###
Writing Inequalities to Describe Relationships (Verbal → Symbolic)

Given a problem situation represented in verbal form, students will write an inequality that can be used to represent the situation.

###
Solving One-Variable Inequalities

Students will solve one-variable inequalities using a variety of representations, including tables, graphs, and symbolic representations.

###
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.

###
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.

###
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.

###
Predicting the Effects of Changing Slope in Problem Situations

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

###
Direct Variation and Proportional Change

The student will use a variety of methods inculding tables, equations and graphs to find the constant of variation and missing values when given a relationship that varies directly.

###
What’s the Big Idea?

**In cooperative groups, students rotate through stations to identify the main idea of selected passages while making inferences using expository text. **

###
Question and Purpose

Given laboratory investigation scenarios, students will determine the question or purpose of the procedure.

###
Poetic Inferences

**In learning stations, students use textual evidence and personal schema to make inferences about the structure and elements of poetry, and provide textual evidence to support their understanding.**

###
Hypothesis

Given a series of statements, students will determine if statements are testable hypotheses and determine the hypothesis that best fits a given procedure.

###
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.

###
Data Organization

Given field and laboratory scenarios and laboratory data, students will construct data tables and graphs, using repeated trials and means to organize data.

###
Data Analysis

Given laboratory investigation data in the form of tables, charts, and graphs, students will analyze and predict trends from the data.

###
Conclusions and Scientific Explanations

Given laboratory investigation data, students will determine the best conclusion based upon that data.

###
Sound Effects, Poetic Elements, and Analysis, Oh My! Visualizing the Text to Gain Meaning Out of Poetry

**Students will be asked to use metacognition as they analyze a poem, make inferences, and draw conclusions about the overall meaning of a text. **

###
Measurement

Given investigation quantitative data, students will determine its degree of precision and/or accuracy and causes for uncertainties in measured data.

###
Scientific Models

Given a description or illustration of various models, students will describe how these models represent the natural world and evaluate the advantages and limitations of the models.