Sixth graders are shown the arithmetic for a multi-digit division problem and are asked to use it to find the products of related multiplication questions. Aligns with 6.NS.B.2.

This problem allows learners to see words that can describe the expression from part (c) of "5.OA Watch out for Parentheses." Additionally, the words (add, sum) and (product, multiply) are all strategically used so that the student can...

Search for common core lesson plans on geometric transformations.

This problem asks the student to evaluate six numerical expressions that contain the same integers and operations yet have different results due to the placement of parentheses. It helps students see the purpose of using parentheses....

The principal purpose of the task is to explore a real-world application problem with algebra, working with units and maintaining reasonable levels of accuracy throughout. Aligns with N-Q.A.3, N-Q.A.1, and N-Q.A.2.

The purpose of the task is to connect properties of fractional exponents with ordering of real numbers. Aligns with N-RN.A.2.

Experiment with sums and products of rational and irrational numbers. Aligns with N-RN.B.3.

The purpose of this task is to study the rules of exponents in the context of trying to make sense of a challenging mathematical expression. Teachers will critically analyze each student's argument. Aligns with N-RN.A.1.

For this task, students analyze the sizes of a country's population and of its food supply to determine when and if food shortages will occur. To solve it, they must construct and compare linear and exponential functions and find where...

For this task, young scholars explore the linear relationship between distance traveled and taxi fare cost. Aligns with A-REI.D.10 and F-LE.B.5.

The purpose of this task is to promote certain addition strategies that will help young scholars learn to fluently add and subtract within 20. Students will use a number line or magnetic cubes to solve addition problems. Young scholars...

This task has students further their understanding of the algebra of the complex numbers. Aligns with N-CN.A.2, N-CN.B.5,a nd N-CN.C.8.

This task is about farm-workers who are harvesting two fields. Students are presented with a scenario involving two teams of workers, two different sizes of fields, and work spread out over two days. They must calculate how many...

Students are presented with a solution to an inequality and are asked to find two mathematical errors and explain why they are incorrect. Aligns with A-REI.B.3 and A-REI.A.1.

Sixth graders are presented with a completed multiplication equation and are asked to use it to find the answers to seven other equations. To do this, they must use their reasoning and estimation skills. Aligns with 6.NS.B.3.

In this task, 6th graders are asked to compare the buying power of $20 in 1987 and 2012 with respect to the cost of movie tickets. Aligns with 6.NS.B.3.

Given the height and volume of a certain cylinder, Jill uses the volume formula to compute its radius. If a second cylinder has the same volume as the first, but is 100 times taller, what is its radius? Aligns with A-SSE.A.1.

In this task, students are asked to study the structure of an algebraic expression, draw conclusions, and explain their thinking. Aligns with A-SSE.A.1 and A-SSE.A.1.b.

A landscaping company prepares two mixtures of fertilizer. In this task, students investigate what happens to the value of an expression when a quantity is changed. Aligns with A-SSE.A.1 and A-SSE.A.1.b.

A small company wants to give raises to their 5 employees. They have $10,000 available to distribute. Imagine you are in charge of deciding how the raises should be determined. What method would be fair to everyone? Aligns with HSN-Q.A.2.

The goal of this task is to examine sums and products of rational and irrational numbers. One important property of rational numbers is that their decimals always terminate or repeat: using a slightly different formulation, a rational...

In this problem, you will compute some values related to the complex numbers 2 + i and 5 - 3i. Aligns with N-CN.B.6.

Multiply 2-3 digits by 3-4 digits with carrying. Students receive immediate feedback and have the opportunity to try questions repeatedly, watch a video or receive hints.

The purpose of this task is to apply translations and reflections to the graphs of the functions f(x)=cos x and g(x)=sin x in order to derive some trigonometric identities. There are also rotations 180 degrees about points on the x-axis...