###
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.

###
Writing Expressions to Model Patterns (Table/Pictorial → Symbolic)

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.

###
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.

###
Solving Quadratic Equations Using Graphs

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

###
Determining the Meaning of Intercepts

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.

###
Predicting the Effects of Changing y-Intercepts in Problem Situations

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.

###
Solving Linear Inequalities

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.

###
Analyzing Graphs of Quadratic Functions

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

###
Writing Verbal Descriptions of Functional Relationships

Given a problem situation containing a functional relationship, the student will verbally describe the functional relationship that exists.

###
Writing Inequalities to Describe Relationships (Graph → Symbolic)

Given the graph of an inequality, students will write the symbolic representation of the inequality.

###
Writing Inequalities to Describe Relationships (Symbolic → Graph)

Describe functional relationships for given problem situations, and write equations or inequalities to answer questions arising from the situations.

###
Connecting Multiple Representations of Functions

The student will consider multiple representations of linear functions, including tables, mapping diagrams, graphs, and verbal descriptions.

###
Writing the Symbolic Representation of a Function (Graph → Symbolic)

Given the graph of a linear or quadratic function, the student will write the symbolic representation of the function.