New ReviewAlgebra concepts are all wrapped up in one nice bow. The resource combines all the concepts typically found in Algebra I and Algebra II courses in one eBook. The topics covered begin with solving linear equations and move to linear...

Explicitly talk to the class about sequences. A segment of a review series for the General Certificate of Secondary Education math assessment provides a review of arithmetic sequences. Pupils watch a video showing how to find terms given...

Your target is an increased understanding of functions. A set of 10 questions in a PowerPoint presentation covers the high school SBAC Claim 1 Target K item specifications. Scholars show their knowledge of functions, function notation,...

Build a connection between algebraic sequences and spreadsheets. Learners examine a specific folding pattern and convert the pattern into a spreadsheet. The goal of the spreadsheet is to produce a sequence of a specific pattern modeled...

Learn to visualize mathematical patterns as a folded pattern. Beginning with a visual display, the task encourages pupils to view sequences as a folded table. The pattern of the table then becomes a formula in a spreadsheet that...

Learn how to represent functions in multiple ways. Learners analyze functions as equations, graphs, and verbal descriptions. The analysis includes intercepts, behavior, domain, and range. The module of seven lessons makes up the third...

Write, graph, and model all things linear and exponential. Building on the previous module in a nine-part Algebra I series, learners compare linear exponential modeling. They write equations, graph functions, and analyze key features.

Nothing fancy here ... just your run-of-the-mill Algebra party! Learners explore the patterns of linear functions while designing seating arrangements for a dinner party. Comparing the number of tables to the perimeter of the combined...

Assessing understanding should always be part of the natural sequence of learning. Scholars investigate arithmetic and geometric sequences in a set of assessment items. They write recursive and explicit formulas and use them to solve...

Don't wait for the rebound—grab the resource at the first opportunity. A simple experiment has young mathematicians record the successive rebound heights of dropped balls. The data set represents a geometric sequence, so they write...

Ride the wave to understanding formulas. Groups conduct an experiment to determine how long it takes to complete "the Wave" using different numbers of people. Applying their results, they write recursive and explicit formulas, and then...

Just how many toothpicks does the pattern take? After watching a video of someone building a pattern with toothpicks, groups create methods to find the number of toothpicks needed to accomplish that task. Groups either use explicit...

Explore different types of functions using an interactive lesson. Learners enter functions and view the accompanying graphs. They can choose to show key features or adjust the scale of the graph.

What goes in must come out! Learners play with a function machine to determine the correct function. They enter input values and watch as the machine produces the output.

Perform the operation ... and then do it again. Scholars investigate recursive formulas by creating and graphing them. Using the interactive, pupils set the variable, determine the initial value, and type in a recursive formula.The...

Explore the building blocks of the Fibonacci Sequence. Given the lengths of sides of squares, pupils deduce the pattern to determine the lengths of two more squares. Learners continue to work with recursive formulas to generate numerical...

Show budding mathematicians how to model a diminishing bacteria colony two ways—graphically and algebraically. Using the coordinate axis, pupils create a graph to represent the decay of a bacteria colony. They determine the number of...

Work through a sequence in discovering number patterns. Using the interactive, pupils explore arithmetic and geometric sequences by setting the initial value and the common difference or ratio. Learners distinguish between the two types...

How long does it take to pay off a loan? Pupils use a graph to model the sequence associated with paying off a loan. Using the graph, learners determine the initial value and the common difference of the arithmetic sequence. The learners...

Build an explicit formula using tiles. Pupils develop a tile representation of a term within a sequence given figures of previous terms. Using the diagrams, learners develop the explicit formula by recognizing the common difference and...

Sequence or no sequence? That is the question. A short assessment presents two sequences and pupils must determine whether the sequences are functions or not. If the sequence is a function, participants must then describe its domain.

Calculate the term, move to the next—and repeat. Pupils calculate the first five terms of a recursively defined sequence. They explain why the sequence is a function and describe its domain.

Here's a package deal for a task creating equations for packages. An extended problem has learners creating a cubic function to represent the volume of a box. They consider constraints and interpret key features of their functions.

What are some basic features of functions? By looking at functions in graphs, tables, and equations, pupils compare them and find similarities and differences in general features. They use attributes such as intervals of...