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Showing 1—100 of 453

1 hour

Students choose/interpret the scale, the origin for the graph and graph the piecewise linear function.

1 hour

Students represent graphically a nonlinear relationship between two quantities and interpret features of the graph.

1 hour

Students choose and interpret the scale on a graph to appropriately represent an exponential function.

1 hour

Students refine their skills in interpreting the meaning of features appearing in graphs.

1 hour

Students interpret the meaning of the point of intersection of two graphs.

1 hour

Students use the structure of an expression to identify ways to rewrite/use distributive property.

1 hour

Commutative/Associative properties are used to recognize structure within expressions and prove equivalency of expressions.

1 hour

Students understand that the sum or difference of two polynomials produces another polynomial.

1 hour

Students understand that the product of two polynomials produces another polynomial; students multiply polynomials.

1 hour

Students find values to assign to variables in equations that make the equations true statements.

1 hour

Students understand the commutative, associate, and distributive properties as identities.

1 hour

Students are introduced to the formal process of solving an equation.

1 hour

Students learn if-then moves using properties of equality to solve equations.

1 hour

Learning if-then moves using addition/multiplication properties of inequality to solve inequalities and graph solution.

1 hour

Students describe the solution set of two equations (or inequalities) joined by “and” or “or”

1 hour

Students solve two inequalities joined by “and” or “or” then graph solution on number line.

1 hour

Students solve factored or easily factorable equations.

1 hour

Students interpret equations.

1 hour

Students learn to think of some of the letters in formulas as constants.

1 hour

Students identify solutions to two-variable equations and represent graphically.

1 hour

Students interpret inequality symbols to determine which portion of the coordinate plane is shaded.

1 hour

Students solve systems of linear equations/inequalities either algebraically or graphically.

1 hour

Students create systems of equations that have the same solution set as a given system.

1 hour

Students use systems of equations/inequalities to solve contextual problems.

1 hour

Students compare the numerical approach to the algebraic approach.

1 hour

Students learn the meaning and notation of recursive sequences in a modeling setting.

1 hour

Students create equations and inequalities to solve a modeling problem.

1 hour

Students create equations and inequalities in one variable and use them to solve problems.

1 hour

Students recognize that a first step in interpreting data is making sense of the context.

1 hour

Students calculate the mean of a data set and the median of a data set.

1 hour

Students estimate the mean and median of a distribution on a dot plot or a histogram.

1 hour

Students interpret deviations.

1 hour

Students calculate the standard deviation for a set of data.

1 hour

Students compare the relative variability of distributions using standard deviations.

1 hour

Students identify outliers in a data distribution.

1 hour

Students compare two or more distributions.

1 hour

Students distinguish between categorical data and numerical data

1 hour

Students construct a relative frequency table and interpret relative frequencies.

1 hour

Students calculate and interpret conditional relative frequencies from two-way frequency tables.

1 hour

Students distinguish between various scatter plots.

1 hour

Students use an equation given as a model for a nonlinear relationship to answer questions.

1 hour

Students use technology to determine the least squares regression line from given set of data.

1 hour

Students predict values for a given data set.

1 hour

Students use the least squares line to predict values for a given data set.

1 hour

Students construct the residual plot for a given data set.

1 hour

Students use a graphing calculator to construct the residual plot for a given data set.

1 hour

Students use technology to determine the value of the correlation coefficient for given data set.

1 hour

Students use data to develop a poster that involves the focus standards.

1 hour

Students examine sequences and are introduced to the notation used to describe them.

1 hour

Students write recursive and explicit formulas for sequences.

1 hour

Students learn the structure of arithmetic and geometric sequences.

1 hour

Students compare the rate of change for simple and compound interest.

1 hour

Students are able to model with and solve problems involving exponential formulas.

1 hour

Students compare linear and exponential models of population growth.

1 hour

Students describe and analyze exponential decay models.

1 hour

Students use function notation, evaluate functions for inputs in their domains, and interpret statements.

1 hour

Students evaluate functions for inputs in their domains; interpret statements that use function notation.

1 hour

Students use function notation, evaluate functions for inputs in their domains, and interpret statements

1 hour

Students understand set builder notation for the graph of a real-valued function.

1 hour

Students understand the meaning of the graph of functions.

1 hour

Students create tables and graphs of functions and interpret key features.

1 hour

Students compare linear/exponential models.

1 hour

Students examine the features of piecewise functions.

1 hour

Students discover that equations can be solved algebraically or visually.

1 hour

Students examine how vertical translations correspond to changes in the equation.

1 hour

Students examine how horizontal translations correspond to changes in the equation.

1 hour

Students examine horizontal scaling.

1 hour

Students apply understanding of transformations of functions and graphs to piecewise functions.

1 hour

Students create models and understand the differences between linear and exponential models.

1 hour

Students use modeling to solve real-world function problems.

1 hour

Students apply transformations through modeling.

1 hour

Students create piecewise and step functions that relate to real-life situations.

1 hour

Students use polynomial expressions as side lengths of polygons and find area by multiplying.

1 hour

Students understand that factoring reverses the multiplication process.

1 hour

Students develop strategies for factoring quadratic.

1 hour

Students develop additional strategies for factorization of quadratics.

1 hour

Students solve complex one-variable equations which may need algebraic manipulation, including factoring.

1 hour

Students use appropriate and efficient strategies to find solutions to basic quadratic equations.

1 hour

Students interpret word problems to create equations in one variable and solve them.

1 hour

Students explore key features of graphs of quadratic functions.

1 hour

Students use the factored form of a quadratic equation to construct a rough graph.

1 hour

Students interpret quadratic functions from graphs and tables.

1 hour

Students rewrite quadratic expressions given in standard form.

1 hour

Students recognize cases for which factored or completed-square form is most efficient to use.

1 hour

Students solve quadratic equations, including those with a coefficient other than 1.

1 hour

Students complete the square for a general quadratic equation.

1 hour

Students solve quadratic equations that cannot be easily factored.

1 hour

Students graph simple quadratic equations of the completed-square or vertex form.

1 hour

Students graph a variety of quadratic functions using standard form.

1 hour

Students compare the basic quadratic (parent) function to the square root function.

1 hour

Students recognize and use parent functions.

1 hour

Students use parent functions for absolute value, quadratic, square root, and cube root.

1 hour

Students make a connection between the symbolic forms of quadratic equations and the vertex form.

1 hour

Students complete a comparative analysis of quadratic functions.

1 hour

Students write the quadratic function described verbally in a given context.

1 hour

Students create a quadratic function from a data set based on a contextual situation.

1 hour

Students recognize the function type, interpret key features of the graph, and create an equation.

1 hour

Students recognize linear, quadratic, and exponential functions when presented as a data set or sequence.

1 hour

Students make sense of a contextual situation.

1 hour

Students create a two-variable equation that models the graph from a context.