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Answer Key includedIncludes BONUS Vertical and Horizontal Lines InvestigationCan be used as a sub planStep by step instructions allow students to work at their own paceThinking Skills: Students are asked questions that will lead then to discover that lines with the same slope are parallel and lines with slopes that are negative reciprocals of each other are perpendicular. Part A Parallel Lines: Students calculate the equations for two lines given two points for each line. Students are then pro

Description:Answer Key includedThis activity could be used to introduce compound interest, as project, or as a group activity. This activity contains 3 parts: 1.Using the Internet, students research and select two interest-bearing bank accounts (savings, Money Market, CDs). 2. Graph the account balance over time for both accounts and the example (for a total of 3 exponential curves) to observe the exponential nature of compound interest. 3. Adjust each variable in the exponential growth func

Answer Key includedBuilding Thinking Skills Go beyond “I do, we do, you do”. More thinking, less memorizing. This packet can be used for a lesson on linear applications or for enrichment. Work can be done individually or in groups. Four application problems are provided. In addition to translating the word problem into a linear equation, students are asked to graph the lines and interpret the graphs: y-intercept, slope, x-intercept, points of intersection. Four word problems are included: •Hikin

Introduces students to composite functions. Go beyond “I do, we do, you do”. More thinking, less process. •Includes 2 pages of notes that can be used as part of the lesson, as a review resource, or as notes for students who need them. •6 Thin sliced problems for students to complete at white boards, or individually. •Reflection page for students to recall concepts presented in the lesson and to create their own composite function. •1 page of Check Your Understanding problems (mild, medium, and

Looking for a whimsical way of providing check-your-understanding problems or to review systems of equations? •This deck of 16 task cards includes system of equation problems with the variables x, y, and z being replaced with Halloween-themed pictures. •The deck contains: •8 cards with 2 equations and 2 unknowns•4 cards with 3 equations and 3 unknowns•4 cards with word problems involving 2 unknowns •The problems start off easy and get increasingly more difficult •Cards can be used for grou

Purpose: This lesson reviews common exponent configurations using whole number exponents. A brief review of each problem type is provided along with some sample problems. The following problems are included: -- Positive base raised to Positive exponent -- Negative base raised to Positive exponent -- Positive base raised to Negative exponent -- Negative based raised to Negative exponent -- Fractional bases --Exponents equal to 1 ,-1, and 0 Because explanations and examples are provided, stude

Go beyond “I do, we do, you do”. More thinking, less process. The user can choose to apply two discounts to a purchase: 1) a percentage off the purchase and 2) a fixed amount off the purchase. Part 1: The user can only apply 1 coupon. Which should they choose? Part 2: The user can apply both coupons. Does it matter which discount is used first?

Description:Answer Key includedGo beyond “I do, we do, you do”. More thinking, less process. •Includes 4 pages of notes that can be used as part of the lesson, as a review resource, or as notes for students who need copies of the notes. •Notes include finding the inverse functions using a table of values, using an equation, and using graphs (reflected over y=x). •Leading questions are used facilitate student investigation into inverse functions using a table, a graph and an equation. •Reflecti

Go beyond “I do, we do, you do”. More thinking, less process. This lesson can be used to introduce students to function notation, domain and range.4 pages of notes that can be used as part of the lesson, as review, or for students who require a copy of the notes.14 Thin sliced problems to be used at the boards, or at the desks, in groups or individually.Reflection page, with prompts for developing note-taking skills.3 pages of Check Your Understanding problems, easy (mild), medium, and advance

Go beyond “I do, we do, you do”. More thinking, less process. This lesson can be used to introduce students to functions, or as a review of how to recognize a function from a chart, set of points, and a graph. Students work through examples using tables, point coordinates and graphs. Reflection questions are provided at that end to reinforce the concepts. Check Your Understanding problems include 9 mild (easy) problems, 8 medium problems, and 5 spice (more thought-provoking) problems.

Description:Answer Key includedThis activity contains 2 parts, students will: 1.Using the Internet, research and select one interest-bearing bank accounts (savings, Money Market, CDs). 2. Graph the account balance over time for their selected account and the example (for a total of 2 exponential curves) to observe the exponential nature of compound interest. Part 1 provides some practical experience with navigating banking information and facilitates the use of individualized data for each s

•This deck of 12 task cards can be used as a review of graph characteristics of several function families, or as a pre-assessment to determine how familiar students are with the vocabulary used to describe the shape of graphs. •The task cards include the following functions: linear, absolute value, quadratic, exponent, logarithm, the reciprocal function (1/x), and a cubic. •Each graph can be described using several characteristics, so students can provide different answers.

Description:Answer Key includedGo beyond “I do, we do, you do”. More thinking, less process. Expands on the understanding of inverse functions by exploring the domain and range of both the original function and its inverse. Looks specifically at square root and quadratic functions. Compares domain and range for values in a table and in a graph. Assumes students know the definition of a function, function notation, and how to find the inverse in table form and equation form. Looking for more

Note to teachers 1. The project is designed so that each student has a different combination of points. This approach allows students to work in groups without directly copying answers from each other. An example is worked as part of the answer key. 2. If you would like all students to work with the same point, you can provide the x and y coordinates for 2 both points. 3. Two versions of the project are provided. Project A (Slides 2 and 3) is an easier version of the project, with specific i