Given a net for a three-dimensional figure, the student will make conjectures and draw conclusions about the three-dimensional figure formed by the given net.

Students will investigate patterns to make conjectures about geometric relationships and apply the definition of similarity, in terms of a dilation, to identify similar figures and their proportional sides and congruent corresponding angles.

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.

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.

The student will apply the formula for the area of regular polygons to solve problems.

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.

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.

Given problem situations involving similar figures, the student will use ratios to solve the problems.

Given a square root function or a rational function, the student will determine the effect on the graph when f(x) is replaced by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and negative values.

Given an exponential or logarithmic function, the student will describe the effects of parameter changes.

Given a square root equation, the student will solve the equation using tables or graphs - connecting the two methods of solution.

Given a functional relationship in a variety of representations (table, graph, mapping diagram, equation, or verbal form), the student will determine the inverse of the function.

Given parameter changes for rational functions, students will be able to predict the resulting changes on important attributes of the function, including domain and range and asymptotic behavior.

Given a function in graph form, identify the domain and range using set notation, interval notation, or a verbal description as appropriate.

Given a function in function notation form, identify the domain and range using set notation, interval notation, or a verbal description as appropriate.

The student will be able to identify and determine reasonable values for the domain and range from any given verbal description.

The student will be able to identify and determine reasonable values for the domain and range from any given contextual situation.

Given a scatterplot where a linear function is the best fit, the student will interpret the slope and intercepts, determine an equation using two data points, identify the conditions under which the function is valid, and use the linear model to predict data points.

Given a contextual situation, the student will formulate a system of two linear inequalities with two unknowns to model the situation.

Given a system of two equations where at least one of the equations is linear, the student will solve the system using the algebraic method of substitution.