Students must come up with the idea on their own that they can set up two equations in two unknowns to solve the problem, and they must then read, understand and extract information from the nutrition labels to set up the equations in the system. The algebra needed to solve the system is fairly simple substitution; the main difficulty lies in the modeling aspect.

This task is an example of a mathematical modeling problem and it also illustrates making sense of a problem. Students are only told that there are two ingredients in the pasta and they have a picture of the box. It might even be better to just show the picture of the box, or to bring in the box and ask the students to pose the question themselves. The box has the nutritional label and a reference to the website where the students can find other information about the ingredients. (The brand of pasta is quite commonly available at supermarkets or health food stores such as Whole Foods and even at Amazon.com.)

This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips.

This task follows up on ''The Random Walk,'' looking in closer detail at what outcomes are possible. These problems form a bridge between work on functions and work on probability.

In this article, students learn how they can find the range of any quadratic function from its vertex form.

Interactive website that explains the properties of quadratic equations, how to solve them and what their solutions mean.

Learn how to develop an equation from a real world scenario and solve the equation in one step. As a necessary skill set in Algebra 1, modeling situations with numbers and operations and using inverse operations to find solutions is covered in this tutorial.

Students learn to think of some of the letters in a formula as constants in order to define a relationship between two or more quantities, where one is in terms of another, for example holding in = as constant and finding in terms of .

In this Khan Academy activity, students will determine if a graph represents a function.

In this Khan Academy activity, students will determine if a table represents a function.

In this Khan Academy activity, students will complete the recursive formula for arithmetic sequences.

In this Khan Academy activity, students will complete the recursive formula for geometric sequences.

The goal of this task is to manipulate equations in order to solve for a specified variable. For each equation, the teacher may wish to prompt students to put into words what the original equation and rewritten equations say. In addition, the contexts have been chosen so that it is possible to motivate why we might be interested in highlighting the requested quantity.

Students will see the steps for rewriting a fractional exponent as a number raised to a power within a root symbol.

Students are shown the relationship between roots and fractional exponents (one can be rewritten as the other).