This task requires students to think of dimes and pennies as fractions of dollars.

This task does not actually require that the student solve the system but that they recognize the pairs of linear equations in two variables that would be used to solve the system. This is an important step in the process of solving systems.

The purpose of this task is to illustrate through an absurd example the fact that in real life quantities are reported to a certain level of accuracy, and it does not make sense to treat them as having greater accuracy.

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 asks students to find a linear function that models something in the real world. After finding the equation of the linear relationship between the depth of the water and the distance across the channel, students have to verbalize the meaning of the slope and intercept of the line in the context of this situation.

The purpose of this task is meant to reinforce students' understanding of rational numbers as points on the number line and to provide them with a visual way of understanding that the sum of a number and its additive inverse (usually called its "opposite") is zero.

This task asks students to find equivalent expressions by visualizing a familiar activity involving distance. The given solution shows some possible equivalent expressions, but there are many variations possible.

This task requires students to recognize both "number of groups unknown" and "group size unknown" division problems in the context of a whole number divided by a unit fraction.

The purpose of this task is to introduce the idea of exponential growth and then connect that growth to expressions involving exponents. It illustrates well how fast exponential expressions grow.

This problem allows the student to think geometrically about lines and then relate this geometry to linear functions. Or the student can work algebraically with equations in order to find the explicit equation of the line through two points (when that line is not vertical).

This task is designed as a follow-up to the task F-LE Do Two Points Always Determine a Linear Function? Linear equations and linear functions are closely related, and there advantages and disadvantages to viewing a given problem through each of these points of view. This task is intended to show the depth of the standard F-LE.2 and its relationship to other important concepts of the middle school and high school curriculum, including ratio, algebra, and geometry.

This problem complements the problem ``Do two points always determine a linear function?''

This task requires students to use the normal distribution as a model for a data distribution. Students must use given means and standard deviations to approximate population percentages. There are several ways (tables, graphing calculators, or statistical software) that students might calculate the required normal percentages. Depending on the method used, answers might vary somewhat from those shown in the solution.

The purpose of the task is to analyze a plausible real-life scenario using a geometric model. The task requires knowledge of volume formulas for cylinders and cones, some geometric reasoning involving similar triangles, and pays attention to reasonable approximations and maintaining reasonable levels of accuracy throughout.

The purpose of this task to help students think about an expression for a function as built up out of simple operations on the variable, and understand the domain in terms of values for which each operation is invalid (e.g., dividing by zero or taking the square root of a negative number).

This task would be especially well-suited for instructional purposes. Students will benefit from a class discussion about the slope, y-intercept, x-intercept, and implications of the restricted domain for interpreting more precisely what the equation is modeling.

This problem involves fraction multiplication that can be solved with pictures or number lines.

This task builds on a fifth grade fraction multiplication task and uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem.