This resource is a worksheet that provides questions for students to solve to distinguish between quantitative and qualitative data.

The purpose of this task is to introduce the term “rational function” and to use several examples of rational functions to discover the relationship between the degree of the numerator and denominator and the horizontal asymptotes. Students will also find vertical asymptotes and intercepts for rational functions and use this information to complete a graphic organizer. Graphing technology is used as an important tool for exploring rational functions in this task.

In this task students continue to examine and practice ideas and procedures associated with radians. Students observe that the circumference of a circle measures 2π radians, and use this fact to name many standard angles as fractions of π. They also create and use a conversion factor, π/180°, to convert degree measurements to radians.

Students will analyze and explain precisely the process of solving an equation. Through repeated reasoning, students develop fluency in writing, interpreting, and translating between various forms of linear equations and inequalities and make conjectures about the form that a linear equation might take in a solution to a problem.

This is an exploration activity for students to visually see the graph of trig functions and understand about sin and cos functions and understand the concept of amplitude.and periods. Thanks to the original author, VIJAYLAKSHMI SANKARAN for sharing and allowing remix access to this resource.

 NC Math 1 & 3 Standards with specifications. Thanks to Wendi Hinson for allowing me to remix her reource, Math 1 standrds.

Resources for Transforming Functions to include polynomials, absolute value, exponential and logarithmic functions. A special thank you to the original author Wendi Hinson for allowing her resource to be remixed.  

Students will work on an activity and asked to decide which of several objects do they think will roll the largest circle and why? In the main lesson they will work to produce a mathematical solution to Modeling Rolling Cups.

Given data from a statistical experiment with two treatments, students create a randomization distribution. Students use a randomization distribution to determine if there is a significant difference between two treatments.

Students understand the term - sampling variability - in the context of estimating a population proportion. Students understand that the standard deviation of the sampling distribution of the sample proportion offers insight into the accuracy of the sample proportion as an estimate of the population proportion.

The purpose of this task is to develop student understanding of how the degree of a polynomial relates to the overall rate of change. Last year, students who did the task Scott’s Macho March discovered that quadratic functions can be models for the sum of a linear function, which creates a linear rate of change. This year, students will see that cubic functions can be models for the sum of a quadratic function. Question 7 prompts students to make a conjecture and to move to the generalization that the sum of a polynomial of degree n will produce a polynomial of the degree n+1. In this task, students have the opportunity to use algebraic, numeric, and graphical representations to model a story context and make connections.

The task helps students to focus on vertical and horizontal asymptotes and how they can be used to easily graph simple rational functions. This task prepares students for more complicated rational functions in other tasks.

The purpose of this task is to have students connect all that they have learned about rational functions so far to sketch the graph of rational functions. Students are asked to develop a strategy for determining the behavior near the asymptotes as part of an overall strategy for graphing rational functions. Some of the functions given in the task require students to combine two rational expressions to make the function more predictable to graph.

While previous tasks have solidified students’ understanding of radians as the ratio of the length of an intercepted arc to the radius of the circle on which that arc lies, this task builds a new understanding of radians —the radian measure of an angle is the length of the intercepted arc on a unit circle. Students will also use radians, rather than degrees, to find trigonometric values for angles measured in radians, and will observe that the x and y-coordinates of points on the unit circle correspond with the sine and cosine of the angle of rotation measured from the ray passing through the point (1, 0).

This resource provides problems for students to practice solving for one variable in a linear equation on both sides.

This resource provides exercises to solve multi-step linear equations in terms of x when it the constant (x) appears on both sides of the equation.