Given an absolute value function, the student will analyze the effect on the graph when f(x) is replaced by af(x), f(bx), f(x – c), and f(x) + d for specific positive and negative real values.

This activity provides the opportunity to explore the validity of the converse, inverse, and contrapositive of statements. It also assists in recognizing the connections between biconditional statements and true conditional statements with a true converse.

This activity provides the opportunity to explore the difference between finding the probability of independent events and dependent events. It also addresses how to use a tree diagram when calculating conditional probabilities.

This activity provides an opportunity for students to examine how to find solutions to an absolute value inequality.

This activity provides an opportunity for students to use a square root equation to model a situation and then use the model to make predictions.

Given conjectures about circles, the student will use deductive reasoning and counterexamples to prove or disprove the conjectures.

Given nets for three-dimensional figures, the student will apply the formulas for the total and lateral surface area of three-dimensional figures to solve problems using appropriate units of measure.

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.

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 elimination.

Given a system of three linear equations, the student will solve the system with a unique solution.

Given a system of up to three linear equations, the student will solve the system using matrices with technology.

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.