A complete formative lesson with embedded slideshow, mini lecture screencasts, checks for understanding, practice items, mixed review, and reflection. I create these assignments to supplement each lesson of Pearson's Common Core Edition Algebra 1, Algebra 2, and Geometry courses. See also mathquest.net and twitter.com/mathquestEDU.
5
1.
Solve It! Your soccer team wants to practice a drill for a certain amount of time each day. Which plan will give your team more total practice time over 4 days?
F.LE.3
5
2.
Solve It! Which plan will give your team more total practice over 8 days?
F.LE.3
10
3.
Problem 1 Got It?
10
4.
Problem 1 Got It?
10
5.
Problem 2 Got It?
10
6.
Problem 3 Got It? Graph the function on the coordinate plane.
Be sure to include relevant graph detail: label axes, indicate units and scale on both axes, and use arrows to represent end behavior, as appropriate.
F.IF.7.e
10
7.
Problem 3 Got It? Graph the function on the coordinate plane.
Be sure to include relevant graph detail: label axes, indicate units and scale on both axes, and use arrows to represent end behavior, as appropriate.
F.IF.7.e
10
8.
Problem 4 Got It? You can also zoom out to view a larger area on the map in Problem 4. The function models the percent of the original area the map shows after zooming out x times.
Graph the function. Zoom the graphing utility to establish an appropriate viewing window.
info
We have released a new and improved Graphing question type! Students will no longer be able to answer this question.
F.IF.7.e
10
9.
Problem 4 Got It?Reasoning: What is the percent increase in the area each time you zoom out in the previous item? Enter only a number.
10
10.
Problem 5 Got It?
10
11.
Problem 5 Got It?
10
12.
Problem 5 Got It?
10
13.
Identify the domain and range of the relation {(-2, 3), (-1, 4), (0, 5), (1, 6)}.
Represent the relation with a mapping diagram by adding the domain, range, and arrows to the template provided.
F.IF.5
10
14.
Is the relation in the graph a function?
Use the vertical line test.
10
15.
What is f(2) for the function?
10
16.
The domain of f(x) is {-4, -2, 0, 2, 4}
Given the domain above, what is the range?
10
10
18.
Reasoning: Is the function an exponential function? Justify your answer.
3
19.
Error Analysis: A student evaluated the function f(x) for x = -1 as shown. Describe and correct the student's mistake.
10
20.
Review Lesson 7-4: Simplify the expression.
10
21.
Review Lesson 7-4: Simplify the expression.
10
22.
Review Lesson 7-4: Simplify the expression.
10
23.
Review Lesson 5-6: Write an equation for the line that is parallel to the given line and passes through the given point.
10
24.
Review Lesson 5-6: Write an equation for the line that is parallel to the given line and passes through the given point.
10
25.
Review Lesson 2-10: Identify each scenario as representing percent increase or percent decrease.
original price: $25; sale price: $22
height last week: 15 cm; height this week: 18 cm
price this year: $999; price last year: $1450
birth weight: 220 lb; weight at 1 month: 300 lb
Percent increase
Percent decrease
10
26.
Review Lesson 2-10: Identify each percent change. Round to the nearest percent.
original price: $25; sale price: $22
height last week: 15 cm; height this week: 18 cm
price this year: $999; price last year: $1450
birth weight: 220 lb; weight at 1 month: 300 lb
31%
20%
36%
12%
10
27.
Vocabulary Review: Identify each relation based on whether or not it is a function.
{(1, 3), (1, 5), (2, 7), (3, 9), (4, 11)}
{(0, 0), (-1, -1), (-2, -2), (-3, -3)}
{(5, 5), (5, 4), (5, 3), (5, 4)}
{(2, 5), (3, 5), (4, 5), (5, 5)}
Function
Not a function
10
28.
Use Your Vocabulary: Complete the sentence with the word exponential or exponent. Respond with only the word.
In the expression 5³, 3 is the __?__.
10
29.
Use Your Vocabulary: Complete the sentence with the word exponential or exponent. Respond with only the word.
The expression above is an __?__ expression.
100
30.
Notes: Take a clear picture or screenshot of your Cornell notes for this lesson. Upload it to the canvas. Zoom and pan as needed.
For a refresher on the Cornell note-taking system, click here.
