This task presents a real-world problem requiring the students to write linear equations to model different cell phone plans. Looking at the graphs of the lines in the context of the cell phone plans allows the students to connect the meaning of the intersection points of two lines with the simultaneous solution of two linear equations.

This simple task assesses whether students can interpret function notation. The four parts of the task provide a logical progression of exercises for advancing understanding of function notation and how to interpret it in terms of a given context.

The purpose of this task is to use geometric and algebraic reasoning to model a real-life scenario. In particular, students are in several places (implicitly or explicitly) to reason as to when making approximations is reasonable and when to round, when to use equalities vs. inequalities, and the choice of units to work with (e.g., mm vs. cm).

The purpose of the task is to connect properties of fractional exponents with ordering of real numbers. One can place the numbers on the number line to emphasize this.

This problem includes a percent increase in one part with a percent decrease in the remaining and asks students to find the overall percent change. The problem may be solved using proportions or by reasoning through the computations or writing a set of equations.

This task presents a real world situation that can be modeled with a linear function best suited for an instructional context.

This task is intended strictly for instructional purposes with the goal of building understandings of linear relationships within a meaningful and, hopefully, somewhat familiar context.

In this task students use different representations to analyze the relationship between two quantities and to solve a real world problem. The situation presented provides a good opportunity to make connections between the information provided by tables, graphs and equations.

This task suggests methods of introducing and continuing choral counting in the classroom.

Teachers (and then students) lead the class in chanting numbers from 1 to 120.

The purpose of this task is for students to find different pairs of numbers that sum to 7.

This task is primarily about volume and surface area, although it also gives students an early look at converting between measurements in scale models and the real objects they correspond to.

Although this task is fairly straightforward, it is worth noticing that it does not explicitly tell students to look for intersection points when they graph the circle and the line. Thus, in addition to assessing whether they can solve the system of equations, it is assessing a simple but important piece of conceptual understanding, namely the correspondence between intersection points of the two graphs and solutions of the system.

This task shows that the three perpendicular bisectors of the sides of a triangle all meet in a point, using the characterization of the perpendicular bisector of a line segment as the set of points equidistant from the two ends of the segment. The point so constructed is called the circumcenter of the triangle.

In this task using a number line, students must partition the interval between 0 and 1 into eighths.

This task assesses a student's ability to use the addition rule to compute a probability and to interpret a probability in context.

Students are exptected to identify the slope of the line with the unit rate in this real world problem.

n this task, students are able to conjecture about the differences in the two groups from a strictly visual perspective and then support their comparisons with appropriate measures of center and variability. This will reinforce that much can be gleaned simply from visual comparison of appropraite graphs, particularly those of similar scale. Students are also encouraged to consider how certain measurements and observation values from one group compare in the context of the other group.

The purpose of this task is to help students understand the connection between counting and cardinality. Thus, oral counting and recording the number in digit form are the most important aspects of this activity. However, teachers can extend this by making a bar graph about how many students are wearing the color each day.

The primary purpose of this problem is to rewrite simple rational expressions in different forms to exhibit different aspects of the expression, in the context of a relevant real-world context (the fuel efficiency of of a car). Indeed, the given form of the combined fuel economy computation is useful for direct calculation, but if asked for an approximation, is not particularly helpful.