Given a problem situation containing a functional relationship, the student will verbally describe the functional relationship that exists.

Given the graph of an inequality, students will write the symbolic representation of the inequality.

Describe functional relationships for given problem situations, and write equations or inequalities to answer questions arising from the situations.

Given a graph and/or verbal description of a situation (both continuous and discrete), the student will identify mathematical domains and ranges and determine reasonable domain and range values for the given situations.

Given scatterplots that represent problem situations, the student will determine if the data has strong vs weak correlation as well as positive, negative, or no correlation.

Given verbal descriptions and tables that represent problem situations, the student will make predictions for real-world problems.

Given an experimental situation, the student will write linear functions that provide a reasonable fit to data to estimate the solutions and make predictions.

Given a pictorial or tabular representation of a pattern and the value of several of their terms, the student will write a formula for the nth term of a sequences.

Given algebraic, graphical, or verbal representations of linear functions, the student will determine the effects on the graph of the parent function f(x) = x.

Given two points, the slope and a point, or the slope and the y-intercept, the student will write linear equations in two variables.

Given a real-world situation that can be modeled by a linear function or a graph of a linear function, the student will determine and represent the reasonable domain and range of the linear function using inequalities.

Given linear equations and inequalities, the student will investigate methods for solving the equations or inequalities.

Given an equation or inequality, the student will select a method (algebraically, graphically, or calculator) to solve the equation or inequality.

Given algebraic, tabular, or graphical representations of linear functions, the student will determine the intercepts of the graphs and the zeros of the function.

Given a situation that can be modeled by a quadratic function or the graph of a quadratic function, the student will determine the domain and range of the function.

Given a situation that can be modeled by a quadratic function or the graph of a quadratic function, the student will determine restrictions as necessary on the domain and range of the function.

Given verbal, graphical, or symbolic descriptions of the graph of y = ax^2 + c, the student will investigate, describe, and predict the effects on the graph when a is changed.

Given a quadratic equation, the student will solve the equation by factoring, completing the square, or by using the quadratic formula.

Given a quadratic equation, the student will make connections among the solutions (roots) of the quadratic equation, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function.

Given verbal and symbolic descriptions of problems involving exponents, the student will simplify the expressions using the laws of exponents.