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In this task students use ratio and rate reasoning to solve the real-world problem of a runners rate and distance.
This task involves fraction multiplication and can be solved with pictures or number lines.
This task builds on a fifth grade fraction multiplication task, Ň5.NF Running to School, Variation 1.Ó This task uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem. See Ň6.NS Running to School, Variation 3Ó for the ŇGroup Size UnknownÓ version.
The purpose of this task is to help students extend their understanding of division of whole numbers to division of fractions, and given the simple numbers used, it is most appropriate for students just learning about fraction division because it lends itself easily to a pictorial solution.
How did Rutherford figure out the structure of the atom without being able to see it? Simulate the famous experiment in which he disproved the Plum Pudding model of the atom by observing alpha particles bouncing off atoms and determining that they must have a small core.
How did Rutherford figure out the structure of the atom without being able to see it? Simulate the famous experiment in which he disproved the Plum Pudding model of the atom by observing alpha particles bouncing off atoms and determining that they must have a small core.
This book is a practical guide to adapting or creating open textbooks using the Pressbooks platform. It is continually evolving as new information, practices and processes are developed. The primary audience for this book is community members at Ryerson University, Ontario who are interested in creating Open Educational Resources; however, there may be content within this book that is useful to others working on similar Open Educational Resource initiatives.
This task involving SAT scores requires students to calculate probability.
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: Alex, Mel, and Chelsea play a game that has 6 rounds. In each round there is a single winner, and the outcomes of the rounds are independent. For each ...
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: Cecil has two six-sided dice, a red one and a white one. If Cecil throws the two dice, what is the probability that the red die is a 1? What is the pro...
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: Sometimes hotels, malls, banks, and other businesses will present a display of a large, clear container holding a large number of items and ask custome...
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: Jane wants to sell her Subaru Forester, but doesn’t know what the listing price should be. She checks on craigslist.com and finds 22 Subarus listed. Th...
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: The scatterplot below shows the finishing times for the Olympic gold medalist in the men's 100-meter dash for many previous Olympic games. The least sq...
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: Jane wants to sell her Subaru Forester and does research online to find other cars for sale in her area. She checks on craigslist.com and finds 22 Suba...
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: Jerry forgot to plug in his laptop before he went to bed. He wants to take the laptop to his friend's house with a full battery. The pictures below sho...
The basic idea of this task is for students to demonstrate that they know what it means for two variables to be associated.
The purpose of this task is to have students add fractions with unlike denominators and divide a unit fraction by a whole number.
The purpose of this task is to engage students in Standard for Mathematical Practice 4, Model with mathematics and as such, the question as it is worded cannot be answered without making some assumptions. For example, if the items that are purchased do not have the same value, then the price reduction depends on the cost of the items.
Add different salts to water, then watch them dissolve and achieve a dynamic equilibrium with solid precipitate. Compare the number of ions in solution for highly soluble NaCl to other slightly soluble salts. Relate the charges on ions to the number of ions in the formula of a salt. Calculate Ksp values.
This is the first version of a task asking students to find the areas of triangles that have the same base and height, and is the most concrete.