Although discussions about inductive reasoning can be traced back thousands of years (Fitelson 2011), the implementation of the Standards for Mathematical Practice (SMP) within the Common Core State Standards (CCSSI 2010) is generating renewed attention to how students learn mathematics. The third SMP, "Construct viable arguments and critique the reasoning of others" (CCSSI 2010, p. 6), explicitly calls for mathematically proficient students to be able to reason inductively and be able to judge the validity of their conclusions. NCTM (2000, p. 16) also emphasizes that middle school students should be "proficient in using inductive and deductive reasoning appropriately." The development of these reasoning skills can help promote students' conceptual understanding, linking conceptual knowledge and procedural knowledge (Hiebert and Lefevre 1996; NCTM 2000). Hence, to align with national standards and promote conceptual understanding, middle school mathematics educators should provide ample opportunities for students to engage in inductive reasoning activities that can build to deductive reasoning. The series of tasks proposed in this article encourages students to reason inductively and uses problem solving with multiple representations, supported by current mathematics education standards (CCSSI 2010; NCTM 2000). Because the tasks are undergirded by science education inquiry, these tasks support recent STEM literacy initiatives, as well (Zollman 2012).