This is a standard problem phrased in a non-standard way. Rather than asking students to perform an operation, expanding, it expects them to choose the operation for themselves in response to a question about structure. The problem aligns with A-SSE.2 because it requires students to see the factored form as a product of sums, to which the distributive law can be applied.

The purpose of the task is to get students to reflect on the definition of decimals as fractions (or sums of fractions), at a time when they are seeing them primarily as an extension of the base-ten number system and may have lost contact with the basic fraction meaning. Students also have their understanding of equivalent fractions and factors reinforced.

The accuracy and simplicity of this experiment are amazing. A wonderful project for students, which would necessarily involve team work with a different school and most likely a school in a different state or region of the country, would be to try to repeat Eratosthenes' experiment.

The task is designed to show that random samples produce distributions of sample means that center at the population mean, and that the variation in the sample means will decrease noticeably as the sample size increases. Random sampling (like mixing names in a hat and drawing out a sample) is not a new idea to most students, although the terminology is likely to be new.

The purpose of this task is for students to show they understand the connection between fraction and decimal notation by writing the same numbers both ways.

The purpose of this task is to provide students with an opportunity to explain fraction equivalence through visual models in a particular example.

In this task students prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

This problem illustrates how an exponentially increasing quantity eventually surpasses a linearly increasing quantity.

In this task students observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

This problem shows that an exponential function takes larger values than a cubic polynomial function provided the input is sufficiently large.

The purpose of this task is to help students see the "why" behind properties of logs that are familiar but often just memorized (and quickly forgotten or misremembered). The task focuses on the verbal definition of the log, helping students to concentrate on understanding that a logarithm is an exponent, as opposed to completing a more computational approach.

This task and its companion, F-BF Exponentials and Logarithms I, is designed to help students gain facility with properties of exponential and logarithm functions resulting from the fact that they are inverses.

This is an instructional task meant to generate a conversation around the meaning of negative integer exponents. While it may be unfamiliar to some students, it is good for them to learn the convention that negative time is simply any time before t=0.

The goal of this task is to develop an understanding of why rational exponents are defined as they are (N-RN.1), however it also raises important issues about distinguishing between linear and exponential behavior (F-LE.1c) and it requires students to create an equation to model a context (A-CED.2

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The table below shows some input-output pairs of two functions $f$ and $g$ that agree for the values that are given but some of their output values are...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Standard maps of the earth are broken into a grid of latitude lines (east-west) and longitude lines (north-south). Consider the function, $N(\ell)$, th...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A model airplane pilot is practicing flying her airplane in a big loop for an upcoming competition. At time $t=0$ her airplane is at the bottom of the ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: You are a marine biologist working for the Environmental Protection Agency (EPA). You are concerned that the rare coral mathemafish population is being...