###
Module 2: Developing Function Foundations

.

###
Module 3: Investigating Growth and Decay

.

###
Algebra I - Module 1, Topic 2: Sequences

In this topic, students explore sequences represented as lists of numbers, in tables of values, by equations, and as graphs on the coordinate plane. Students move from an intuitive understanding of patterns to a more formal approach of representing sequences as functions. In the final lesson of the topic, students are introduced to the modeling process. Defined in four steps—Notice and Wonder, Organize and Mathematize, Predict and Analyze, and Test and Interpret—the modeling process gives students a structure for approaching real-world mathematical problems.

###
Algebra I - Module 1, Topic 3: Linear Regressions

In this topic, students focus on the patterns that are evident in certain data sets and use linear functions to model those patterns. Using the informal knowledge of lines of best fit that was built in previous grades, students advance their statistical methods to make predictions about real-world phenomena. They differentiate between correlation and causation, recognizing that a correlation between two quantities does not necessarily mean that there is also a causal relationship. At the end of this topic, students will synthesize what they have learned to decide whether a linear model is appropriate.

###
Using Theoretical and Experimental Probability to Make Predictions

Given an event to simulate, the student will use theoretical probabilities and experimental results to make predictions and decisions.

###
Developing the Concept of Slope

Given multiple representations of linear functions, the student will develop the concept of slope as a rate of change.

###
Using Multiplication by a Constant Factor

Given problems involving proportional relationships, the student will use multiplication by a constant factor to solve the problems.

###
Generating Different Representations of Relationships

Given problems that include data, the student will generate different representations, such as a table, graph, equation, or verbal description.

###
Predicting, Finding, and Justifying Data from a Table

Given data in table form, the student will use the data table to interpret solutions to problems.

###
Interpreting Scatterplots

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.

###
Making Predictions and Critical Judgments (Table/Verbal)

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

###
Collecting Data and Making Predictions

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

###
Determining the Domain and Range for Quadratic Functions

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.