In this task, students investigate whether exponential functions will always be determined by two points. It complements the task "Do two points always determine a linear function?" Aligns with F-LE.A.2.

This task provides a real-world context for examining the power of exponential growth and decay. Students experiment, at the macro level, using scotch tape to pull a chip of graphite apart into two pieces. They are asked to find about...

The context of this task is that a quarter was put into a bank account in 1901 and students are asked to calculate its value in 2013 at two different interest rates. Those amounts are compared to the appreciation rate of a rare and...

This task asks students to analyze a set of data about the height of a basketball for each time it bounces. They choose a model that reasonably fits the data and use the model to answer questions about the physical context. This variant...

In this task, learners explore exponential models in the context of a real-world problem. Students learn about price inflation for a single commodity and are introduced to the Consumer Price Index for measuring the inflation of a body of...

This task asks students to analyze a set of data about the height of a basketball for each time it bounces. They choose a model that reasonably fits the data and use the model to answer questions about the physical context. This second...

This problem introduces Carbon 14 dating which is used by scientists to date certain organic material. This version is based on the ratio of Carbon 14 to Carbon 12, which decreases at a constant exponential rate after an organism dies....

For this task, learners examine world population data from 1804 to 2012 and investigate whether an exponential function is appropriate for modeling the relationship between the world population and the year. Aligns with F-LE.A.1.c.

In this task on exponential decay, students calculate what the amount of Carbon 14 left in a preserved plant will be as time passes and when one microgram will be all that is left. Aligns with F-LE.A.1.c.

For this problem, students use an exponential equation to investigate the cooling of a cup of coffee and how long it would take for it to cool down to different temperatures. Aligns with F-LE.B.5 and F-LE.A.4.

In this task, students learn about exponential decay by examining the amount of Carbon-14 left in a preserved plant with the passage of time after the plant has died. This provides a simple introduction to Carbon-14 dating but the actual...

In this task, students investigate the exponential growth of a rumor about a celebrity. Aligns with F-LE.A.2.

For this task, students analyze the sizes of a country's population and of its food supply to determine when and if food shortages will occur. To solve it, they must construct and compare linear and exponential functions and find where...

For this task, students investigate the power of exponential growth in this real-world example of an invasive species that was introduced to Florida in 1966, a giant snail. Aligns with F-LE.A.2 and F-LE.A.4.

In this task, learners are asked to identify whether changes are linear or exponential. Aligns with F-LE.A.1.

In this task, students learn about exponential functions when they investigate the exponential growth of an invasive fish population. Aligns with F-LE.B.5 and F-LE.A.1.c.

For this task, students are shown a table of U.S. population data between 1790 and 1860 and are asked to explore whether exponential functions would be appropriate to model relationships within the data. The purpose of the task is to...

In this task, students work with exponential functions in a real-world context involving continuously compounded interest. They will study how the base of the exponential function impacts its growth rate and use logarithms to solve...

In this task, 6th graders solve fraction division problems by drawing a picture and writing a number sentence. Aligns with 6.NS.A.1.

Sixth graders are asked to do arithmetic with fractions in order to calculate the amount of ingredients they have for baking cookies and how many batches they can make. Aligns with 6.NS.A.1.

Sixth graders can first model this fraction division problem with a drawing or manipulatives, then use division to solve it. Aligns with 6.NS.A.1.

Sixth graders are asked to examine a drawing to find the solution to this fraction division problem. Aligns with 6.NS.A.

For this task, 6th graders solve a fraction division problem by drawing a picture and/or using arithmetic. Aligns with 6.NS.A.1.

In this task, 6th graders solve a fraction division problem by drawing a picture and/or using arithmetic. Aligns with 6.NS.A.1.