The purpose of this task is to encourage students to think critically about both the algebraic and graphical interpretation of systems of linear equations. They are expected to take what they know about solving systems of linear equations, and then reverse the usual process.

The purpose of this task is to have students work on a sequence of area problems that shows the advantage of increasingly abstract strategies in preparation for developing general area formulas for parallelograms and triangles.

This task asks students to find and use two different common denominators to add the given fractions. The purpose of this question is to help students realize that they can use any common denominator to find a solution, not just the least common denominator.

This task asks students to use two different denominators to subtract fractions. The purpose of this is to help students realize that any common denominator will work, not just the least common denominator.

The goal of this task is to present students with real world and mathematical situations which can be modeled with linear, exponential, or other familiar functions. In each case, the scenario is presented and students must decide which model is appropriate.

In this task students have the opportunity to construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

In this task students are asked to find all quadratic functions described by given equations.

This is a very straight forward task that addresses the second part of F-TF.C.8 exactly. It could be used as an introductory example, practice or assessment.

This real world problem is appropriate for mental mathematics and students should be encouraged to think through the solution mentally.

The purpose of this task is to give 4th grade students a problem involving an unknown quantity that has a clear visual representation. Students must understand that the four interior angles of a rectangle are all right angles and that right angles have a measure of 90_ and that angle measure is additive.

This tasks examines how to calculate the area of an equilateral triangle using high school geometry.

This task examines how to calculate the area of an equilateral triangle using high school geometry.

The purpose of this task is to introduce the idea of the domain of a function by linking it to the evaluation of an expression defining the function.

The purpose of this task is to use similar triangles in order to study the coordinates of points which divide a line segment in a given ratio.

This task helps students solidify their understanding of linear functions and push them to be more fluent in their reasoning about slope and y-intercepts. This task has also produced a reasonable starting place for discussing point-slope form of a linear equation.

This task "Uses facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure (7.G.5)" except that it requires students to know, in addition, something about parallel lines, which students will not see until 8th grade.

This task asks students to solve addition and subtraction equations with different structures so that they are able to see the connections between addition and subtraction more easily.