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Unit 7: Quadratic Functions provides clear, direct‑instruction notes using an I Do → We Do → You Do model including NYS Regents level questions to support gradual release and student confidence. Topics include: Graphing Quadratic FunctionsIdentifying key features of quadratic functionsCalculating vertex, axis of symmetry, and roots/zerosWrite a quadratic equation in vertex form/standard form/factored formSolve a quadratic equation in standard form/vertex form/factored formQuadratic FormulaCompl

Unit 4: Introduction to Functions provides clear, direct‑instruction notes using an I Do → We Do → You Do model including NYS Regents level questions to support gradual release and student confidence. Topics include: Relations vs. Functions (Vertical Line Test)Representing Relations (tables, graphs, ordered pairs, mappings)Function NotationEvaluating FunctionsDomain & Range of Finite and Continuous RelationsEquations as FunctionsGraphing Functions using TI-84 calculatorRate of ChangeLessons in

Unit 6: Exponential Functions provides clear, direct‑instruction notes using an I Do → We Do → You Do model including NYS Regents level questions to support gradual release and student confidence. Topics include: Geometric Sequences (explicit form only)Graphing Exponential FunctionsIdentifying key features of exponential functionsCalculating percent increase/decreaseWrite an exponential equation given two points, a graph, a table, y-intercept and percent increase/decreaseModel with exponential

This is a direct instruction Algebra 1 lesson including notes built around an I Do → We Do → You Do model, incorporating NYS Regents level questioning. Students will be introduced to the Quadratic Formula and shown how to use it to solve for the roots/zeros of a quadratic equation. They will use the quadratic formula to solve for exact roots in integer and simplest radical form, as well as approximate roots rounding to the place value indicated. Students will apply their understanding of the roo

This is a direct instruction Algebra 1 lesson including NYS Regents level questions. These notes require the background knowledge of how to create a quadratic expression/equation and how to solve a quadratic equation. Included in these notes is a selection of NYS Regents styles questions that require students to make sense of problems, create expressions and equations based on real world scenarios, and solve quadratic equations. ObjectivesWrite a quadratic equation to model a given scenario.So

This is a direct instruction Algebra 1 lesson including notes built around an I Do → We Do → You Do model, incorporating NYS Regents level questioning. Students need to have some background of factoring quadratic expressions prior to this lesson. Students will spend this lesson solving quadratic equations by factoring. At the end of the lesson, students will work backward with the factoring method to create a quadratic equation based on given roots. ObjectivesRewrite a quadratic equation/func

This is a direct instruction Algebra 1 lesson including notes built around an I Do → We Do → You Do model, incorporating NYS Regents level questioning. Students will solve quadratic equations by using the process of completing the square. Students will solve equations with rational and irrational solutions. ObjectivesCalculate the roots/zeros of a quadratic function using the vertex form.Solve a quadratic equation using the method of completing the square. Perfect ForAlgebra 1Regents‑aligned

This is a direct instruction Algebra 1 lesson including notes built around an I Do → We Do → You Do model, incorporating NYS Regents level questioning. Students must have background knowledge of factoring quadratic expression in order to complete this lesson. Students will be introduced to the method of COMPLETING THE SQUARE and shown how to use this method to rewrite a quadratic equation in vertex form. Students will use the quadratic equation in vertex form to identify the vertex of the quadra

This is a direct instruction Algebra 1 lesson including notes built around an I Do → We Do → You Do model, incorporating NYS Regents level questioning. Students will solve quadratic equations in vertex form by taking the square root. Students will solve equations with rational and irrational solutions. ObjectivesCalculate the roots/zeros of a quadratic function using the vertex form.Solve a quadratic equation by taking the square root to determine the solution set. Perfect ForAlgebra 1Regent

This is a direct instruction lesson including notes built around an I Do → We Do → You Do model. In this lesson you will represent a relation in four different ways (set notation, table, mapping, graph), define a function, use the definition of a function to write an example of a function and a non-function, and determine whether given relations in different representations are functions. ObjectivesDefine a function.Determine if a given relation is a function.Perfect ForAlgebra 1Regents‑align

