A1 - TEA - TIG - Module - 1

Algebra 1
Module 1
Teacher’s
Implementation Guide
Sandy Bartle Finocchi and Amy Jones Lewis

with Josh Fisher, Janet Sinopoli, Victoria Fisher,
Tarin Barrow, Sami Briceño, and Brandy King
A1_FM_TIG_Vol 1.indd 1 6/8/21 7:25 PM

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ISBN: 978-1-63862-067-9
Teacher’s Implementation Guide, Volume 1
Printed in the United States of America

1 2 3 4 5 6 7 8 9 CC 21 20 19 18 17

MANIFESTO
Our Manifesto
WE BELIEVE that quality math education is important for all
students, to help them develop into creative problem solvers,
critical thinkers, life-long learners and more capable adults.
WE BELIEVE that math education is about more than memorizing

equations or performing on tests—it’s about delivering the deep
conceptual learning that supports ongoing growth and future
development.
WE BELIEVE all students learn math best when teachers believe

in them, expect them to participate, and encourage them to own
their learning.
WE BELIEVE teachers are fundamental to student success and

need powerful, flexible resources and support to build dynamic
cultures of collaborative learning.
WE BELIEVE our learning solutions and services can help

accomplish this, and that by working together with educators and
communities we serve, we guide the way to better math learning.
At Carnegie Learning, we choose the path

that has been proven most effective by research
and classroom experience. We call that path the
Carnegie Learning Way. Follow this code to
take a look inside.
Manifesto • FM-3

ACKNOWLEDGMENTS
Middle School Math Solution Authors

• Sandy Bartle Finocchi, Chief Mathematics Officer
• Amy Jones Lewis, Senior Director of Instructional Design
• Kelly Edenfield, Instructional Designer
• Josh Fisher, Instructional Designer
Foundation Authors (2010)

• William S. Hadley, Algebra and Proportional Reasoning
• Mary Lou Metz, Data Analysis and Probability
• Mary Lynn Raith, Number and Operations
• Janet Sinopoli, Algebra
• Jaclyn Snyder, Geometry and Measurement
Vendors
• Lumina Datamatics, Ltd.
• Cenveo Publisher Services, Inc.
Images
• www.pixabay.com
Special Thanks
• Alison Huettner for project management and editorial review.
• Jacyln Snyder and Janet Sinopoli for their contributions to the Teacher’s
Implementation Guide facilitation notes.
• Victoria Fisher for her review of content and contributions to all the
ancillary materials.
• Valerie Muller for her contributions and review of content.
• The members of Carnegie Learning Cognitive Scientist Team—Brendon
Towle, John Connelly, Bob Hausmann, Chas Murray, and Martina
Pavelko—for their insight in learning science and review of content.
• Bob Hausmann for his contributions to the Family Guide.
• John Jorgenson, Chief Marketing Officer, for all his insight and messaging.
• Carnegie Learning Education Services Team for content review and
providing customer feedback.
• In Memory of David Dengler, Director of Curriculum Development
(deceased), who made substantial contributions to conceptualizing
Carnegie Learning’s middle school software.
FM-4 • Acknowledgments

ACKNOWLEDGMENTS
Texas Math Solution Content Authors

• Tarin Barrow, STEM Instructional Designer
• Sami Briceño, Senior Custom Solution Content Lead
• Brandy King, Custom Solution Content Specialist
Texas Math Solution Custom Development Team

• Courtney Comley
• Allison Carden
• Jesse Hinojosa
• Karrie Holland
• Steven Mendoza
• Jennifer Penton
• Jason Ulrich
• Lucy Yu
Special Thanks
• The entire Carnegie Learning Production Team, with extreme gratitude for
Sara Kozelnik, Julie Leath, Lindsay Ryan, Angela Cerbone, Hannah Mumm,
and Emily Tope, for their patience, attention to detail, and around-the-
clock hours that made the production of this textbook possible.
• David Bailis and the Westchester Education Services team for
developing assessments.
• Texas Education Agency for partnering together to customize this textbook.
• The Achievement Network review team for ensuring that every page in
this textbook meets or exceeds the Texas Home Learning 3.0 Quality
Review Rubric.
Acknowledgments • FM-5

