This task is intended for instructional (rather than assessment) purposes, providing an opportunity to discuss technology as it relates to irrational numbers and calculations in general. The task gives a concrete example where rounding and then multiplying does not yield the same answer as multiplying and then rounding.

This task applies the concept of volume to a real-world topic. As students move through the task, the depth of their conceptual knowledge of the topic will be revealed. Students will work forward and backward to determine the volume and dimensions of the aquariums featured in the task.

This task requires students to employ many mathematical content and practice standards in a context that supports financial literacy. Students will study a table and employ many operations to solve multiple word problems associated with the table that deal with the topic of inflation.

In this task, students can see that if the price level increases and peopleŐs incomes do not increase, they arenŐt able to purchase as many goods and services; in other words, their purchasing power decreases.

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 task helps students build the mental connection between multiplication and area. The situation of tiling will help build this connection since students will be working under the assumptions that the entire floor must be covered without gaps and that tiles can be manipulated in places where a whole tile will not fit. Strategic class discussion will ensure that students develop these connections.

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.

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.

In this task students are asked to decide how to spend $1,000 on supplies and materials for their classroom. The purpose of this task is for students to solve problems involving the four operations and draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.

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

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.

In this activity students play a game to compare fractions with a focus on providing explanations for deeper conceptual understanding. There are several versions of the game to meet learners needs and expand opportunities to other math standards.

This activity is designed for pairs of students. Students use a set of cards and a fraction mat to compare fractions using the benchmarks ½ and 1. Several sets of cards and mats are included to differentiate and extend the activity.

This task is appropriate for assessing student's understanding of differences of signed numbers. Because the task asks how many degrees the temperature drops, it is correct to say that "the temperature drops 61.5 degrees." However, some might think that the answer should be that the temperature is "changing -61.5" degrees. Having students write the answer in sentence form will allow teachers to interpret their response in a way that a purely numerical response would not.