The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important 'Processes and Proficiency' with longstanding...

The Contemporary Mathematics in Context series provides a common core of broadly useful mathematics for all students. The discrete mathematics strand develops student ability to model and solve problems involving enumeration, sequential...

This word problem focuses on the Put Together/Take Apart contexts for addition and subtraction. Young scholars may use objects, pictures, or equations to represent their solutions. Examples and explanations are provided.

This task challenges a student to use knowledge of concepts of volume and its attributes to solve problems with rectangular prisms.

Part of a University of Toronto website, this page defines and describes deductive and inductive reasoning in solving mathematical problems.

In this lesson, 7th graders solve real world problems using the four operations.

In this task, students must decide where to place sprinklers on a lawn so that the maximum area of the lawn will be watered. To solve it, they must find areas of sectors of circles and use trigonometric ratios to solve right triangles....

In this problem, students will use the number of decimal places in the coefficients to motivate writing and solving a system of equations. Aligns with A-REI.C.6.

The premise of this problem is simple - students must find three whole numbers with three different sums when they are added in pairs. To do this, they set up a system of linear equations in three variables. Aligns with A-REI.C.6.

In this task, 6th graders solve two fraction division problems by drawing pictures, interpreting them, identifying equations that represent each problem, and verifying that the equations give the same answers as the pictures. Aligns with...

In this task, 6th graders solve a fraction division problem by drawing a picture, interpreting it, identifying an equation that represents the problem, and verifying that the equation gives the same answer as the picture. Aligns with...

This is the easiest problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. Aligns with 5.NF.B.6.

In this task, students will rewrite fractions as a sum of distinct unit fractions. To solve the problem, students will rewrite a simple rational expression and will need to study the arithmetic of these unit fractions with a variable in...

A paper clip is just over 4 cm long. How many paper clips like this may be made from a straight piece of wire 10 meters long? This high level task is an example of applying geometric methods to solve design problems and satisfy physical...

Sixth graders solve problems requiring fraction division in this task about video game credits. Aligns with 6.NS.A.1.

In this task, 6th graders must inches to feet in order to find the area of a rectangular board and explain the error in the calculations made by the board owner. Aligns with 6.RP.A.3.

This task asks students to determine the area of the exterior walls of a barn and to calculate how many gallons of paint would be needed to cover them, as well as the cost of the paint. Aligns with 6.G.A and 6.RP.A.3.

The purpose of this task is for students to find the distance between points that lie in all four quadrants of the coordinate plane. Aligns with 6.NS.C.8.

Explore estimation through this instructional activity designed to engage young scholars.

Students must graduate from high school with not only a firm foundation in mathematics and English, but also with the ability to approach with confidence new and unfamiliar tasks and challenges in college, the workplace and life....

The goal of this task is to use similar triangles to establish the slope criterion for perpendicular lines. Aligns with HSG-GPE.B.5 and HSG-SRT.B.5.

For this task, young scholars develop an understanding that the shortest path from a point to a line always meets the line at a right angle. Aligns with G-SRT.C.8.

The purpose of this task is to use similar triangles and setting up a proportion in order to calculate a side length. Aligns with G-SRT.B.5.

In this task, students are asked to estimate the volume of a non-standard 3D solid by referencing either a cone or a cylinder. Aligns with G-GMD and G-GMD.A.3.