This task is primarily for instructive purposes but can be used for assessment as well. Parts (a) and (b) are good applications of geometric constructions using a compass and could be used for assessment purposes but the process is a bit long since there are six triangles which need to be constructed.

This task provides an opportunity for students to apply triangle congruence theorems in an explicit, interesting context.

This problem introduces the circumcenter of a triangle and shows how it can be used to inscribe the triangle in a circle. It also shows that there cannot be more than one circumcenter.

This task focuses on a remarkable fact which comes out of the construction of the inscribed circle in a triangle: the angle bisectors of the three angles of triangle ABC all meet in a point.

In this task students are asked to label negative numbers on a numberline and then answer questions about which are greater or less than.

This division task asks studnets to consider the conceptual understanding of something usually taught as a rote procedure. To be successful with this task, students must make sense of the procedure and how place value is represented and abbreviated within it.

The purpose of this task is to help students learn to read information about a function from its graph, by asking them to show the part of the graph that exhibits a certain property of the function. The task could be used to further instruction on understanding functions, or as an assessment tool with the caveat that it requires some amount of creativity to decide how to best illustrate some of the statements.

This problem provides an opportunity to experiment with modeling real data. Populations are often modeled with exponential functions and in this particular case we see that, over the last 200 years, the rate of population growth accelerated rapidly, reaching a peak a little after the middle of the 20th century and now it is slowing down.

This task rquires students to determine if linear functions would be useful to model relationships presented in a data table.

This task lets students explore the differences between linear and non-linear functions. By contrasting the two, it reinforces properties of linear functions. The task lends itself to an extended discussion comparing the differences that students have found and relating them back to the equation and the graph of the two functions.

When students plot irrational numbers on the number line, it helps reinforce the idea that they fit into a number system that includes the more familiar integer and rational numbers.

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 aspects of the task and its potential use.

The goal of this task is to provide an opportunity for students to apply a wide range of ideas from geometry and algebra in order to show that a given quadrilateral is a rectangle. Creativity will be essential here as the only given information is the Cartesian coordinates of the quadrilateral's vertices. Using this information to show that the four angles are right angles will require some auxiliary constructions. Students will need ample time and, for some of the methods provided below, guidance. The reward of going through this task thoroughly should justify the effort because it provides students an opportunity to see multiple geometric and algebraic constructions unified to achieve a common purpose.

The purpose of this task is for students to apply their knowledge of integers in a real-world context.

The purpose of this task is to help students articulate their addition strategies and would be most appropriately used once students have a solid understanding of coin values.

Building on their fifth grade experiences with operations on decimal numbers, sixth grade students should find the task to be relatively easy. The emphasis here is on whether students are actually fluent with the computations, so teachers could use this as a formative assessment task if they monitor how students solve the problem.

The purpose of this task is to present students with a situation where it is natural to add fraction with unlike denominators; it can be used for either assessment or instructional purposes.