###
Using Linear Equations to Count Pecans

**Students will write linear equations in point-slope form given two points via a verbal description.**

###
Product and Quotient Properties of Exponents

This lesson helps students understand two foundational exponential properties: The Product and Quotient Properties of Exponents. Students will collaborate to formulate a rule for these properties. Ultimately, students should conclude that when the same bases are being multiplied, exponents will be added; and when the same bases are being divided, exponents will be subtracted. As the lesson progresses, students will apply these rules to simplify expressions of various difficulties.

###
Introduction to Character Foils

During this lesson, students will view video clips and read texts that have character foils examples. Students will complete a graphic organizer with evidence that supports their identification of foil characters. Once complete, students will use the information from the graphic organizer to discuss character foils.

###
Metacognitive Approaches to Student-based Learning

In this lesson, students will learn how to make complex inferences and draw conclusions about a work of literary fiction using a combination of text evidence and background knowledge. Using a graphic organizer and a short story, students will record both text evidence and their prior knowledge, and combine these elements to make an inference about the character.

###
Kid2Kid: Determining the Meaning of Slope and Intercepts

Kid2Kid videos on determining the meaning of slope and intercepts in English and Spanish

###
Writing Verbal Descriptions of Functional Relationships

Given a problem situation containing a functional relationship, the student will verbally describe the functional relationship that exists.

###
Writing Inequalities to Describe Relationships (Graph → Symbolic)

Given the graph of an inequality, students will write the symbolic representation of the inequality.

###
Writing Inequalities to Describe Relationships (Symbolic → Graph)

Describe functional relationships for given problem situations, and write equations or inequalities to answer questions arising from the situations.

###
Connecting Multiple Representations of Functions

The student will consider multiple representations of linear functions, including tables, mapping diagrams, graphs, and verbal descriptions.

###
Writing the Symbolic Representation of a Function (Graph → Symbolic)

Given the graph of a linear or quadratic function, the student will write the symbolic representation of the function.

###
Determining Reasonable Domains and Ranges (Verbal/Graph)

Given a graph and/or verbal description of a situation (both continuous and discrete), the student will identify mathematical domains and ranges and determine reasonable domain and range values for the given situations.

###
Interpreting Graphs

Given a graph, the student will analyze, interpret, and communcate the mathematical relationship represented and its characteristics.

###
Making Predictions and Critical Judgments (Table/Verbal)

Given verbal descriptions and tables that represent problem situations, the student will make predictions for real-world problems.

###
Collecting Data and Making Predictions

Given an experimental situation, the student will write linear functions that provide a reasonable fit to data to estimate the solutions and make predictions.

###
Writing Expressions to Model Patterns (Table/Pictorial → Symbolic)

Given a pictorial or tabular representation of a pattern and the value of several of their terms, the student will write a formula for the nth term of a sequences.

###
Analyzing the Effects of the Changes in m and b on the Graph of y = mx + b

Given algebraic, graphical, or verbal representations of linear functions, the student will determine the effects on the graph of the parent function *f(x) = x*.