A collection of relevant lessons to supplement your units in Algebra I/II. Mix these lessons into your course to show students the algebraic reasoning behind social issues, public health, the environment, business, sports, and more.

This task gives students an opportunity to work with exponential functions in a real world context involving continuously compounded interest. They will study how the base of the exponential function impacts its growth rate and use logarithms to solve exponential equations.

This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.

An important property of linear functions is that they grow by equal differences over equal intervals. In this task students prove this for equal intervals of length one unit, and note that in this case the equal differences have the same value as the slope. In F.LE Equal Differences over Equal Intervals 2, students prove the property in general (for equal intervals of any length).

An important property of linear functions is that they grow by equal differences over equal intervals. In this task students prove this for equal intervals of length one unit, and note that in this case the equal differences have the same value as the slope.

In this task students prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

The goal of this task is to develop an understanding of why rational exponents are defined as they are (N-RN.1), however it also raises important issues about distinguishing between linear and exponential behavior (F-LE.1c) and it requires students to create an equation to model a context (A-CED.2

This lesson unit is intended to help teachers assess how well students are able to: articulate verbally the relationships between variables arising in everyday contexts; translate between everyday situations and sketch graphs of relationships between variables; interpret algebraic functions in terms of the contexts in which they arise; and reflect on the domains of everyday functions and in particular whether they should be discrete or continuous.

The point of the lesson is for students to be able to distinguish between situations that can be modeled with linear functions and with exponential functions. • Prove that linear functions grow by equal differences over equal intervals, and exponential functions grow by equal factors over equal intervals. • Recognize linear situations. • Recognize exponential situations.

Students will explore exponential growth, sustainability, population trends, and social responsibility as observed in various texts relating to U.S. Westward Expansion.

This lesson focuses on students making decisions about what tools to apply to solve different problems related to quadratic expressions and equations. It is also intended to build awareness of the form an answer will take in order to help students make sense of the kind of problem they are solving. (9th/10th/11th Grade Math)

The lesson is a quick review of graphing linear equations in slope intercept form.

The purpose of this task is to give students an opportunity to explore various aspects of exponential models (e.g., distinguishing between constant absolute growth and constant relative growth, solving equations using logarithms, applying compound interest formulas) in the context of a real world problem with ties to developing financial literacy skills.

These problems give students the opportunity to construct and compare linear, quadratic, and exponential models.