In this challenging instructional task students relate addition and subtraction problems to money and to situations and goals related to saving money.

This word problem may be used for instructional or assessment purposes, depending on where students are in their understanding of addition and how the teacher supports them.

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 aspects of the task and its potential use.

In this task students use ratio and rate reasoning to solve the real-world problem of placing a security camara in a shop.

The purpose of this task is to identify the structure in the two algebraic expressions by interpreting them in terms of a geometric context. Students will have likely seen this type of process before, so the principal source of challenge in this task is to encourage a multitude and variety of approaches, both in terms of the geometric argument and in terms of the algebraic manipulation.

The purpose of this task is to help students see that 4_(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it.

There are a couple of ways to solve this real world word problem.

This task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining inventory and raising short-term capital for investment or re-investment in developing the busines

This modeling task involves several different types of geometric knowledge and problem-solving: finding areas of sectors of circles (G-C.5), using trigonometric ratios to solve right triangles (G-SRT.8), and decomposing a complicated figure involving multiple circular arcs into parts whose areas can be found (MP.7).

This task is intended to help model a concrete situation with geometry. Placing the seven pennies in a circular pattern is a concrete and fun experiment which leads to a genuine mathematical question: does the physical model with pennies give insight into what happens with seven circles in the plane?

This task provides a concrete geometric setting in which to study rigid transformations of the plane. It is important for students to be able to visualize and execute these transformations and for this purpose it would be beneficial to have manipulatives and it will important that the students be able to label the vertices of the hexagon with which they are working.

The purpose of this task is for students to select 2 numbers from a set that sum to 5 (or any other number).

In this scavenger hunt games students are given the task of finding and identifying real-world shapes in their environment.

In this "word search" style puzzle students practice identifying sequences of shapes.

Students gain experience and practice with three types of word problems using the "Take From" context: result unknown, change unknown, and start unknown.

This task requires students to be able to reason abstractly about fraction multiplication as it would not be realistic for them to solve it using a visual fraction model. Even though the numbers are too messy to draw out an exact picture, this task still provides opportunities for students to reason about their computations to see if they make sense.

Students should think of different ways the cylindrical containers can be set up in a rectangular box. Through the process, students should realize that although some setups may seem different, they result is a box with the same volume. In addition, students should come to the realization (through discussion and/or questioning) that the thickness of a cardboard box is very thin and will have a negligible effect on the calculations.

In this task students use ratio and rate reasoning to solve a problem involving a sales item.