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Instructional Tasks
Stand alone tasks are organized to support learning of content standards. These tasks can be used as initial instruction or to support students who are struggling with a particular topic.
Strand: MATHEMATICAL PRACTICES (MP)
- No Instructional Tasks at this time. If you have a suggestion, please contact the elementary mathematics specialist.
Strand: NUMBER AND QUANTITY - The Complex Number System (N.CN)
Use complex numbers in polynomial identities and equations. Build on work with quadratic equations in Secondary Mathematics II (Standards N.CN.8–9).
Strand: ALGEBRA - Seeing Structures in Expressions (A.SSE)
Interpret the structure of expressions. Extend to polynomial and rational expressions (Standards A.SSE.1–2)
Write expressions in equivalent forms to solve problems (Standard A.SSE.4).
Strand: ALGEBRA - Arithmetic With Polynomials and Rational Expressions (A.APR)
Perform arithmetic operations on polynomials, extending beyond the quadratic polynomials (Standard A.APR.1).
Understand the relationship between zeros and factors of polynomials (Standards A.APR.2–3)
Use polynomial identities to solve problems (Standards A.APR.4–5)
Rewrite rational expressions (Standards A.APR.6–7).
Strand: ALGEBRA - Creating Equations (A.CED)
Create equations that describe numbers or relationships, using all available types of functions to create such equations (Standards A.CED.1–4).
Strand: ALGEBRA - Reasoning with Equations and Inequalities (A.REI)
Understand solving equations as a process of reasoning and explain the reasoning (Standard A.REI.2)
Represent and solve equations and inequalities graphically (Standard A.REI.11).
Strand: FUNCTIONS - Interpreting Functions (F.IF)
Interpret functions that arise in applications in terms of a context (Standards F.IF.4–6).
Analyze functions using different representations (Standards F.IF.7–9).
Strand: FUNCTIONS - Building Functions (F.BF)
Build a function that models a relationship between two quantities. Develop models for more complex or sophisticated situations (Standards F.BF.1).
Build new functions from existing functions (Standards F.BF.3–4).
Strand: FUNCTIONS - Linear, Quadratic, and Exponential Models (F.LE)
Construct and compare linear, quadratic, and exponential models and solve problems (Standards F.LE.3–4).
Interpret expressions for functions in terms of the situation it models. Introduce f(x) = ex as a model for continuous growth (Standard F.LE.5).
Strand: FUNCTIONS - Trigonometric Functions (F.TF)
Extend the domain of trigonometric functions using the unit circle (Standards F.TF.1–3).
Model periodic phenomena with trigonometric functions (Standards F.TF.5–7).
Strand: GEOMETRY - Similarity, Right Triangles, and Trigonometry (G.SRT)
Apply trigonometry to general triangles. With respect to the general case of the Laws of Sines and Cosines, the definitions of sine and cosine must be extended to obtuse angles (Standards G.SRT.9–11).
Strand: GEOMETRY - Geometric Measurement and Dimension (G.GMD)
Visualize relationships between two-dimensional and three-dimensional objects (Standards G.MD.4).
Strand: GEOMETRY - Modeling With Geometry (G.MG)
Apply geometric concepts in modeling situations (Standards G.MG.1–3).
Strand: STATISTICS - Interpreting Categorical and Quantitative Data (S.ID)
Summarize, represent, and interpret data on a single count or measurement variable. While students may have heard of the normal distribution, it is unlikely that they will have prior experience using it to make specific estimates. Build on students’ understanding of data distributions to help them see how the normal distribution uses area to make estimates of frequencies (which can be expressed as probabilities). Emphasize that only some data are well described by a normal distribution (Standard S.ID.4).
Strand: STATISTICS - Making Inferences and Justifying Conclusions (S.IC)
Understand and evaluate random processes underlying statistical experiments (Standard S.IC.1).
Draw and justify conclusions from sample surveys, experiments, and observational studies. In earlier grades, students are introduced to different ways of collecting data and use graphical displays and summary statistics to make comparisons. These ideas are revisited with a focus on how the way in which data is collected determines the scope and nature of the conclusions that can be drawn from that data. The concept of statistical significance is developed informally through simulation as meaning a result that is unlikely to have occurred solely as a result of random selection in sampling or random assignment in an experiment. For S.IC.4, focus on the variability of results from experiments - that is, focus on statistics as a way of dealing with, not eliminating, inherent randomness (Standards S.IC.3-4, 6).
HONORS - Strand: NUMBER AND QUANTITY - Complex Number System (N.CN)
Perform arithmetic operations with complex numbers (Standard N.CN.3)
Represent complex numbers and their operations on the complex plane (Standard N.CN.4–6).
Use complex numbers in polynomial identities and equations (Standard N.CN.10).
HONORS - Strand: FUNCTIONS - Interpreting Functions (F.IF)
Analyze functions using different representations (Standard F.IF.7, d and f).
HONORS - Strand: FUNCTIONS - Building Functions (F.BF).
Build a function that models a relationship between two quantities (Standard F.BF.1.c).
Build new functions from existing functions (Standards F.BF.4, b,c,d–5).
HONORS - Strand: FUNCTIONS - Trigonometric Functions (F.TF)
Extend the domain of trigonometric functions using the unit circle (Standard T.FT.4).
Model periodic phenomena with trigonometric functions (Standards T.FT.6–7).
Prove and apply trigonometric identities (Standard T.FT.9).
HONORS - Strand: GEOMETRY - Geometric Measurement and Dimension (G.GMD)
Explain volume formulas and use them to solve problems (Standard G.GMD.2).
HONORS - Strand: STATISTICS AND PROBABILITY - Conditional Probability and the Rules of Probability (S.CP)
Use the rules of probability to compute probabilities of compound events in a uniform probability model (Standard S.CP.9).
The Online Core Resource pages are a collaborative project between the Utah State Board of Education and the Utah Education Network. If you would like to recommend a high quality resource, contact Trish French (Elementary) or Lindsey Henderson (Secondary). If you find inaccuracies or broken links contact resources@uen.org.