In this task, students use trigonometric functions to model the movement of a point around a wheel and, in the case of part (c), through space (F-TF.5). Students also interpret features of graphs in terms of the given real-world context (F-IF.4).
These 3 word problems require students to solve addition and subtraction problems.
In this real world problem students solve questions based on the relationship between production costs and price.
For a function that models a relationship between two quantities, students will interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
This task provides a real world context for interpreting and solving exponential equations. There are two solutions provided for part (a). The first solution demonstrates how to deduce the conclusion by thinking in terms of the functions and their rates of change. The second approach illustrates a rigorous algebraic demonstration that the two populations can never be equal.
This task provides a real world context for interpreting and solving exponential equations. There are two solutions provided for part (a). The first solution demonstrates how to deduce the conclusion by thinking in terms of the functions and their rates of change. The second approach illustrates a rigorous algebraic demonstration that the two populations can never be equal.
This series of word problems requires students to apply the concepts of factors and common factors in a context.
This word problem requires students to use fractions to solve it.
The purpose of this task is to provide students with a multi-step problem involving volume and to give them a chance to discuss the difference between exact calculations and their meaning in a context.
The purpose of this task is to provide students with a concrete situation they can model by dividing a whole number by a unit fraction.
This real world task requires students to answer questions about equations for calculating compound interest.
The purpose of this task is to study an example of a function which varies discretely over time.
This task asks students to use similarity to solve a problem in a context that will be familiar to many, though most students are accustomed to using intuition rather than geometric reasoning to set up the shot.
This task asks students to use similarity to solve a problem in a context that will be familiar to many, though most students are accustomed to using intuition rather than geometric reasoning to set up the shot.
The purpose of this task is to help students understand what is meant by a base and its corresponding height in a triangle and to be able to correctly identify all three base-height pairs.
This task could be put to good use in an instructional sequence designed to develop knowledge related to students' understanding of linear functions in contexts. Though students could work independently on the task, collaboration with peers is more likely to result in the exploration of a range of interpretations.
This task asks students to analyze a set of data from a physical context, choose a model that reasonably fits the data, and use the model to answer questions about the physical context.
This task asks students to analyze a set of data from a physical context, choose a model that reasonably fits the data, and use the model to answer questions about the physical context.
This task involves a fairly straightforward decaying exponential. Filling out the table and developing the general formula is complicated only by the need to work with a fraction that requires decisions about rounding and precision.
This task involves a fairly straightforward decaying exponential. Filling out the table and developing the general formula is complicated only by the need to work with a fraction that requires decisions about rounding and precision.