Identify key features of linear and quadratic functions each represented in the same way algebraically or graphically (key features are limited to domain; range; intercepts; intervals where the function is increasing, decreasing, positive or negative; end behavior).
Identify key features of linear, quadratic or exponential functions each represented in a different way algebraically or graphically (key features are limited to domain; range; intercepts; intervals where the function is increasing, decreasing, positive or negative; end behavior).
Students are given a linear function represented by an equation and an exponential function represented by a graph in a real-world context and are asked to compare the rates of change of the two functions.
Students will explore representing the movement of objects and the relationship between the various forms of representation: verbal descriptions, value tables, graphs, and equations. These representations include speed, starting position, and direction. This exploration includes brief direct instruction, guided practice in the form of a game, and independent practice in the form of a word problem. Students will demonstrate understanding of this concept through a written commitment of their answer to the word problem supported with evidence from value tables, graphs, and equations.
Students are asked to determine a procedure for ranking healthcare plans based on their assumptions and the cost of each plan given as a function. Then, they are asked to revise their ranking based on a new set of data.
Students will use information from the internet or a car dealership's advertisement to identify a car and determine the future value of the car using different depreciation rates over different intervals of time. Students will graph their data to show exponential decay and compare to a linear decrease on the same graph.
In this lesson, students will use graphing calculators to explore linear equations in the form y = mx + b. They will observe the graphs of equations with different values of slope and y-intercept. They will draw conclusions about how the value of slope and y-intercept are visible in the appearance of the graph.
This activity has students apply their knowledge to distinguish between numerical data that can be modeled in linear or exponential forms. Students will create mathematical models (graph, equation) that represent the data and compare these models in terms of the information they show and their limitations. Students will use the models to compute additional information to predict future outcomes and make conjectures based on these predictions.
This lesson is designed to help students solve real-world problems involving compound and continuously compounded interest. Students will also be required to translate word problems into function models, evaluate functions for inputs in their domains, and interpret outputs in context.
Students will solve multiple systems of equations using two methods: graphing and substitution. This will help students to make a connection between the two methods and realize that they will indeed get the same solution graphically and algebraically. Students will compare the two methods and think about ways to decide which method to use for a particular problem. This lesson connects prior instruction on solving systems of equations graphically with using algebraic methods to solve systems of equations.
In this lesson students will learn how to write equations in function notation when given a real-world scenario. Students will work in groups to determine an equation for a given scenario, as well as, write a scenario for a given equation.
Dancing Polynomials is designed to lead students from the understanding that the equation of a line produces a linear pattern to the realization that using an exponent greater than one will produce curvature in a graph and that further patterns emerge allowing students to predict what happens at the end of the graph. Using graphing calculators, students will examine the patterns that emerge to predict the end behavior of polynomial functions. They will experiment by manipulating equations superimposed onto landmarks in the shape of parabolas and polynomial functions. An end behavior song and dance, called "Graph Me Baby" will allow students to become graphs to physically understand the end behavior of the graph.
This lesson introduces students to the quadratic parent function, as well as reinforces some key features of quadratic functions. It allows students to explore basic transformations of quadratic functions and provides a note-taking sheet for students to organize their learning. There is a "FUN" cut and paste activity for students to match quadratic graphs with verbal descriptions and their equations.
This lesson covers quadratic translations as they relate to vertex form of a quadratic equation. Students will predict what will happen to the graph of a quadratic function when more than one constant is in a quadratic equation. Then, the students will graph quadratic equations in vertex form using their knowledge of the translations of a quadratic function, as well as describe the translations that occur. Students will also identify the parent function of any quadratic function as .
In this lesson, students will apply their knowledge to model a real-world linear situation in a variety of ways. They will analyze a situation in which 2 candles burn at different rates. They will create a table of values, determine a linear equation, and graph each to determine if and when the candles will ever be the same height. They will also determine the domain and range of their functions and determine whether there are constraints on their functions.
The Turning Tires MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best tire material for certain situations. The main focus of the MEA is applying surface area concepts and algebra through modeling.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Researchers Frank Johnson, Richard Bertram, Wei Wu, and Rick Hyson explore the necessity of scientific and mathematical collaboration in modern neuroscience, as it relates to their NSF research on birdsong.
This informational text resource is intended to support reading in the content area. The text discusses the two main factors that control the speed of a competitive swimmer: power and drag. The reader is then presented with mathematical formulas that determine these factors. The text also discusses the technological advances that have come about in the swimsuit industry. The text even entertains the idea of "technological doping" and allows the reader to question whether advanced swimsuits are hurting the competitiveness of swimming.
This lesson is designed to introduce students to the vertical line test for functions as well as practice plotting points and drawing simple functions. The lesson provides links to discussions and activities related to the vertical line test and functions as well as suggested ways to integrate them into the lesson.
Type: Virtual Manipulative
Vetted resources students can use to learn the concepts and skills in this topic.