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.

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

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

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.

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.

Given two points, the slope and a point, or the slope and the y-intercept, the student will write linear equations in two variables.

Given a real-world situation that can be modeled by a linear function or a graph of a linear function, the student will determine and represent the reasonable domain and range of the linear function using inequalities.

Given linear equations and inequalities, the student will investigate methods for solving the equations or inequalities.

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.

Given verbal and symbolic descriptions of problems involving exponents, the student will simplify the expressions using the laws of exponents.

Given problem situations involving exponents, the student will use the laws of exponents to solve the problems.

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.

Given a quadratic equation, the student will use graphical methods to solve the equation.

Given algebraic, tabular, and graphical representations of linear functions, the student will determine the intercepts of the function and interpret the meaning of intercepts within the context of the situation.

Given verbal, symbolic, numerical, or graphical representations of problem situations, the student will interpret and predict the effects of changing the y-intercept in the context of the situations.

The student will represent linear inequalities using equations, tables, and graphs. The student will solve linear inequalities using graphs or properties of equality, and determine whether or not a given point is a solution to a linear inequality.

The student will use a variety of methods inculding tables, equations and graphs to find the constant of variation and missing values when given a relationship that varies directly. 

Given the graph of a situation represented by a quadratic function, the student will analyze the graph and draw conclusions.

Given an equation or inequality, the student will select a method (algebraically, graphically, or calculator) to solve the equation or inequality.

When given a table, equation or verbal description students will solve one and two variable equations and inequalities using algebraic steps or graphing methods.