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Mathematics - Secondary Curriculum Secondary Mathematics I
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Strand: NUMBER AND QUANTITY - Quantities (N.Q)

Reason quantitatively and use units to solve problems. Working with quantities and the relationships between them provides grounding for work with expressions, equations, and functions (Standards N.Q.1-3).

Standard N.Q.3

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

  • Access Ramp - Student Task
    This task has students design an access ramp, which complies with the Americans with Disabilities Act (ADA) requirements and include pricing based on local costs.
  • Accuracy of Carbon 14 Dating I
    This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.
  • Accuracy of Carbon 14 Dating II
    This Illustrative Mathematics task is a refinement of "Carbon 14 dating" which focuses on accuracy. While the mathematical part of this task is suitable for assessment, the context makes it more appropriate for instructional purposes. This type of question is very important in science and it also provides an opportunity to study the very subtle question of how errors behave when applying a function: in some cases the errors can be magnified while in others they are lessened.
  • Bus and Car
    This Illustrative Mathematics task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the average of the speeds for the two segments of the trip.
  • Calories in a sports drink
    This Illustrative Mathematics task involves the meaning of numbers found on labels. When the level of accuracy is not given we need to make assumptions based on how the information is reported. An unexpected surprise awaits in this case, however, as no reasonable interpretation of the level of accuracy makes sense of the information reported on the bottles in parts (b) and (c). Either a miscalculation has been made or the numbers have been rounded in a very odd way.
  • Dinosaur Bones
    The purpose of this Illustrative Mathematics 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.
  • Felicia's Drive
    This Illustrative Mathematics task provides students the opportunity to make use of units to find the gas need to make some sensible approximations.
  • Fences - student task
    This task has students design a fence that meets the city ordinances and the client's specifications.
  • Framing a House - student task
    This task has students recreate house plans on graph paper and then determine how many linear feet of wall plate material will be needed.
  • Introduction to the Materials (Math 1)
    Introduction to the Materials in the Mathematics One of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems.
  • NUMBER & QUANTITY - Quantities (N.Q) - Sec Math I Core Guide
    The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics I - Quantities (N.Q).
  • Storage Shed - student task
    Students are going to build storage sheds as a fund raising project, but before they can start they must determine the best dimensions for the shed, make scale drawings and decide on how much to charge for each shed.
  • Traffic Jam
    Last Sunday an accident caused a traffic jam 12 miles long on a straight stretch of a two lane freeway. How many vehicles do you think were in the traffic jam? Explain your thinking and show all calculations.
  • Weed killer
    The principal purpose of this Illustrative Mathematics task is to explore a real-world application problem with algebra, working with units and maintaining reasonable levels of accuracy throughout.

UEN logo - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey  Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.