• Resource ID: A1M4L9
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Writing Equations of Lines

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

    • Resource ID: A1M4L3
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Determining the Domain and Range for Linear Functions

    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.

    • Resource ID: A1M5L3
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Investigating Methods for Solving Linear Equations and Inequalities

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

    • Resource ID: A1M5L3b
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Selecting a Method to Solve Equations or Inequalities

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

    • Resource ID: A1M4L10
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Determining Intercepts and Zeros of Linear Functions

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

    • Resource ID: A1M6L1
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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.

    • Resource ID: A1M6L1a
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Determining the Domain and Range for Quadratic Functions: Restricted Domain/Range

    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.

    • Resource ID: A1M6L2
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Analyzing the Effects of the Changes in "a" on the Graph y = ax^2 + c

    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.

    • Resource ID: A1M6L8
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Solving Quadratic Equations Using Algebraic Methods

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

    • Resource ID: A1M6L9
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Quadratics: Connecting Roots, Zeros, and x-Intercepts

    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.

    • Resource ID: A1M6L10
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Applying the Laws of Exponents: Verbal/Symbolic

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

    • Resource ID: A1M6L11
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Using the Laws of Exponents to Solve Problems

    Given problem situations involving exponents, the student will use the laws of exponents to solve the problems.

    • Resource ID: A1M4L7b
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Determining the Meaning of Intercepts

    Given algebraic, tabular, and graphical representations of linear functions, the student will determine the intercepts of the function and interpret the meaning of intercepts within the context of the situation.

    • Resource ID: A1M4L11a
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Predicting the Effects of Changing y-Intercepts in Problem Situations

    Given verbal, symbolic, numerical, or graphical representations of problem situations, the student will interpret and predict the effects of changing the y-intercept in the context of the situations.

    • Resource ID: A1M5L4b
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Solving Linear Inequalities

    The student will represent linear inequalities using equations, tables, and graphs. The student will solve linear inequalities using graphs or properties of equality, and determine whether or not a given point is a solution to a linear inequality.

    • Resource ID: A1M6L4
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo Analyzing Graphs of Quadratic Functions

    Given the graph of a situation represented by a quadratic function, the student will analyze the graph and draw conclusions.

    • Resource ID: M8M2L1*
    • Grade Range: 8
    • Subject: Math

    OnTrack logo Generalizing Proportions from Similar Figures

    Given a pair of similar figures, including dilations, students will be able to generalize that the lengths of corresponding sides are proportional.

    • Resource ID: M8M2L5*
    • Grade Range: 8
    • Subject: Math

    OnTrack logo Graphing Proportional Relationships

    Given a proportional relationship, students will be able to graph a set of data from the relationship and interpret the unit rate as the slope of the line.

    • Resource ID: M8M3L8*
    • Grade Range: 8
    • Subject: Math

    OnTrack logo Writing Geometric Relationships

    Given information in a geometric context, students will be able to use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

    • Resource ID: M8M4L1*
    • Grade Range: 8
    • Subject: Math

    OnTrack logo Comparing and Explaining Transformations

    Given rotations, reflections, translations, and dilations, students will be able to develop algebraic representations for rotations, and generalize and then compare and contrast the properties of congruence transformations and non-congruence transformations.