This task gives students an opportunity to work with exponential functions in …
This task gives students an opportunity to work with exponential functions in a real world context involving continuously compounded interest. They will study how the base of the exponential function impacts its growth rate and use logarithms to solve exponential equations.
This task is meant to address a common error that students make, …
This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. Particularly important is that students understand that when you compare fractions, you implicitly always have the same whole.
This task is appropriate for assessing student's understanding of differences of signed …
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.
The purpose of this task is to generate a classroom discussion that …
The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades.
This task provides the opportunity for students to reason about graphs, slopes, …
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 focus of this task is on understanding that fractions, in an …
The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together.
Many students will not know that when comparing two quantities, the percent …
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.
In this task students are required to compare numbers that are identified …
In this task students are required to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers.
In this task students are required to compare numbers that are identified …
In this task students are required to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers.
This problem is intended to reinforce the geometric interpretation of distance between …
This problem is intended to reinforce the geometric interpretation of distance between complex numbers and midpoints as modulus of the difference and average respectively.
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