## 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.*

76 Lesson(s)

### What is Algebra?

Algebra II » Unit: Modeling with Algebra
Algebra II » Unit: Modeling with Algebra
Fort Collins, CO
Environment: Suburban

Big Idea:

#### Algebra is built on axioms and definitions and relies on proofs just as much as geometry.

Standards:

Favorites (38)

Resources (19)

Reflections (2)

Algebra I » Unit: Linear Functions
Amherst, NY
Environment: Suburban

Big Idea:

Standards:

Favorites (21)

Resources (14)

### Review Workshop: Polynomial Functions and Expressions

Algebra II » Unit: Polynomial Functions and Expressions
Algebra II » Unit: Polynomial Functions and Expressions
Ipswich, MA
Environment: Suburban

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Favorites (6)

Resources (13)

Reflections (1)

### Transformation of Polynomial Functions

Algebra II » Unit: Polynomial Functions
Algebra II » Unit: Polynomial Functions
Caldwell, ID
Environment: Rural

Big Idea:

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Resources (30)

Reflections (2)

### The Lumber Model Problem

Algebra II » Unit: Cubic Functions
Algebra II » Unit: Cubic Functions
Fort Collins, CO
Environment: Suburban

Big Idea:

#### In many cases, polynomial functions are ideal mathematical models that support quantitative and abstract reasoning.

Standards:

Favorites (3)

Resources (12)

Reflections (1)

Algebra I » Unit: Linear Functions
Amherst, NY
Environment: Suburban

Big Idea:

#### Discrete situations can be modeled by functions that are continuous. The domain and range help to determine how the graph of a function will appear.

Standards:

Favorites (11)

Resources (12)

Algebra I » Unit: Functions
Amherst, NY
Environment: Suburban

Big Idea:

Standards:

Favorites (4)

Resources (15)

Reflections (1)

### Using Points to Determine the Shape of a Graph

Algebra I » Unit: Linear and Exponential Functions
Algebra I » Unit: Linear and Exponential Functions
Worcester, MA
Environment: Urban

Big Idea:

#### In order to get a broad picture of functions and their graphs, we go a bit beyond just the linear and exponential functions that are the foci of this unit.

Standards:

Resources (8)

Algebra I » Unit: Functions
Amherst, NY
Environment: Suburban

Big Idea:

#### Now is the chance to show off what you know about functions.

Standards:

Favorites (6)

Resources (6)

Reflections (1)

Algebra I » Unit: Functions
Amherst, NY
Environment: Suburban

Big Idea:

#### Students who understand functions well can make connections between the graph of a function and the equation of the function.

Standards:

Favorites (2)

Resources (15)

Reflections (1)

Algebra I » Unit: Linear Functions
Amherst, NY
Environment: Suburban

Big Idea:

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

Standards:

Favorites (7)

Resources (10)

Algebra I » Unit: Everything is Relative: Linear Functions
Salem, MA
Environment: Urban

Big Idea:

Standards:

Favorites (3)

Resources (30)

Reflections (3)

### Introduction to Quadratic Functions

Algebra I » Unit: Interpret and Build Quadratic Functions and Equations
Algebra I » Unit: Interpret and Build Quadratic Functions and Equations
Salem, MA
Environment: Urban

Big Idea:

Standards:

Favorites (47)

Resources (25)

Reflections (2)

### Interpreting and Graphing Quadratic Functions

Algebra I » Unit: Interpret and Build Quadratic Functions and Equations
Algebra I » Unit: Interpret and Build Quadratic Functions and Equations
Salem, MA
Environment: Urban

Big Idea:

Standards:

Favorites (10)

Resources (19)

Reflections (3)

### Performance Task: Pulling It Together with Quadratics

Algebra I » Unit: Interpret and Build Quadratic Functions and Equations
Algebra I » Unit: Interpret and Build Quadratic Functions and Equations
Salem, MA
Environment: Urban

Big Idea:

Standards:

Favorites (13)

Resources (10)
Common Core Math