Given multiple representations of linear functions, the student will develop the concept of slope as a rate of change.

Given problems that include data, the student will generate different representations, such as a table, graph, equation, or verbal description.

Given problem situations that include pictorial representations of irrational numbers, the student will find the approximate value of the irrational numbers.

Given problem situations, the student will express numbers in scientific notation.

The student is expected to gather and record data & use data sets to determine functional relationships between quantities.

Given a coordinate plane, the student will graph dilations, reflections, and translations, and use those graphs to solve problems.

Given a coordinate plane or coordinate representations of a dilation, the student will graph dilations and use those graphs to solve problems.

Given algebraic, tabular, and graphical representations of linear functions, the student will determine the slope of the relationship from each of the representations.

Given data in the form of a graph, the student will use the graph to interpret solutions to problems.

Given a proportional relationship, students will be able to graph a set of data from the relationship and interpret the unit rate as the slope of the line.

Given a set of data, the student will be able to generate a scatterplot, determine whether the data are linear or non-linear, describe an association between the two variables, and use a trend line to make predictions for data with a linear association.

Given information in a geometric context, students will be able to use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

Given a graph of two simultaneous equations, students will be able to interpret the intersection of the graphs as the solution to the two equations.

Given rotations, reflections, translations, and dilations, students will be able to develop algebraic representations for rotations, and generalize and then compare and contrast the properties of congruence transformations and non-congruence transformations.

Given a set of data with no more than 10 data points, students will be able to determine and use the mean absolute deviation to describe the spread of the data.

Given problem situations, the student will determine if the solutions are reasonable.

Given application problems, the student will use appropriate tables, graphs, and algebraic equations to find and justify solutions to problems.