The purpose of this task is to help students interpret signed numbers in a context as a magnitude and a direction and to make sense of the absolute value of a signed number as its magnitude.
Material Type: Activity/Lab
This purpose of this task is to help students understand the absolute value of a number as its distance from 0 on the number line. The context is not realistic, nor is meant to be; it is a thought experiment to help students focus on the relative position of numbers on the number line.
Material Type: Activity/Lab
This task introduces the fundamental statistical ideas of using data summaries (statistics) from random samples to draw inferences (reasoned conclusions) about population characteristics (parameters). In the task built around an election poll scenario, the population is the entire seventh grade class, the unknown characteristic (parameter) of interest is the proportion of the class members voting for a specific candidate, and the sample summary (statistic) is the observed proportion of voters favoring the candidate in a random sample of class members.
Material Type: Activity/Lab
This is an instructional task meant to generate a conversation around the meaning of negative integer exponents. While it may be unfamiliar to some students, it is good for them to learn the convention that negative time is simply any time before t=0.
Material Type: Activity/Lab
These two fraction division tasks use the same context and ask ŇHow much in one group?Ó but require students to divide the fractions in the opposite order. Students struggle to understand which order one should divide in a fraction division context, and these two tasks give them an opportunity to think carefully about the meaning of fraction division.
Material Type: Activity/Lab
This task requires graphing time and distance.
Material Type: Activity/Lab
This is the second of two fraction division tasks that use similar contexts to highlight the difference between the ŇNumber of Groups UnknownÓ a.k.a. ŇHow many groups?Ó (Variation 1) and ŇGroup Size UnknownÓ a.k.a. ŇHow many in each group?Ó (Variation 2) division problems.
Material Type: Activity/Lab
This series of word problems requires students to apply the concepts of factors and common factors in a context.
Material Type: Activity/Lab
This task requires students to computer currency exchanges.
Material Type: Activity/Lab
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
This real world word problem requires students to use equations and functions.
Material Type: Activity/Lab
Students are exptected to identify the slope of the line with the unit rate in this real world problem.
Material Type: Activity/Lab
The purpose of this task is to help students explore the meaning of fraction division and to connect it to what they know about whole-number division.
Material Type: Activity/Lab
In this task students are asked to write two expressions from verbal descriptions and determine if they are equivalent. The expressions involve both percent and fractions. This task is most appropriate for a classroom discussion since the statement of the problem has some ambiguity.
Material Type: Activity/Lab
This word problem requires students to compute sales tax.
Material Type: Activity/Lab
The purpose of this task is for students to interpret two distance-time graphs in terms of the context of a bicycle race. There are two major mathematical aspects to this: interpreting what a particular point on the graph means in terms of the context, and understanding that the "steepness" of the graph tells us something about how fast the bicyclists are moving.
Material Type: Activity/Lab
This task asks students to locate fractions on a number line.
Material Type: Activity/Lab
This task introduces the fundamental statistical ideas of using data summaries (statistics) from random samples to draw inferences (reasoned conclusions) about population characteristics (parameters). In the task built around an election poll scenario, the population is the entire seventh grade class, the unknown characteristic (parameter) of interest is the proportion of the class members voting for a specific candidate, and the sample summary (statistic) is the observed proportion of voters favoring the candidate in a random sample of class members.
Material Type: Activity/Lab
This task is primarily about volume and surface area, although it also gives students an early look at converting between measurements in scale models and the real objects they correspond to.
Material Type: Activity/Lab
This task is a natural follow up for task Rectangle Perimeter 1. After thinking about and using one specific expression for the perimeter of a rectangle, students now extend their thinking to equivalent expressions for the same quantity.
Material Type: Activity/Lab
