Determining Area: Sectors of Circles
Students will use proportional reasoning to develop formulas to determine the area of sectors of circles. Students will then solve problems involving the area of sectors of circles.
Interactive Math Glossary
Making Conjectures About Circles and Segments
Given examples of circles and the lines that intersect them, the student will use explorations and concrete models to formulate and test conjectures about the properties and relationships among the resulting segments.
Determining Area: Regular Polygons and Circles
The student will apply the formula for the area of regular polygons to solve problems.
Making Conjectures About Circles and Angles
Given examples of circles and the lines that intersect them, the student will use explorations and concrete models to formulate and test conjectures about the properties of and relationships among the resulting angles.
Domain and Range: Numerical Representations
Given a function in the form of a table, mapping diagram, and/or set of ordered pairs, the student will identify the domain and range using set notation, interval notation, or a verbal description as appropriate.
Developing the Concept of Slope
Given multiple representations of linear functions, the student will develop the concept of slope as a rate of change.
Generating Different Representations of Relationships
Given problems that include data, the student will generate different representations, such as a table, graph, equation, or verbal description.
Interpreting Scatterplots
Given scatterplots that represent problem situations, the student will determine if the data has strong vs weak correlation as well as positive, negative, or no correlation.
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.
Determining the Domain and Range for Quadratic Functions
Given a situation that can be modeled by a quadratic function or the graph of a quadratic function, the student will determine the domain and range of the function.
Determining the Domain and Range for Quadratic Functions: Restricted Domain/Range
Given a situation that can be modeled by a quadratic function or the graph of a quadratic function, the student will determine restrictions as necessary on the domain and range of the function.
Analyzing the Effects of the Changes in "a" on the Graph y = ax^2 + c
Given verbal, graphical, or symbolic descriptions of the graph of y = ax^2 + c, the student will investigate, describe, and predict the effects on the graph when a is changed.
Solving Quadratic Equations Using Concrete Models
Given a quadratic equation, the student will use tiles to factor and solve the equation.
Solving Quadratic Equations Using Algebraic Methods
Given a quadratic equation, the student will solve the equation by factoring, completing the square, or by using the quadratic formula.
Quadratics: Connecting Roots, Zeros, and x-Intercepts
Given a quadratic equation, the student will make connections among the solutions (roots) of the quadratic equation, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function.
Applying the Laws of Exponents: Verbal/Symbolic
Given verbal and symbolic descriptions of problems involving exponents, the student will simplify the expressions using the laws of exponents.
Using the Laws of Exponents to Solve Problems
Given problem situations involving exponents, the student will use the laws of exponents to solve the problems.
Formulating Systems of Equations (Verbal → Symbolic)
Given verbal descriptions of situations involving systems of linear equations the student will analyze the situations and formulate systems of equations in two unknowns to solve problems.