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Using Linear Equations to Count Pecans
Students will write linear equations in point-slope form given two points via a verbal description.
To learn the pattern of the side lengths of a 45-45-90 triangle, students complete a gallery walk, a card sort activity starting with using the Pythagorean theorem, and activity to locate if there is an error in a presented problem and if so to identify what the error is.
Working with Literal Equations
The lesson will provide a conceptual basis for illustrating the parallelism between solving multi-step equations and translating literal equations into solutions for specified variables.
6 OnTRACK Algebra I: Properties and Attributes of Functions
Students will learn how to use the properties and attributes of functions.
Transformations of Absolute Value Functions
Given an absolute value function, the student will analyze the effect on the graph when f(x) is replaced by af(x), f(bx), f(x – c), and f(x) + d for specific positive and negative real values.
Kid2Kid: Determining the Meaning of Slope and Intercepts
Kid2Kid videos on determining the meaning of slope and intercepts in English and Spanish
Using Logical Reasoning to Prove Conjectures about Circles
Given conjectures about circles, the student will use deductive reasoning and counterexamples to prove or disprove the conjectures.
Creating Nets for Three-Dimensional Figures
Given nets for three-dimensional figures, the student will apply the formulas for the total and lateral surface area of three-dimensional figures to solve problems using appropriate units of measure.
Drawing Conclusions about Three-Dimensional Figures from Nets
Given a net for a three-dimensional figure, the student will make conjectures and draw conclusions about the three-dimensional figure formed by the given net.
Generalizing Geometric Properties of Ratios in Similar Figures
Students will investigate patterns to make conjectures about geometric relationships and apply the definition of similarity, in terms of a dilation, to identify similar figures and their proportional sides and congruent corresponding angles.
Determining Area: Sectors of Circles
Students will use proportional reasoning to develop formulas to determine the area of sectors of circles. Students will then solve problems involving the area of sectors of circles.
Making Conjectures About Circles and Segments
Given examples of circles and the lines that intersect them, the student will use explorations and concrete models to formulate and test conjectures about the properties and relationships among the resulting segments.
Determining Area: Regular Polygons and Circles
The student will apply the formula for the area of regular polygons to solve problems.
Making Conjectures About Circles and Angles
Given examples of circles and the lines that intersect them, the student will use explorations and concrete models to formulate and test conjectures about the properties of and relationships among the resulting angles.
Domain and Range: Numerical Representations
Given a function in the form of a table, mapping diagram, and/or set of ordered pairs, the student will identify the domain and range using set notation, interval notation, or a verbal description as appropriate.
Solving Problems With Similar Figures
Given problem situations involving similar figures, the student will use ratios to solve the problems.
Transformations of Square Root and Rational Functions
Given a square root function or a rational function, the student will determine the effect on the graph when f(x) is replaced by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and negative values.
Transformations of Exponential and Logarithmic Functions
Given an exponential or logarithmic function, the student will describe the effects of parameter changes.
Solving Square Root Equations Using Tables and Graphs
Given a square root equation, the student will solve the equation using tables or graphs - connecting the two methods of solution.
Functions and their Inverses
Given a functional relationship in a variety of representations (table, graph, mapping diagram, equation, or verbal form), the student will determine the inverse of the function.