This task asks the students to solve a real-world problem involving unit rates (data per unit time) using units that many teens and pre-teens have heard of but may not know the definition for. While the computations involved are not particularly complex, the units will be abstract for many students.

This task provides concrete experience with exponential decay. It is intended for students who know what exponential functions are, but may not have much experience with them, perhaps in an Algebra 1 course.

The goal of this task is to critically analyze several possible definitions for parallel lines.

The purpose of this task is to critically examine some different possible definitions of what it means for two lines to be perpendicular.

The goal of this task is to compare and contrast the visual intuition we have of reflections with their technical mathematical definition.

The goal of this task is to encourage students to be precise in their use of language when making mathematical definitions.

The purpose of this task is to use the notion of similarity to define the sine and cosine of an acute angle.

The primary purpose of this task is to illustrate certain aspects of the mathematics described in the A.SSE.1. The task has students look for structure in algebraic expressions related to a context, and asks them to relate that structure to the context. In particular, it is worth emphasizing that the task requires no algebraic manipulation from the students.

The task has students look for structure in algebraic expressions related to a context, and asks them to relate that structure to the context. In particular, it is worth emphasizing that the task requires no algebraic manipulation from the students.

The goal of this task is to look at the impact of outliers on two important statistical measures of center: the mean and the median.

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.

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.

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.

The purpose of this task is to illustrate standard S.CP.1, which provides a review of the definitions of sample space and events. Students are asked to describe events both verbally and as subsets of a sample space.

This task supports students in correctly writing numbers. Because students have to trace the number, instead of coloring in a bubble with the number in it or circling the correct number, they gain handwriting practice as well as counting and addition practice.

The goal of this task is to interpret the mathematics behind a famous story from ancient mythology, giving rise to linear and quadratic expressions which model the story.

This task helps students understand the relationship between digit placement and the value of a number.

This task asks students to "Verify experimentally" that a dilation takes a line that does not pass through the center to a line parallel to the original line, and that a dilation of a line segment (whether it passes through the center or not) is longer or shorter by the scale factor.

This task gives students the opportunity to verify that a dilation takes a line that does not pass through the center to a line parallel to the original line, and to verify that a dilation of a line segment (whether it passes through the center or not) is longer or shorter by the scale factor.

The goal of this task is to study the impact of dilations on distances between points.