Teachers (and then students) lead the class in chanting numbers from 1 to 120.

The purpose of this task is for students to find different pairs of numbers that sum to 7.

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.

This task is assessing a simple but important piece of conceptual understanding, namely the correspondence between intersection points of the two graphs and solutions of the system.

Although this task is fairly straightforward, it is worth noticing that it does not explicitly tell students to look for intersection points when they graph the circle and the line. Thus, in addition to assessing whether they can solve the system of equations, it is assessing a simple but important piece of conceptual understanding, namely the correspondence between intersection points of the two graphs and solutions of the system.

This task shows that the three perpendicular bisectors of the sides of a triangle all meet in a point, using the characterization of the perpendicular bisector of a line segment as the set of points equidistant from the two ends of the segment. The point so constructed is called the circumcenter of the triangle.

This task shows that the three perpendicular bisectors of the sides of a triangle all meet in a point, using the characterization of the perpendicular bisector of a line segment as the set of points equidistant from the two ends of the segment.

The goal of this task is to study where a circumscribed triangle can meet a given circle.

The goal of this task is to help students synthesize their knowledge of triangles.

This task has students create equations to model a physical scenario, and then reason with those equations to come up with a solution.

In this task using a number line, students must partition the interval between 0 and 1 into eighths.

This task addresses many standards regarding the description and analysis of bivariate quantitative data, including regression and correlation.

This task assesses a student's ability to use the addition rule to compute a probability and to interpret a probability in context.

Students are exptected to identify the slope of the line with the unit rate in this real world problem.

This task is intended for instructional purposes as an interesting activity which could accompany the other ''Seven Circles'' tasks. If it precedes these tasks, then the focus should be on recording information and looking for patterns.

n this task, students are able to conjecture about the differences in the two groups from a strictly visual perspective and then support their comparisons with appropriate measures of center and variability. This will reinforce that much can be gleaned simply from visual comparison of appropraite graphs, particularly those of similar scale. Students are also encouraged to consider how certain measurements and observation values from one group compare in the context of the other group.

This task leads students through a series of problems which illustrate a crucial interplay between algebra (e.g., being solutions to equations) and geometry (e.g., being points on a curve).

The purpose of this task is to help students understand the connection between counting and cardinality. Thus, oral counting and recording the number in digit form are the most important aspects of this activity. However, teachers can extend this by making a bar graph about how many students are wearing the color each day.

The primary purpose of this problem is to rewrite simple rational expressions in different forms to exhibit different aspects of the expression, in the context of a relevant real-world context (the fuel efficiency of of a car).

The primary purpose of this problem is to rewrite simple rational expressions in different forms to exhibit different aspects of the expression, in the context of a relevant real-world context (the fuel efficiency of of a car). Indeed, the given form of the combined fuel economy computation is useful for direct calculation, but if asked for an approximation, is not particularly helpful.