represents time, t=0 is chosen as an arbitrary point in time and positive times are interpreted as times that happen after that.

Subject:
Functions
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
Watch Out for Parentheses 1
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This problem asks the student to evaluate six numerical expressions that contain the same integers and operations yet have differing results due to placement of parentheses. It helps students see the purpose of using parentheses.

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
Watch out for Parentheses
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This problem asks the student to evaluate three numerical expressions that contain the same integers yet have differing results due to placement of parentheses.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
08/27/2012
Weather Graph Data
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CC BY-NC-SA
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The purpose of this task is for students to represent and interpret weather data, as well as answer questions about the data they have recorded. Teachers could modify this task to include the most common weather in their local area.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Date Added:
05/03/2023
What is 23 Ö 5?
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When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder or a mixed number.

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
01/03/2013
What's Missing?
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The words compose and decompose are used to describe actions that young students learn as they acquire knowledge of small numbers by putting them together and taking them apart. This understanding is a bridge between counting and knowing number combinations. It is how instant recognition of small numbers develops and leads naturally to later understanding of fact families. This task helps them develop an understanding of number combinations.

Subject:
Mathematics
Measurement and Data
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
When Does SSA Work to Determine Triangle Congruence?
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The triangle congruence criteria, SSS, SAS, ASA, all require three pieces of information. It is interesting, however, that not all three pieces of information about sides and angles are sufficient to determine a triangle up to congruence. In this problem, we considered SSA. Also insufficient is AAA, which determines a triangle up to similarity. Unlike SSA, AAS is sufficient because two pairs of congruent angles force the third pair of angles to also be congruent.

Subject:
Geometry
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
Which Function?
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This task addresses knowledge related to interpreting forms of functions derived by factoring or completing the square. It requires students to pay special attention to the information provided by the way the equation is represented as well as the sign of the leading coefficient, which is not written out explicitly, and then to connect this information to the important features of the graph.

Subject:
Functions
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
Which Number is Greater? Which Number is Less? How Do You Know?
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The purpose of this task is for students to explain how they know one quantity is greater or less than another quantity. Students will easily be able to identify which number is greater or less. However, explaining their reasoning will help them solidify their number sense skills.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
10/28/2012