Coffee by the Pound
(View Complete Item Description)Students are exptected to identify the slope of the line with the unit rate in this real world problem.
Material Type: Activity/Lab
All resources in Oregon Mathematics
Comparing Speeds in Graphs and Equations
(View Complete Item Description)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.
Material Type: Activity/Lab
8.EE Stuffing Envelopes
(View Complete Item Description)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: Anna and Jason have summer jobs stuffing envelopes for two different companies. Anna earns \$14 for every 400 envelops she finishes. Jason earns \$9 fo...
Material Type: Activity/Lab
Who Has the Best Job?
(View Complete Item Description)In this real world word problem students must graph linear equations.
Material Type: Activity/Lab
8.EE Slopes Between Points on a Line
(View Complete Item Description)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 slope between two points is calculated by finding the change in $y$-values and dividing by the change in $x$-values. For example, the slope between...
Material Type: Activity/Lab
Coupon versus discount
(View Complete Item Description)This task involves solving equations with rational coefficients, and requires students to use the distributive law ("combine like terms"). The equation also provides opportunities for students to observe structure in the equation to find a quicker solution, as in the second solution presented.
Material Type: Activity/Lab
The Sign of Solutions
(View Complete Item Description)It is possible to say a lot about the solution to an equation without actually solving it, just by looking at the structure and operations that make up the equation. This exercise turns the focus away from the familiar Ňfinding the solutionÓ problem to thinking about what it really means for a number to be a solution of an equation.
Material Type: Activity/Lab
8.EE Sammy's Chipmunk and Squirrel Observations
(View Complete Item Description)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: For a science project, Sammy observed a chipmunk and a squirrel stashing acorns in holes. The chipmunk hid 3 acorns in each of the holes it dug. The sq...
Material Type: Activity/Lab
Fixing the Furnace
(View Complete Item Description)This task can be used to both assess student understanding of systems of linear equations or to promote discussion and student thinking that would allow for a stronger solidification of these concepts.
Material Type: Activity/Lab
How Many Solutions?
(View Complete Item Description)This task requires students to find linear equations with different numbers of solutions.
Material Type: Activity/Lab
US Garbage, Version 1
(View Complete Item Description)This task presents an opportunity to explore a more general and non-algebraic view of functions.
Material Type: Activity/Lab
8.F Introducing Functions
(View Complete Item Description)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.
Material Type: Activity/Lab
The Customers
(View Complete Item Description)The purpose of this task is to introduce or reinforce the concept of a function, especially in a context where the function is not given by an explicit algebraic representation. Further, the last part of the task emphasizes the significance of one variable being a function of another variable in an immediately relevant real-life context.
Material Type: Activity/Lab
Function Rules
(View Complete Item Description)This task can be played as a game where students have to guess the rule and the instructor gives more and more input output pairs. Giving only three input output pairs might not be enough to clarify the rule.
Material Type: Activity/Lab
Battery Charging
(View Complete Item Description)This task describes two linear functions using two different representations. To draw conclusions about the quantities, students have to find a common way of describing them. We have presented three solutions (1) Finding equations for both functions. (2) Using tables of values. (3) Using graphs.
Material Type: Activity/Lab
Introduction to Linear Functions
(View Complete Item Description)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.
Material Type: Activity/Lab
8.F Delivering the Mail, Assessment Variation
(View Complete Item Description)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: Joshua's mail truck travels 14 miles every day he works, and is not used at all on days he does not work. At the end of his 100th day of work the mail ...
Material Type: Activity/Lab
High School Graduation
(View Complete Item Description)While not a full-blown modeling problem, this task does address some aspects of modeling as described in Standard for Mathematical Practice 4. Also, students often think that time must always be the independent variable, and so may need some help understanding that one chooses the independent and dependent variable based on the way one wants to view a situation.
Material Type: Activity/Lab
Downhill
(View Complete Item Description)This task would be especially well-suited for instructional purposes. Students will benefit from a class discussion about the slope, y-intercept, x-intercept, and implications of the restricted domain for interpreting more precisely what the equation is modeling.
Material Type: Activity/Lab