Mathematics is so much more than rules and algorithms. It is learning to
reason, to make connections, and to make sense of the world. We believe in
Learning by DoingTM—students need to actively engage with the content if
they are to benefit from it. Your classroom environment will determine what
type of discourse, questioning, and sharing will take place. Students deserve
a safe place to talk, to make mistakes, and to build deep understanding of
mathematics. My hope is that these instructional materials help you shift
the mathematical authority in your class to your students. Be mindful to
facilitate conversations that enhance trust and reduce fear.
Sandy Bartle Finocchi, Chief Mathematics Officer
My hope is that you know that your students are capable of thinking like
mathematicians. This book is designed to give them the opportunity to
struggle with challenging tasks, to talk about math with their classmates,
and to make and fix mistakes. I hope that you use this book to build this
capacity in your students—to ask the necessary questions to uncover
what students already know and connect it to what they are learning,
to encourage creative thinking, and to give just enough support to keep
students on the right path.
Amy Jones Lewis, Senior Director of Instructional Design
At Carnegie Learning we have created an organization whose mission and

culture is defined by student success. Our passion is creating products that
make sense of the world of mathematics and ignite a passion in students.
Our hope is that students will enjoy our resources as much as we enjoyed
creating them.
Barry Malkin, CEO
FM-6 • Acknowledgments

CARNEGIE LEARNING WAY
At Carnegie Learning, we choose the path proven most

effective by research and classroom experience. We call that
path the Carnegie Learning Way.
Our Instructional Approach

Carnegie Learning’s instructional approach is based upon the collective
knowledge of our researchers, instructional designers, cognitive learning
scientists, and master practitioners. It is based on a scientific understanding of
how people learn and a real-world understanding of how to apply that science
to mathematics instructional materials. At its core, our instructional approach is
based on three simple yet critical components:
ENGAGE DEVELOP DEMONSTRATE
Activate student Build a deep Reflect on and

thinking by tapping understanding evaluate what
into prior knowledge of mathematics was learned.
and real-world through a variety of Ongoing formative
experiences. Provide activities— assessment
an introduction that real-world problems, underlies the entire
generates curiosity sorting activities, learning experience,
and plants the seeds worked examples, driving real-time
for deeper learning. and peer analysis— adjustments, next
in an environment steps, insights, and
where collaboration, measurements.
conversations, and
questioning are
routine practices.
FM-8 • The Carnegie Learning Way

REPORT
Our Research
Carnegie Learning has been deeply immersed in
research ever since it was founded by cognitive
and computer scientists from Carnegie Mellon
University. Our research extends far beyond our
own walls, playing an active role in the constantly
evolving field of cognitive and learning science.
Our internal researchers collaborate with a
variety of independent research organizations,
tirelessly working to understand more about how
people learn, and how learning is best facilitated.
We supplement this information with feedback
and data from our own products, teachers, and
students, to continuously evaluate and elevate
TEST | INTERPRET our instructional approach and its delivery.
Our Support Scan this code to visit

We’re all in. In addition to our books and software, implementing Carnegie
Learning in your classroom means you get access to an entire ecosystem of the Texas Support
ongoing classroom support, including: Center and look for
references throughout
• Professional Learning: Our team of Master Math Practitioners is always
the Front Matter to learn
there for you, from implementation to math academies to a variety of other
options to help you hone your teaching practice. more about the robust
resources you will find in
• Texas Support Center: We’ve customized a Support Center just for you the Support Center.
| ANALYZE and your students. The Texas Support Center provides articles and videos
to help you implement the Texas Math Solution, from the basics to get you
started to more targeted support to guide you as you scaffold instruction for
all learners in your classroom. Visit www.CarnegieLearning.com/texas-help
to explore online and to access content that you can also share with your
students and their caregivers.
• MyCL: This is the central hub that gives you access to all of the products
and resources that you and your students will need. Visit MyCL at
www.CarnegieLearning.com/login.
• LONG + LIVE + MATH: When you join this community of like-minded math
educators, suddenly you’re not alone. You’re part of a collective, with access
to special content, events, meetups, book clubs, and more. Because it’s a
community, it’s constantly evolving! Visit www.longlivemath.com to get started.
The Carnegie Learning Way • FM-9

Our Blend of Learning
Carnegie Learning combines consumable textbooks,
MATHia® (our intelligent 1-on-1 math tutoring software),
and transformative professional learning and data
analysis services into a comprehensive and cohesive
learning solution.
A key aspect of this blend is its combination of two forms of learning:
Learning Together: With our consumable textbooks, students

work in groups, not only to develop math skills, but to learn how to
collaborate, create, communicate and problem-solve.
FM-10 • The Carnegie Learning Way

