This video explains why synthetic division gives you the same result as traditional algebraic long division.

The purpose of this task is to assess (1) ability to distinguish between an observational study and an experiment and (2) understanding of the role of raandom assingment to experimental groups in an experiment.

In this video, students find the domain and range of a piecewise function that is constant in each segment. Such functions are called "step functions".

In this video, students evaluate piecewise functions at given inputs, both from a formula and from a graph.

This video finds the domain and range of a piecewise function where each segment is linear.

In this Khan Academy activity, students will write the equation of a circle in standard form.

This video shows how to write an exponential function whose initial value is -2 and common ratio is 1/7.

Writing a linear function of the form f(x)=mx+b and an exponential function of the form g(x)=ar^x, given the graphs of those functions.

Writing a linear function of the form f(x)=mx+b and an exponential function of the form g(x)=ar^x, given a table of values of those functions.

After this lesson, you will be able to:

Given the vertex of parabola, find an equation of a quadratic function

Given three points of a quadratic function, find the equation that defines the function

Students write the equation for a circle in center-radius form, (x-a)^2+(y-b^2 )=r^2, using the Pythagorean theorem or the distance formula. Students write the equation of a circle given the center and radius. Students identify the center and radius of a circle given the equation.

The reflection of the graph of a function across the x-axis is discussed in this lesson.

The reflection of the graph of a function across the y-axis is discussed in this lesson.

Students will have the opportunity to collect and explore real data using two different brands of fortune cookies. Students will open each brand of fortune cookie and classify their fortunes into one of four categories. Students will then construct a two-way frequency table to display their data and they will investigate their results using joint relative frequencies and marginal and conditional distributions.

This is a simple task touching on two key points of functions. First, there is the idea that not all functions have real numbers as domain and range values. Second, the task addresses the issue of when a function admits an inverse, and the process of "restricting the domain" in order to achieve an invertible function.

This task is part of a series of tasks that lead students to understand and apply the zero product property to solving quadratic equations. The emphasis is on using the structure of a factorable expression to help find its solutions (rather than memorizing steps without understanding).

This task is part of a series of tasks that lead students to understand and apply the zero product property to solving quadratic equations. The emphasis is on using the structure of a factorable expression to help find its solutions (rather than memorizing steps without understanding).

This task is the fourth in a series of tasks that leads students to understand The Zero Product Property (ZPP) and apply it to solving quadratic equations. The emphasis is on using the structure of a factorable expression to justify the solution method (rather than memorizing steps without understanding).

This website goes over what the zero of a polynomial is and connects the Fundamental Theorem of Algebra and Factor Theorem.