In this lesson, students determine the least-squares regression line from a given …

In this lesson, students determine the least-squares regression line from a given set of data using technology. Students use the least-squares regression line to make predictions.

In this lesson, students use the least-squares line to predict values for …

In this lesson, students use the least-squares line to predict values for a given data set. Students use residuals to evaluate the accuracy of predictions based on the least-squares line.

In this lesson, students use the least-squares line to predict values for …

In this lesson, students use the least-squares line to predict values for a given data set. Students use residuals to evaluate the accuracy of predictions based on the least-squares line.

In this lesson, students use technology to determine the value of the …

In this lesson, students use technology to determine the value of the correlation coefficient for a given data set. Students interpret the value of the correlation coefficient as a measure of strength and direction of a linear relationship. Students explain why correlation does not imply causation.

In this lesson, students use data to develop a poster that involves …

In this lesson, students use data to develop a poster that involves the focus standards. Students construct a scatter plot of the data. Students analyze their data, examining the residual plot, and interpreting the correlation coefficient.

In this lesson, students use the distributive property to multiply a monomial …

In this lesson, students use the distributive property to multiply a monomial by a polynomial and understand that factoring reverses the multiplication process. Students use polynomial expressions as side lengths of polygons and find area by multiplying. Students recognize patterns and formulate shortcuts for writing the expanded form of binomials whose expanded form is a perfect square or the difference of perfect squares.

Students make sense of a contextual situation that can be modeled with …

Students make sense of a contextual situation that can be modeled with a linear, quadratic, or exponential function when presented as a word problem. They analyze a verbal description and create a model using an equation, graph, or table.

In this lesson, students qualitatively describe the functional relationship between two types …

In this lesson, students qualitatively describe the functional relationship between two types of quantities by analyzing a graph. Students sketch a graph that exhibits the qualitative features of linear and nonlinear functions based on a verbal description.

In this lesson, students describe qualitatively the functional relationship between two types …

In this lesson, students describe qualitatively the functional relationship between two types of quantities by analyzing a graph. Students sketch a graph that exhibits the qualitative features of a function based on a verbal description.

In this lesson, students know an informal proof of the Angle-Angle (AA) …

In this lesson, students know an informal proof of the Angle-Angle (AA) criterion for similar triangles. Students present informal arguments as to whether or not triangles are similar based on Angle-Angle criterion.

In this lesson, students know the Angle Sum Theorem for triangles; the …

In this lesson, students know the Angle Sum Theorem for triangles; the sum of the interior angles of a triangle is always 180 degrees. Students present informal arguments to draw conclusions about the angle sum of a triangle.

This lesson introduces students answer questions using specific details from the text …

This lesson introduces students answer questions using specific details from the text and explain what they understand about the topic being discussed.

Students understand that a congruence between figures gives rise to a correspondence …

Students understand that a congruence between figures gives rise to a correspondence between parts such that corresponding parts are congruent, and they are able to state the correspondence that arises from a given congruence.

Students understand that the value of the tangent ratio of the angle …

Students understand that the value of the tangent ratio of the angle of elevation or depression of a line is equal to the slope of the line. Students use the value of the tangent ratio of the angle of elevation or depression to solve real-world problems.

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