Learning Individually: Through MATHia, students receive 1-to-1 adaptive
math coaching, providing a personalized learning path, and ongoing
formative assessment.
Carnegie Learning’s blend also strikes the right balance in other ways:
CONCEPTUAL UNDERSTANDING + PROCEDURAL UNDERSTANDING
LEARNING TOGETHER + LEARNING INDIVIDUALLY
CREATIVE EXPLORATION + SKILL MASTERY
ACCESSIBILITY + RIGOR
The Carnegie Learning Way • FM-11

TABLE OF CONTENTS
Module 1: Searching for Patterns

Topic 1: Quantities and Relationships
1.1 A Picture Is Worth a Thousand Words
Understanding Quantities and Their Relationships�� 7A
1.2 A Sort of Sorts

Analyzing and Sorting Graphs��21A
1.3 F of X
Recognizing Functions and Function Families��37A
1.4 Function Families for 2000, Alex

Recognizing Functions by Characteristics��61A
Topic 2: Sequences
2.1 Is There a Pattern Here?
Recognizing Patterns and Sequences��85A
2.2 The Password Is… Operations!

Arithmetic and Geometric Sequences��101A
2.3 Did You Mean: Recursion?

Determining Recursive and Explicit Expressions from Contexts��133A
2.4 3 Pegs, N Discs

Modeling Using Sequences��145A
Topic 3: Linear Regressions

3.1 Like a Glove
Least Squares Regressions��165A
3.2 Gotta Keep It Correlatin’

Correlation��179A
FM-12 • Table of Contents

INSTRUCTIONAL DESIGN
In a word, every single piece of Carnegie Learning’s Texas

Math Solution is intentional. Our instructional designers
work alongside our master math practitioners, cognitive
scientists, and researchers to intentionally design, draft,
debate, test, and revise every piece, incorporating the latest
in learning science.
Intentional Mathematics Design

Carnegie Learning’s Texas Math Solution is thoroughly and thoughtfully designed
to ensure students build the foundation they’ll need to experience ongoing
growth in mathematics.
Mathematical Coherence
The arc of mathematics develops coherently, building understanding by linking
together within and across grades, so students can learn concepts more deeply
and apply what they’ve learned to more complex problems going forward.
Mathematical Process Standards

Carnegie Learning is organized around the Mathematical Process Standards to
encourage experimentation, creativity, and false starts, which is critical if we
expect students to tackle difficult problems in the real world, and persevere
when they struggle.
Multiple Representations
Carnegie Learning recognizes the importance of connecting multiple
representations of mathematical concepts. Lessons present content visually,
algebraically, numerically, and verbally.
Transfer
Carnegie Learning focuses on developing transfer. Doing A and moving on isn’t
the goal; being able to do A and then do B, C, and D, transferring what you know
from A, is the goal.
FM-16 • Instructional Design

Texas Math Solutions Overview
The instructional materials in the Carnegie Learning
Texas Math Solution cover functions, figures, and data
sets, from their fundamental concepts to the connections Our classroom
between them. We think about these interrelated ideas in activities emphasize
a holistic way to integrate students’ understanding with active learning and
their developing habits of mind. making sense of the
WHAT ARE THE CARNEGIE LEARNING TEXAS MATH SOLUTION mathematics, and we
GUIDING PRINCIPLES? ask deep questions
The Texas Math Solution has been strongly influenced by scientific research that require students to
into the learning process and student motivations for academic success. Its thoroughly understand
guiding principles are active learning, discourse through collaboration, and
personalized learning. the material.
Active Learning
The research makes it clear that students need to actively engage with content in order to benefit from
it. Studies show that, as instruction moves up the scale from entirely passive to fully interactive, learning
becomes more robust. All of the activities we provide for the classroom and within MATHia encourage
students to be thoughtful about their work, to consider hypotheses and conclusions from different
perspectives, and to build a deep understanding of mathematics. The format of the student text, as a
consumable workbook, supports active instruction.
Discourse through Collaborative Learning

