This task illustrates several components of standard F-BF.B.4.c: Find Inverse Functions. Here, instead of presenting two functions and asking the students to decide which one is invertible, students are asked to complete a table of input-output pairs for the functions in such a way that one of the functions is invertible and the other one is not.

TuvaLabs Data Stories provide resources for teachers to engage students in rich discourse about an interesting topic and then allows students to come to conclusions using mathematical reasoning and tools.

This task develops an alternative characterization of a parallelogram in terms of congruence of opposite sides.

Organizing international meetings is not easy in many ways, including the problem that some of the participants may experience the effects of jet lag after recent travel from their home country to the meeting location which may be in a different time-zone, or in a different climate and time of year, and so on. All these things may dramatically affect the productivity of the meeting.

This task is closely related to very important material about similarity and ratios in geometry.

This task requires students to use data to generate understanding of an invertible function. Some brief notes: First, the table has data ordered by percentage, not latitude, so students will have to reorder the data in order to generate a graph of N(ℓ). Second, students are asked to interpret statements about inverse functions, for which an understanding of the quantities' units is particularly helpful.

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.

The purpose of this instructional task is to give students an opportunity to construct and find the value of a geometric series (A-SSE.4) in a financial literacy context. The task assumes that students have already developed the formula for a geometric series themselves; having them recognize the need for this formula (and look up if necessary) allows them to engage in MP 5, Use appropriate tools strategically. The task also provides students with an opportunity to look for and express regularity in repeated reasoning (MP 8), as the solution shows. This task also asks students to interpret the variables in the future value formula in the context of the problem (A-SSE.1).

In addition to the purely geometric and trigonometric aspects of the task, this problem asks students to model phenomena on the surface of the earth.

This tutorial is designed to help students understand how to solve linear equations by using the addition, subtraction, multiplication and division properties of equalities.

The purpose of this task is to give students the opportunity to make connections between equations and the geometry of their graphs. They must read information from the graph (such as the vertical intercept of the quadratic graph or the slope of the linear one), use that information to construct and solve an equation, then interpret their solution in terms of the graph.

This task can be implemented in a variety of ways. For a class with previous exposure to the incenter or angle bisectors, part (a) could be a quick exercise in geometric constructions,. Alternatively, this could be part of a full introduction to angle bisectors, culminating in a full proof that the three angle bisectors are concurrent, an essentially complete proof of which is found in the solution below.

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.

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 lesson unit is intended to help educators assess how well students are able to manipulate and calculate with polynomials.

This task is designed as an instructional task to develop students understanding of how data from a random sample can be used to estimate a population proportion or percentage.

The purpose of this task is to illustrate the development of margin of error when estimating a population mean.

Math Task Overview: Students will analyze quadratic patterns related to the difference of squares and use patterns with the number line. They will then prove the general rule with a sequence of calculations that model inductive reasoning.