During events at your school, students operate a concession stand to raise money in support of student activities. Your team is in charge of the concession stand for this year. Your team will sell food and other items at the stand. There are 10 monthly events this year.

This task is designed as an assessment item. It requires students to use information in a two-way table to calculate a probability and a conditional probability.

This task a could be used as an introduction to writing and graphing linear inequalities. Part (a) includes significant scaffolding to support the introduction of the ideas. Part (b) demonstrates that, in some situations, writing down all possible combinations is not feasible.

Gas prices fluctuate significantly from week to week. Consumers would like to know whether to fill up the tank (gas price is likely to go up in the coming week) or buy a half tank (gas price is likely to go down in the coming week).

Consider the following cases:

Consumer drives 100 miles per week
Consumer drives 200 miles per week
Assume:

Gas tank holds 16 gallons and average mileage is 25 miles/gallon => 400 miles/tank
Consumer buys gas once a week

Consider the following major league baseball parks: Atlanta Braves, Colorado Rockies, New York Yankees, California Angles, Minnesota Twins, and Florida Marlins.

Each field is in a different location and has different dimensions. Are all these parks "fair"? Determine how fair or unfair is each park. Determine the optimal baseball "setting" for major league baseball.

The purpose of this modeling task is to have students use mathematics to answer a question in a real-world context using mathematical tools that should be very familiar to them. The task gets at particular aspects of the modeling process, namely, it requires them to make reasonable assumptions and find information that is not provided in the task statement.

The purpose of this task is for students to apply the concepts of mass, volume, and density in a real-world context.

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.

Teachers who use this version of the task will need to bring tree leaves (or prepare a good sketch of a tree leaf) to class so that they can work on and discuss how to approximate the area of an irregular shape like a leaf.

This task's main goal is to provide a familiar context and a straightforward question which require a variety of tools to solve: modeling a situation with geometry, paying close attention to units, and converting units.

This is a variation of ''How thick is a soda can? Variation I'' which allows students to work independently and think about how they can determine how thick a soda can is.

This task illustrates the process of rearranging the terms of an expression to reveal different aspects about the quantity it represents, precisely the language being used in standard A-SSE.B.3. Students are provided with an expression giving the temperature of a container at a time t, and have to use simple inequalities (e.g., that 2t>0 for all t) to reduce the complexity of an expression to a form where bounds on the temperature of a container of ice cream are made apparent.

This rich task is an excellent example of geometric concepts in a modeling situation and is accessible to all students. In this task, students will provide a sketch of a paper ice cream cone wrapper, use the sketch to develop a formula for the surface area of the wrapper, and estimate the maximum number of wrappers that could be cut from a rectangular piece of paper.

This task has students explore the relationship between the three parameters a, b, and c in the equation f(x)=ax2+bx+c and the resulting graph. There are many possible approaches to solving each part of this problem, especially the first part.

The goal of this task is to provide a introduction to the sometimes subtle use of density and units related to density, in a simple and fun context with minimal geometric complexity.

A parachute is made from thin, lightweight fabric, support tapes and suspension lines. The lines are usually gathered through cloth loops or metal connector links at the ends of several strong straps called risers. The risers in turn are attached to the harness containing the load.

This task shows how to inscribe a circle in a triangle using angle bisectors.

This task focuses on a remarkable fact which comes out of the construction of the inscribed circle in a triangle: the angle bisectors of the three angles of triangle ABC all meet in a point.

This problem introduces the circumcenter of a triangle and shows how it can be used to inscribe the triangle in a circle. It also shows that there cannot be more than one circumcenter.

This task could serve as an introduction to polynomials or as an application after students are familiar with this type of function.