Effective collaboration encourages students to articulate their thinking, resulting in self-explanation.
Reviewing other students’ approaches and receiving feedback on your own provides further metacognitive
feedback. Collaborative problem-solving encourages an interactive instructional mode, and we have
looked to research to provide practical guidance for making collaboration work. The collaborative tasks
within the HSMS classroom are designed to promote active dialog centered on structured activities.
Personalized Learning
One of the ways to build intrinsic motivation is to relate tasks to students’ existing
interests. Research has proven that problems that capture student interests are
more likely to be taken seriously. In the textbook, problems often begin with the
students’ intuitive understanding of the world and build to an abstract concept,
rather than the other way around. In MATHia, step-by-step examples guide
students through sample problems, describing each step, rephrasing or redirecting Functions • Figures •
questions, and homing in on the parts of the problem that may prove difficult. Data Sets
Transformation
HOW IS THE CONTENT DEVELOPED IN A MATHEMATICALLY
Equivalence &
COHERENT WAY?
Congruence
Throughout the HSMS, students examine and investigate functions, figures,
and data sets. Within each category, we strive to extend and connect students’ Proportionality &
experience in middle school around the critical mathematical ideas of Similarity
transformation, equivalence and congruence, and proportionality and similarity.
Instructional Design • FM-17

Transformation
Transforming functions and figures builds from an understanding of the fundamental behaviors of
translations, rotations, reflections, and dilations. These behaviors apply in the same ways to different
function types in algebra and to geometric figures on the plane. Understanding the structure of
transformations leads to connections across multiple domains in multiple courses.
Equivalence & Congruence

Equivalence is approached in two ways. First, understanding equivalence using multiple relationships of
the same function or data set reveals different properties or key characteristics. Second, understanding
equivalence in terms of expressions allows students to compose and decompose equations, make sense
of solutions, and solve problems. Congruence is treated similarly: understanding congruence using rigid
motions highlights key characteristics that are true for both figures, which leads to establishing triangle
congruence criteria, an important underpinning for formal proof. The concept of equivalence is extended
to the analysis of data, where students learn the critical skill of representing data in equivalent but
differently useful ways, enabling them to make analyses and decisions.
Proportionality & Similarity

Developing proportional reasoning is a life-long journey that begins in middle school: from ratios and
proportions to understanding how linear functions relate to sequences with common differences and how
exponential functions relate to sequences with common ratios. Exploring dilations and the relationships that
hold true in similar figures develops spatial reasoning. Analyzing similarity in right triangles extends to right
triangle trigonometry, connecting the algebra and geometry domains.
HOW IS THE MATHEMATICS CONTENT DELIVERED TO PROMOTE PRODUCTIVE

MATHEMATICAL PROCESSES?
Students deserve math learning that develops them into creative problem solvers, critical thinkers,
life-long learners and more capable adults, while teachers deserve materials that will support them in
bringing learning to life. There are three organizing principles that guide these instructional materials.
Seeing Connections
Tasks make use of models—e.g., real-world situations, graphs, diagrams, and worked examples—to help
students see and make connections between different topics. In each lesson, learning is linked to prior
knowledge and experiences so that students build their new understanding on the firm foundation of what
they already know. We help students move from concrete representations and an intuitive understanding
of the world to more abstract representations and procedures. Activities thus focus on real-world
situations to demonstrate the usefulness of mathematics.
Exploring Structure
Questions are phrased in a way that promotes analysis, develops higher-order-thinking skills, and
encourages the seeking of mathematical relationships. Students inspect a given function, figure, or data
set, and in each case, they are asked to discern a pattern or structure. We want students to become fluent
in seeing how the structure of each representation—verbal, graphic, numerical, and algebraic—reveals
properties of the function it defines. We want students to become fluent at composing and decomposing
expressions, equations, and data sets. We want them to see how the structure of transformations applies
to all function types and rigid motions. As students gain proficiency in manipulating structure, they
become capable of comparing, contrasting, composing, decomposing, transforming, solving, representing,
clarifying, and defining the characteristics of functions, figures, and data sets.
Reflecting and Communicating
A student-centered approach focuses on students thinking about and discussing mathematics as active
participants in their own learning. Through articulating their thinking in conversations with a partner, in a
group, or as a class, students integrate each piece of new knowledge into their existing cognitive structure.
They use new insights to build new connections. Through collaborative tasks and the examination of peer
work—both within their groups and from examples provided in the lessons—students give and receive
feedback, which leads to verifying, clarifying, and/or improving the strategy.
FM-18 • Instructional Design

