In this activity, students determine their own eyesight and calculate what a good average eyesight value for the class would be. Students learn about technologies to enhance eyesight and how engineers play an important role in the development of these technologies.

In this lesson students will be introduced to the Cartesian Coordinate system of graphing and will also be introduced to the concept of linear and non-linear relations.

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 penny is about $\frac{1}{16}$ of an inch thick. In 2011 there were approximately 5 billion pennies minted. If all of these pennies were placed in a s...

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 fruit salad consists of blueberries, raspberries, grapes, and cherries. The fruit salad has a total of 280 pieces of fruit. There are twice as many r...

In this task, students represent two or more quantities with parallel tape diagrams.

In this task, students learn to reason about whether or not ratios are equivalent using a diagram.

In this task, students provide a critique of the reasoning provided for the solution presented.

In this task, students solve a problem by using ratio and rate reasoning.

In this task, students solve a problem by using ratio and rate reasoning.

For this task, students calculate percents to determine the amount of sales tax paid for a vase.

For this task, students use ratios and rate reasoning to solve a problem.

For this task, students use their understanding of ratios to solve a problem.

For this task, students use their understanding of ratios to solve a problem.

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: Lin rode a bike 20 miles in 150 minutes. If she rode at a constant speed, How far did she ride in 15 minutes? How long did it take her to ride 6 miles?...