This is a direct instruction Algebra 1 lesson including notes built around an I Do → We Do → You Do model, incorporating NYS Regents level questioning. Students will be introduced to the standard form and the vertex form of a quadratic equation. They will identify key features of a quadratic function, including the vertex, roots and axis of symmetry, algebraically and using technology. Students will apply their understanding of the key features of a quadratic function in given contexts and will

A student‑friendly tracker for Algebra 1 learning objectives, SMART goals, progress checks, and end‑of‑unit reflection — all in one place. Make student reflection meaningful and manageable for your Algebra 1 students during Unit 4 -- Introduction to Functions. This tracker helps students assess their mastery of each learning objective, set a SMART goal aligned to the unit, and complete mid‑unit and end‑of‑unit reflections. It’s an easy way to promote accountability, support gradual release, and

This is a direct instruction Algebra 1 lesson including notes on modeling with exponential functions built around an I Do → We Do → You Do model, incorporating NYS Regents level questioning. This lesson introduces problem solving skills that can be used to help in modeling a scenario and making sense of math in real life. It takes the skills learned from the Writing Exponential Equations lesson and applies them toward real life scenarios. ObjectivesCalculate the constant multiplier/ratio of a

This is a direct instruction lesson on writing exponential equations including notes built around an I Do → We Do → You Do model, incorporating NYS Regents Level Questioning. Students use the exponential equation in standard form and the annual compound interest equation to create equations of exponential functions with given characteristics. ObjectivesWrite an exponential equation given two pieces of information (y-intercept, constant multiplier, percent change, one point)Write an exponent

This is a direct instruction Algebra 1 lesson including notes and practice on calculating rate of change, built around NYS Regents based questions. In this lesson, students will learn the definition of rate of change and three different ways to calculate rate of change. Throughout the lesson, students will identify greatest/smallest slope, calculate the rate of change between specific time intervals/ordered pairs, and interpret the meaning of each rate of change calculated. Each question is si

This is a direct instruction Algebra 1 lesson including notes built around an I Do → We Do → You Do model, incorporating NYS Regents level questioning. Students will compare tables, graphs, equations and real-life scenarios to determine whether they represent a linear or an exponential function. ObjectivesDistinguish between situations that can be modeled with linear functions and with exponential functions.Identify when a function is linear or exponential.Justify when a function is linear or

Lesson 6.2 – Exponential Equations is a direct instruction lesson including notes built around an I Do → We Do → You Do model, incorporating Regents Level QuestioningThis is a direct instruction lesson on exponential equations including notes built around an I Do → We Do → You Do model, incorporating NYS Regents level questioning. In this lesson, students use the standard form on an exponential equation and the annual compound interest formula to identify key features of an exponential functio

This is a direct instruction lesson including notes built around an I Do → We Do → You Do model. Students are introduced to two different representations for stating the domain and range of a continuous relation: set builder notation and interval notation. Students use proper notation to state the domain and range of a continuous relation in multiple graphs. ObjectivesDefine domain and range.Identify the domain and range of a continuous relation. Perfect ForAlgebra 1Regents‑aligned instructio

A student‑friendly tracker for Algebra 1 Exponential Functions Unit learning objectives, SMART goals, progress checks, and end‑of‑unit reflection — all in one place. Make student reflection meaningful and manageable during Unit 6: Exponential Functions. This tracker helps students assess their mastery of each learning objective, set a SMART goal aligned to the unit, and complete mid‑unit and end‑of‑unit reflections. It’s an easy way to promote accountability, support gradual release, and give y

This is a direct instruction Algebra 1 lesson including notes and practice on identifying key features of function, built around an I Do → We Do → You Do model. In this lesson, students will review/learn the definition of and how to identify domain, range, asymptote, x-intercept (zero/root), y-intercept, absolute maximum/minimum, vertex/turning point, and transformations on the parent function. Students will apply their understanding of each of the key features to 6 parent functions and 2 tran