Jan 26, 2016 - Student Outcomes
Students create exponential functions to model real-world situations.
Students use logarithms to solve equations of the form f(t) = a ∙ bct for t.
Students decide which type of model...
Jan 26, 2016 - Topic D opens with a hands-on simulation and modeling activity in which students gather data and apply the analysis of Lesson 22 in Topic C to model it with an exponential function (A-CED.2, F-LE.5...
Jan 26, 2016 - At the beginning of Topic B, students apply the properties of exponents to solve exponential equations numerically (F-BF.1a) as a way to motivate the need for logarithms, which are first introduced...
Mar 24, 2016 - Exponential and Logarithmic Functions
In this module, students synthesize and generalize what they have learned about a variety of function families. They extend the domain of exponential functions...
Jan 26, 2016 - Tables, graphs, and equations all represent models. We use terms such as “symbolic” or “analytic” to refer specifically to the equation form of a function model; “descriptive model” refers to a...
Jan 26, 2016 - Topic A focuses on the skills inherent in the modeling process: representing graphs, data sets, or verbal descriptions using explicit expressions (F-BF.A.1a) when presented in graphic form in Lesson...
Jan 26, 2016 - In Topic C, students explore the families of functions that are related to the parent functions, specifically for quadratic (f(x) = x2), square root (f(x) = the square root of x), and cube root (f(x...
Jan 26, 2016 - Students apply their experiences from Topic A as they transform quadratic functions from standard form to vertex form, (x) = a(x - h)2 + k in Topic B. The strategy known as completing the square is...
Jan 26, 2016 - Topic A introduces polynomial expressions. In Module 1, students learned the definition of a polynomial and how to add, subtract, and multiply polynomials. Here, their work with multiplication is...
Jan 26, 2016 - In Topic D, students apply and reinforce the concepts of the module as they examine and compare exponential, piecewise, and step functions in a real-world context (F-IF.C.9). They create equations...
Jan 26, 2016 - Student Outcomes
Students interpret the function and its graph and use them to answer questions related to the model, including calculating the rate of change over an interval, and always using an...
Jan 26, 2016 - Student Outcomes
Students use linear, quadratic, and exponential functions to model data from tables, and choose the regression most appropriate to a given context. They use the correlation...
Jan 26, 2016 - Student Outcomes
Students write equations to model data from tables, which can be represented with linear, quadratic, or exponential functions, including several from Lessons 4 and 5. They recognize...
Jan 26, 2016 - Student Outcomes
Students recognize when a table of values represents an arithmetic or geometric sequence. Patterns are present in tables of values. They choose and define the parameter values for...
Jan 26, 2016 - Student Outcomes
Students create a two-variable equation that models the graph from a context. Function types include linear, quadratic, exponential, square root, cube root, and absolute value. ...
Jan 26, 2016 - Student Outcomes
Students make sense of a contextual situation that can be modeled with linear, quadratic, and exponential functions when presented as a word problem. They analyze a verbal...
Jan 26, 2016 - Student Outcomes
Students recognize linear, quadratic, and exponential functions when presented as a data set or sequence, and formulate a model based on the data.
Jan 26, 2016 - Student Outcomes
From a graphic representation, students recognize the function type, interpret key features of the graph, and create an equation or table to use as a model of the context for...
Jan 26, 2016 - Student Outcomes
Students compare two different quadratic, square root, or cube root functions represented as graphs, tables, or equations. They interpret, contextualize and abstract various...
Jan 26, 2016 - Student Outcomes
Students graph simple quadratic equations of the form y = a(x - h)2 + k (completed-square or vertex form), recognizing that (h,k) represents the vertex of the graph and use a graph...
Jan 26, 2016 - Student Outcomes
Students create piecewise and step functions that relate to real-life situations and use those functions to solve problems.
Students interpret graphs of piecewise and step functions...
