| Caffeine Question | Exponential Functions | Discover/Explore | In this task, students write an equation to model exponential decay in a real-world context. In addition, students use their equation to predict the residual after a given period of time. | Julie St. Martin |
| Fry's Pennies | Exponential Functions | Warm-up/Exit Ticket | In this task, students verify or refute an exponential growth problem situation. | Julie St. Martin, based on based on Season 1/Episode 6 of Futurama, "A Fishful of Dollars." |
| A New Challenge | Linear Functions | Discover/Explore | In this task, students engage with two visual pattern sequences as they determine the figure number that contains a given number of dots and toothpicks, respectively. | Julie St. Martin |
| Comparing Linear Relationships | Linear Functions | Discover/Explore | In this task, students uncover the x- and y-intercepts given linear equations in standard form and come to discover that all the equations represent the same line. | Julie St. Martin |
| Jess & Her Tea | Linear Functions | Warm-up/Exit Ticket | In this task, students create multiple representations of a real-world linear relationship. Then, presented with a graph of a line, students describe the linear relationship and write an equation to model the relationship. | Heather MacDonald |
| Linear in Disguise | Linear Functions | Discover/Explore | In this task, students reason about a linear relationship represented by an equation in standard form. What does an equation in this form reveal about a problem situation? | Julie St. Martin |
| Predicting the Future... | Linear Functions | Discover/Explore | These visual tasks could be used to focus on writing rules for linear patterns, or to help students begin to see that expressions containing variables can be useful and that variables represent something (in this case step #). | Julie St. Martin |
| Time to Adapt | Linear Functions | Discover/Explore | In this task, students consider the growth patterns of two visual pattern sequences made of dots and toothpicks, respectively. Both linear in nature, students predict the number of dots and toothpicks in future iterations of the patterns. Students write rules to model the patterns and make connections between representtaions. | Julie St. Martin |
| Saving Money | Linear Functions | Practice/Reinforce | In this task, students engage with a real-world linear relationship. Students use two data points, embedded within the prompt, to extrapolate a future value. | Laurie Lindsey |
| Star Wars Lasers | Linear Functions | Practice/Reinforce | In this task, students analyze a given graph and describe five linear paths, using precise mathematical vocabulary and/or equations. | Monique Rousselle Maynard |
| Converting Forms Task #2 | Quadratic Functions | Discover/Explore | This task is the second task in a series of four in which students learn how to convert between forms of quadratic equations. In this task, students convert from standard form into factored form. | Tara Sharkey |
| Converting Forms Task #3 | Quadratic Functions | Discover/Explore | This task is the third task in a series of four in which students learn how to convert between forms of quadratic equations. In this task, students convert from standard form into factored form when the amplitude is not equal to one and is factorable. | Tara Sharkey |
| Converting Forms Task #4 | Quadratic Functions | Discover/Explore | This task is the final task in a series of four in which students learn how to convert between forms of quadratic equations. In this task, students convert from vertex form into factored form. | Tara Sharkey |
| Fireworks Display | Quadratic Functions | Practice/Reinforce | In this task, students analyze the heights, over time, of three fireworks that are modeled using different forms of a quadratic equation and suggest/justify an order for the grand finale. | Monique Rousselle Maynard |
| Mama Kanga's Jump | Quadratic Functions | Practice/Reinforce | In this task, students answer questions about Mama Kanga's jump, which is modeled by an equation given in vertex form. Students may answer the questions by analyzing the equation or by sketching and interpreting its graph. | Monique Rousselle Maynard |
| Predicting the Future Continued | Quadratic Functions | Practice/Reinforce | In this task, students describe three approaches one might use to determine the number of tiles in successive arrangemants in a visual pattern sequence. Students use one of the approaches to predict the number of tiles in the 10th and 90th patterns. Students complete the task by writing and justifying a rule for the pattern. | Heather MacDonald, inspired by Predicting the Future Task by Julie St. Martin |
| Predicting the Future Continued (Highlighting Supplement) | Quadratic Functions | Practice/Reinforce | A supplemental resource for Predicting the Future Continued. | Heather MacDonald. A supplemental resource inspired by the Predicting the Future Task by Julie St. Martin. |
| Tarzan Jr. | Quadratic Functions | Practice/Reinforce | In this task, students answer questions about Tarzan Jr.'s swing, which is modeled by an equation given in vertex form. Students may answer the questions by analyzing the equation or by sketching and interpreting its graph. | Monique Rousselle Maynard |
| Throwing Some Shade | Quadratic Functions | Practice/Reinforce | In this task, students examine visual pattern sequences and identify corresponding number patterns, operations, and representative shapes (e.g., rectangle or square). | Heather MacDonald |
| Throwing Some Shade (Shaded Drawings) | Quadratic Functions | Practice/Reinforce | A supplemental resource for Throwing Some Shade. | Heather MacDonald |
| Video Game Design | Quadratic Functions | Practice/Reinforce | In this task, students engage with linear and quadratic equations that are given using equations and descriptions. As students will select their own problem-solving strategy, they may sketch lines by plotting points and/or counting slope or by writing linear equations using various approaches. Students answer questions that will inform their strategy for maximizing their score. | Monique Rousselle Maynard |
| Eliminating While Shopping | Systems of Equations & Inequalities | Practice/Reinforce | In this task, students use drawings and life experience to make connections to the algebraic process of the elimination method to solve a system of equations. | Michelle Allman |
| Fast Food Task | Systems of Equations & Inequalities | Warm-up/Exit Ticket | In this task, students develop the elimination method within a familar real-world context. Teachers should encourage students to continually validate their work by asking themselves, "Does this make sense?" | Julie St. Martin |
| Green Lantern and Black Lightning Defend Evil | Systems of Equations & Inequalities | Practice/Reinforce | Students use graphs and algebra to solve a system of linear equations (represented in standard form) within the context of Green Lantern and Black Lightning defeating a force of evil. | Monique Rousselle Maynard |
| Points in Common | Systems of Equations & Inequalities | Discover/Explore | In this task, which is designed to develop the understanding that a solution to a linear system of equations is a point that lies on the graphs of both lines or is a (x, y) pair that makes both equations true, students select and implement a strategy for finding a solution to a system of linear equations. Here, the equations are in slope-intercept and standard forms. | Julie St. Martin |
| Saving Money Task | Systems of Equations & Inequalities | Discover/Explore | In this task, students consider a real-world context of two savings plans. Students represent the situation as a system of linear equations, solve the system, and support their solution by represting and solving the system using a different approach. | Julie St. Martin |
| Swing Batter Break Even | Systems of Equations & Inequalities | Discover/Explore | In this task, students explore the relationship between cost, revenue, and profit. Students write equations to model total cost, revenue, and profit. Students solve for the break-even point. Students use technology to graph the problem situation and, in turn, support connection-making between mathemacal representations and the real-world context.. | Monique Rousselle Maynard |
