In this problem students are comparing a very small quantity with a ...
In this problem students are comparing a very small quantity with a very large quantity using the metric system. The metric system is especially convenient when comparing measurements using scientific notations since different units within the system are related by powers of ten.
This task requires students to work with very large and small values ...
This task requires students to work with very large and small values expressed both in scientific notation and in decimal notation (standard form). In addition, students need to convert units of mass.
This task provides a good entry point for students into representing quantities ...
This task provides a good entry point for students into representing quantities in contexts with variables and expressions and building equations that reflect the relationships presented in the context.
This is a task where it would be appropriate for students to ...
This is a task where it would be appropriate for students to use technology such as a graphing calculator or GeoGebra, making it a good candidate for students to engage in Standard for Mathematical Practice 5 Use appropriate tools strategically.
This task presents a real-world problem requiring the students to write linear ...
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 problem includes a percent increase in one part with a percent ...
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 ...
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.
Students' first experience with transformations is likely to be with specific shapes ...
Students' first experience with transformations is likely to be with specific shapes like triangles, quadrilaterals, circles, and figures with symmetry. Exhibiting a sequence of transformations that shows that two generic line segments of the same length are congruent is a good way for students to begin thinking about transformations in greater generality.
This task asks the students to solve a real-world problem involving unit ...
This task asks the students to solve a real-world problem involving unit rates (data per unit time) using units that many teens and pre-teens have heard of but may not know the definition for. While the computations involved are not particularly complex, the units will be abstract for many students.
This purpose of this task is to help students see two different ...
This purpose of this task is to help students see two different ways to look at percentages both as a decrease and an increase of an original amount. In addition, students have to turn a verbal description of several operations into mathematical symbols.
This task "Uses facts about supplementary, complementary, vertical, and adjacent angles in ...
This task "Uses facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure (7.G.5)" except that it requires students to know, in addition, something about parallel lines, which students will not see until 8th grade.
In this task students are asked to write an equation to solve ...
In this task students are asked to write an equation to solve a real-world problem. There are two natural approaches to this task. In the first approach, students have to notice that even though there is one variable, namely the number of firefighters, it is used in two different places. In the other approach, students can find the total cost per firefighter and then write the equation.
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