CONTENT
AND ALIGNMENT
Algebra I Content at a Glance

This Year at a Glance highlights the sequence of topics and the number of blended
instructional days (1 day is 45 minutes) allocated in Algebra I. The suggested pacing
information includes time for assessments. This course was developed to be completed
within one school year and accommodate a range of learners. Additionally, in the
Facilitation Notes for each lesson, there are opportunities to extend lessons and provide
differentiation for students who need more.
Texas Algebra 1: Year at a Glance

*1 Day Pacing = 45 min. Session
Module Topic Pacing TEKS

Process Standards are embedded in every module: A.1A, A.1B, A.1C, A.1D, A.1E, A.1F, A.1G
1: Quantities and Relationships 13 A.2A, A.3C, A.6A, A.7A, A.9A, A.9D, A.12A
1 2: Sequences 14 A.9A, A.9D, A.12A, A.12C, A.12D

Searching for Patterns 3: Linear Regressions 7 A.3C, A.4A, A.4B, A.4C, A.12A
34
A.2A, A.2B, A.2C, A.2D, A.2E, A.2F, A.2G, A.3A,

1: Linear Functions 28
A.3B, A.3C, A.3E, A.3F, A.12A, A.12B A.12D
2 2: Linear Equations and Inequalities 9 A.2C, A.5A, A.5B, A.12E
Exploring Constant
Change 3: S
ystems of Equations and A.2A, A.2C, A.2H, A.2I, A.3D, A.3F, A.3G, A.3H,
22
Inequalities A.5C
59
1: I ntroduction to Exponential
16 A.9B, A.9C, A.9D, A.11A, A.11B, A.12B, A.12D
Functions
3
Investigating Growth A.3B, A.3C, A.9A, A.9B, A.9C, A.9D, A.9E, A.11B,
2: Using Exponential Equations 13
and Decay A.12B
29
1: Introduction to Quadratic Functions 20 A.6A, A.6B, A.6C, A.7A, A.7C

4
A.6A, A.7A, A.7B, A.7C, A.8A, A.8B, A.10A, A.10B,
Maximizing and 2: Solving Quadratic Equations 25
A.10C, A.10D, A.10E, A.10F, A.11A
Minimizing
45
A.2B, A.2C, A.2I, A.3B, A.3C, A.3F, A.4A, A.4C, A.5C,

End of Course Performance Tasks 13
A.6C, A.7A, A.8B, A.9C, A.9D, A.9E,
Formative Assessment
13
Total Days: 180
Year at a Glance • FM-19

Texas Algebra 1: Scope & Sequence
Table of Contents
1 Transforming Geometric Objects

Topic 1: Quantitites and Relationships
ELPS: 1.A, 1.C, 1.E, 1.F, 1.G, 2.C, 2.E, 2.I, 3.D, 3.E, 4.B, 4.C, 5.B, 5.F, 5.G
Lesson Lesson Title Lesson Overview Essential Ideas TEKS Pacing*
• There are two quantities that change in problem

Students are presented with various scenarios and identify the situations.
independent and dependent quantities for each. They then match • When one quantity depends on another, it is said
a graph to the appropriate scenario, label the axes using the to be the dependent quantity. The quantity that
A Picture Is Worth a independent and dependent quantities, and create the scale for the dependent quantity depends upon is called the
Thousand Words the axes. Students make basic observations about the similarities independent quantity. A.3C
1 Understanding and differences in the graphs. They then look more deeply at pairs A.7A 2
• The independent quantity is used to label the x-axis.
of scenarios along with their graphs to focus on characteristics of A.9D
Quantities and Their The dependent quantity is used to label the y-axis.
the graphs, such as intercepts, increasing and decreasing intervals,
Relationships and maximum and minimum points. The lesson concludes with • The domain includes the values that make sense for
students creating their own scenario and a sketch of a graph to the independent quantity. The range includes the
model the scenario. values that make sense for the dependent quantity.
• Graphs can be used to model problem situations.
MATHia 1
• A relationship between two quantities can be
Students begin this lesson by cutting out 17 different graphs. They graphed on the coordinate plane.
sort the graphs into different groups based on their own rationale, • Graphical behaviors can reveal important information
A Sort of Sorts compare their groupings with their classsmates, and discuss the about a relationship.
A.3C
reasoning behind their choices. Next, four different groups of • A graph of a relationship can have a minimum or
2 Analyzing and Sorting A.7A 1
graphs are given, and students analyze the groupings and explain maximum or no minimum or maximum. A graph
Graphs A.9D
possible rationales behind the choices made. Students explore can pass through one or more quadrants. A graph
different representations of relations. Students need to keep their can exhibit vertical or horizontal symmetry. A graph
graphs as they will be used in lessons that follow. can be increasing, decreasing, neither increasing nor
decreasing, or both increasing and decreasing.
MATHia 1
06/08/21 *Pacing listed in 45-minute days Scope and Sequence FM-20

