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- HSF-IF.B.4For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.*
- HSF-IF.B.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*
- HSF-IF.B.6Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*

What is Algebra?

Algebra II

Â» Unit:

Modeling with Algebra

Big Idea:Algebra is built on axioms and definitions and relies on proofs just as much as geometry.

Slope as a Rate of Change - Day 1 of 2

Algebra I

Â» Unit:

Linear Functions

Big Idea:This real-life application will help students develop the meaning of the slope concept.

Patio Problem: Sequences and Functions

Algebra I

Â» Unit:

Linear Functions

Big Idea:Arithmetic sequences can be modeled by linear functions that both have the same common difference.

What Goes Up, Day 1 of 3

Algebra II

Â» Unit:

Modeling with Algebra

Big Idea:Projectile motion provides context for average rates of change in the context of velocity and acceleration. What goes up...

Super Mario's (almost) Linear World

8th Grade Math

Â» Unit:

Linear Regression

Big Idea:We can apply our understanding of linear functions to model things that are almost linear.

Modeling With Quadratic Functions

Algebra I

Â» Unit:

Quadratic Functions

Big Idea:This lesson allows students to make a connection between real-world phenomena and the average rate of change of a quadratic function.

Logs, Loans, and Life Lessons!

Algebra II

Â» Unit:

Exponential and Logarithmic Functions

Big Idea:This engaging lesson weaves together logarithms, loans, and life lessons!

How Does a Parabola Grow?

Algebra I

Â» Unit:

Quadratic Functions

Big Idea:It's not so much about the shortcut as it is about the structure it reveals!

Get Perpendicular with Geoboards!

Algebra I

Â» Unit:

Linear Functions

Big Idea:Students reason about Perpendicular Lines with simple concrete examples using Geoboards and extend their reasoning to designing parking lines.

Rate of Change

Algebra I

Â» Unit:

Linear Functions

Big Idea:Students will develop their understanding of rate of change by exploring real world contexts.

Graphing Linear Functions Using Tables

Algebra I

Â» Unit:

Linear Functions

Big Idea:Using a table can reveal the common difference of an arithmetic sequence.

"Demystifying e" Day #1

Algebra II

Â» Unit:

Exponential and Logarithmic Functions

Big Idea:This lesson mixes the ingredients of lecture, investigation, application, and a touch of creativity to âDemystify eâ!

Graph Linear Equations Practice

Algebra I

Â» Unit:

Linear Functions

Big Idea:There is a variety of ways to graph linear equations. The structure of an equation can make one method better than another.

Slope as a Rate of Change - Day 2 of 2

Algebra I

Â» Unit:

Linear Functions

Big Idea:Students debrief a lesson on slope as a rate of change by investigating each other's work.

Arithmetic Sequences Day 3

Algebra I

Â» Unit:

Linear Functions

Big Idea:Given any two terms in an arithmetic sequences students can use patterns to find the explicit formula.

HSF-IF.B.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.*

HSF-IF.B.5

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*

HSF-IF.B.6

Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*