This task is intended for instructional (rather than assessment) purposes, providing an opportunity to discuss technology as it relates to irrational numbers and calculations in general. The task gives a concrete example where rounding and then multiplying does not yield the same answer as multiplying and then rounding.
Material Type: Activity/Lab
This task presents an opportunity to explore a more general and non-algebraic view of functions.
Material Type: Activity/Lab
In this task sutdents use a dotplot, histogram or boxplot to summarize data.
Material Type: Activity/Lab
This task presents a straight forward question that can be solved using an equation in one variable. The numbers are complicated enough so that it is natural to set up an equation rather than solve the problem in one's head.
Material Type: Activity/Lab
This problem asks the student to evaluate three numerical expressions that contain the same integers yet have differing results due to placement of parentheses.
Material Type: Activity/Lab
This task requires students to work with very large and small values expressed both in scientific notation and in decimal notation (standard form). In addition, students need to convert units of mass.
Material Type: Activity/Lab
This task requires students to think about what makes a representative sample.
Material Type: Activity/Lab
This task asks students to solve a problem in a context involving constant speed. This task provides a transition from working with ratios involving whole numbers to ratios involving fractions.
Material Type: Activity/Lab
This task is for instruction purposes. Part (b) is subtle and the solution presented here uses a "dynamic" view of triangles with two side lengths fixed. This helps pave the way toward what students will see later in trigonometry but some guidance will likely be needed in order to get students started on this path.
Material Type: Activity/Lab
This task provides a good entry point for students into representing quantities in contexts with variables and expressions and building equations that reflect the relationships presented in the context.
Material Type: Activity/Lab
The purpose of this task is to present students with a context that can naturally be represented with an inequality and to explore the relationship between the context and the mathematical representation of that context; thus, this is an intended as an instructional task.
Material Type: Activity/Lab
This task asks students to find the amount of two ingredients in a pasta blend. The task provides all the information necessary to solve the problem by setting up two linear equations in two unknowns.
Material Type: Activity/Lab
This task requires students to place fractions onto a number line.
Material Type: Activity/Lab
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
In this task students use different representations to analyze the relationship between two quantities and to solve a real world problem. The situation presented provides a good opportunity to make connections between the information provided by tables, graphs and equations.
Material Type: Activity/Lab
This problem asks the students to represent a sequence of operations using an expression and then to write and solve simple equations. The problem is posed as a game and allows the students to visualize mathematical operations. It would make sense to actually play a similar game in pairs first and then ask the students to record the operations to figure out each other's numbers.
Material Type: Activity/Lab
The purpose of this task is to ask students to write expressions and to consider what it means for two expressions to be equivalent.
Material Type: Activity/Lab
The purpose of the task is for students to compare signed numbers in a real-world context.
Material Type: Activity/Lab
In this task students are asked to label negative numbers on a numberline and then answer questions about which are greater or less than.
Material Type: Activity/Lab
There is a natural (and complicated!) predator-prey relationship between the fox and rabbit populations, since foxes thrive in the presence of rabbits, and rabbits thrive in the absence of foxes. However, this relationship, as shown in the given table of values, cannot possibly be used to present either population as a function of the other. This task emphasizes the importance of the "every input has exactly one output" clause in the definition of a function, which is violated in the table of values of the two populations.
Material Type: Activity/Lab
