###
45-45-90 Triangles

To learn the pattern of the side lengths of a 45-45-90 triangle, students complete a gallery walk, a card sort activity starting with using the Pythagorean theorem, and activity to locate if there is an error in a presented problem and if so to identify what the error is.

###
Working with Literal Equations

The lesson will provide a conceptual basis for illustrating the parallelism between solving multi-step equations and translating literal equations into solutions for specified variables.

###
Objects in Motion

This resource provides flexible alternate or additional learning activities for students learning about the concepts of distance, speed, and acceleration. IPC TEKS (4)(A)

###
Kid2Kid: Determining the Meaning of Slope and Intercepts

Kid2Kid videos on determining the meaning of slope and intercepts in English and Spanish

###
Conservation of Momentum

This resource was created to support TEKS IPC(4)(E).

###
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.

###
Determining Reasonable Domains and Ranges (Verbal/Graph)

Given a graph and/or verbal description of a situation (both continuous and discrete), the student will identify mathematical domains and ranges and determine reasonable domain and range values for the given situations.

###
Interpreting Graphs

Given a graph, the student will analyze, interpret, and communcate the mathematical relationship represented and its characteristics.

###
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.

###
Analyzing the Effects of the Changes in m and b on the Graph of y = mx + b

Given algebraic, graphical, or verbal representations of linear functions, the student will determine the effects on the graph of the parent function *f(x) = x*.

###
Writing Equations of Lines

Given two points, the slope and a point, or the slope and the y-intercept, the student will write linear equations in two variables.

###
Investigating Methods for Solving Linear Equations and Inequalities

Given linear equations and inequalities, the student will investigate methods for solving the equations or inequalities.

###
Selecting a Method to Solve Equations or Inequalities

Given an equation or inequality, the student will select a method (algebraically, graphically, or calculator) to solve the equation or inequality.

###
Solving Linear Equations and Inequalities

When given a table, equation or verbal description students will solve one and two variable equations and inequalities using algebraic steps or graphing methods.