The purpose of this task is to test student skill at converting verbal statements into two algebraic equations and then solving those equations

The primary purpose of this task is to assess students' knowledge of certain aspects of the mathematics described in the High School domain A-SSE: Seeing Structure in Expressions.

The goal of this task is to understand how congruence of triangles, defined in terms of rigid motions, relates to the corresponding sides and angles of these triangles.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

This Illustrative Mathematics task provides students with an opportunity to see expressions as constructed out of a sequence of operations.

This task is a variant of 8.EE Quinoa Pasta 1, where all the relevant information is given as part of the task statements and the students are asked to set up a system of equations.

This task is an example of a mathematical modeling problem (SMP 4) and it also illustrates SMP 1 (Making sense of a problem). This task is a variant of 8.EE Quinoa Pasta 1 and A-REI.6 Quinoa Pasta 2.

This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips. In addition, the task provides an opportunity to compute some probabilities in a discrete situation. The task could be used to segue the discussion from functions to probability, in particular the early standards in the S-CP domain.

This task follows up on ''The Random Walk,'' looking in closer detail at what outcomes are possible. These problems form a bridge between work on functions and work on probability. The task is better suited for instruction than for assessment as it provides students with a non standard setting in which to interpret the meaning of functions. Students should carry out the process of flipping a coin and modeling this Random Walk in order to develop a sense of the process before analyzing it mathematically.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

This problem is intended to detect the ability of the student to identify errors in mathematical reasoning, and to help students see the process of solving a equation or inequality is a special kind of proof.

In athletics, one of the possible distances to run is 15,000 meters or 15k (in the picture you see the leader in an annual 15k - race in the Netherlands. Please see Wikipedia article below). For this type of run, 15k on a street track, there is a world record, as there are records for all other distances that are run in athletics (e.g. the marathon). In such a race, the organizing committee will usually pay a significant amount of money as a bonus to the winner if he or she succeeds in setting a new world record. These amounts of money can get quite large in order to attract top runners: in the race shown in the picture there was a 25,000 euro bonus if the winner succeeded in improving the 15k world record – which, by the way, he (un)fortunately did not achieve. Had he done so, there would have been a major financial problem for the organizing committee, since they had not purchased any insurance.

This task is a reasonably straight-forward application of rigid motion geometry, with emphasis on ruler and straightedge constructions, and would be suitable for assessment purposes.

This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focusing on the class of equilaterial triangles.

This task examines some of the properties of reflections of the plane which preserve an equilateral triangle: these were introduced in ''Reflections and Isosceles Triangles'' and ''Reflection and Equilateral Triangles I''.

This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focussing on the class of isosceles triangles.

The purpose of this task is to get students thinking about the domain and range of a function representing a particular context.

The purpose of this task is to assess student understanding of residuals and residual plots.

The purpose of this task is to give students an opportunity to explore various aspects of exponential models (e.g., distinguishing between constant absolute growth and constant relative growth, solving equations using logarithms, applying compound interest formulas) in the context of a real world problem with ties to developing financial literacy skills.