This task provides a concrete geometric setting in which to study rigid transformations of the plane. It is important for students to be able to visualize and execute these transformations and for this purpose it would be beneficial to have manipulatives and it will important that the students be able to label the vertices of the hexagon with which they are working.

The purpose of this task is for students to select 2 numbers from a set that sum to 5 (or any other number).

In this scavenger hunt games students are given the task of finding and identifying real-world shapes in their environment.

In this "word search" style puzzle students practice identifying sequences of shapes.

Students gain experience and practice with three types of word problems using the "Take From" context: result unknown, change unknown, and start unknown.

This task requires students to be able to reason abstractly about fraction multiplication as it would not be realistic for them to solve it using a visual fraction model. Even though the numbers are too messy to draw out an exact picture, this task still provides opportunities for students to reason about their computations to see if they make sense.

Students should think of different ways the cylindrical containers can be set up in a rectangular box. Through the process, students should realize that although some setups may seem different, they result is a box with the same volume. In addition, students should come to the realization (through discussion and/or questioning) that the thickness of a cardboard box is very thin and will have a negligible effect on the calculations.

In this task students use ratio and rate reasoning to solve a problem involving a sales item.

This is a foundational geometry task designed to provide a route for students to develop some fundamental geometric properties that may seem rather obvious at first glance. In this case, the fundamental property in question is that the shortest path from a point to a line meets the line at a right angle, which is crucial for many further developments in the subject.

The purpose of this task is to have students complete normal distribution calculations and to use properties of normal distributions to draw conclusions. The task is designed to encourage students to communicate their findings in a narrative/report form in context Đ not just simply as a computed number.

This word problem is based estimating the height of a person over time. Note that there is a significant amount of rounding in the final answer. This is because people almost never report their heights more precisely than the closest half-inch. If we assume that the heights reported in the task stem are rounded to the nearest half-inch, then we should report the heights given in the solution at the same level of precision.

It is possible to say a lot about the solution to an equation without actually solving it, just by looking at the structure and operations that make up the equation. This exercise turns the focus away from the familiar Ňfinding the solutionÓ problem to thinking about what it really means for a number to be a solution of an equation.

In this activity students become familiar with the words, Ňtaller/shorterÓ as they refer to height.

This problem is a quadratic function example. The other tasks in this set illustrate F.BF.1a in the context of linear (Kimi and Jordan), exponential (Rumors), and rational (Summer Intern) functions.

The purpose of this task is to lead students through an algebraic approach to a well-known result from classical geometry, namely, that a point X is on the circle of diameter AB whenever _AXB is a right angle.

The purpose of this task is to give students experience modeling a real-world example of exponential growth, in a context that provides a vivid illustration of the power of exponential growth, for example the cost of inaction for a year.

Total solar eclipses are quite rare, so much so that they make the news when they do occur. This task explores some of the reasons why. Solving the problem is a good application of similar triangles

The typical system of equations or inequalities problem gives the system and asks for the graph of the solution. This task turns the problem around. It gives a solution set and asks for the system that corresponds to it. The purpose of this task is to give students a chance to go beyond the typical problem and make the connections between points in the coordinate plane and solutions to inequalities and equations. Students have to focus on what the graph is showing.

This task requires students to think about equations and solve them using pictures.