Table of Contents
The definition of relation, function, function notation, domain, and

range are introduced in this lesson. For the remainder of the lesson,
students use graphing technology to connect equations written in
function form to their graph and then identify the function family to
which they belong. The terms Vertical Line Test, continuous graph,
• A function is a relation that assigns to each element
and discrete graph are defined, and students sort the graphs from
of the domain exactly one element of the range.
the previous lesson into functions and non-functions. Then, the
terms Vertical Line Test, increasing function, decreasing function, • The family of linear functions includes functions
constant function, discrete function and continuous function are of the form f (x) 5 ax 1 b, where a and b are real
defined, and students sort the graphs from the previous lesson numbers.
A.2A
into these groups and a group labeled for functions that include • The family of exponential functions includes
A.3C
F of X a combination of increasing and decreasing intervals. The terms functions of the form f (x) 5 a ? bx 1 c, where a, b,
A.6A
function family, linear function, and exponential function are then and c are real numbers, and b is greater than 0 but
3 Recognizing Functions A.7A 3
defined, and students sort the increasing, constant, and decreasing is not equal to 1.
and Function Families A.9A
functions into one of these families. Next, the terms absolute • The family of quadratic functions includes functions A.9D
minimum and absolute maximum are defined, as well as the terms of the form f (x) 5 ax2 2 bx 1 c where a, b, and c are A.12A
quadratic function and linear absolute value function. Students sort real numbers, and a is not equal to 0.
the functions with an absolute minimum or absolute maximum • The family of linear absolute value functions
into one of these families. Finally, students recall the definition includes functions of the form f (x) 5 a|x 1 b|1 c,
of x-intercept and y-intercept. Students then complete a graphic where a, b, and c are real numbers, and a is not
organizer for each function family that describes the graphical equal to 0.
behavior and displays graphical examples. In the final activity,
students use their knowledge of the function families to demonstrate
how the families differ with respect to their x- and y-intercepts.
Graphing technology is necessary to help students connect some
equations and their graphs.
MATHia 1
• The graph of an exponential or quadratic function

Given characteristics describing graphical behavior, students is a curve.
name the possible function family or families that fit each • The graph of a linear or linear absolute value
description. Using the scenarios and their graphs from the first function is a line or pair of lines, respectively. A.2A
lesson of the topic, they complete a table by naming the function
Function Families • The graph of a linear or exponential function is A.3C
family associated with each scenario, identifying the domain,
either increasing or decreasing. A.6A
for 2000, Alex and describing the graphical behavior as increasing, decreasing,
4 • The graph of a quadratic function or a linear A.7A 2
Recognizing Functions constant, or both increasing and decreasing. Students then work
absolute value function has intervals where it is A.9A
with a partner and write equations and sketch graphs to satisfy
by Characteristics increasing and intervals where it is decreasing. Each A.9D
different lists of characteristics. They conclude the lesson by creating
function also has an absolute maximum or absolute A.12A
their own list of characteristics, providing two graphs that include
those characteristics, and determining that an equation, not just a minimum.
list of characteristics, is required to generate a unique graph. • Key characteristics of graphs help to determine the
function family to which it belongs.
MATHia 1
End of Topic Assessment 1

Table of Contents
Topic 2: Sequences
Students begin by exploring various patterns in Pascal’s triangle. • A sequence is a pattern involving an ordered
Sequences and term of a sequence are defined. Given ten geometric arrangement of numbers, geometric figures, letters,
patterns or contexts, students write a numeric sequence to or other objects.
represent each problem. They are guided to represent each • A term of a sequence is an individual number,
Is There a Pattern sequence as a table of values and conclude that all sequences are figure, or letter in the sequence. A.9A
Here? functions. Students then organize the sequences in a table, state
1 • A sequence can be written as a function. The A.12A 2
Recognizing Patterns whether each sequence is increasing or decreasing, and describe
domain includes only positive integers. A.12D
the sequence using a starting value and operation. They determine
and Sequences • An infinite sequence is a sequence that continues
that all sequences have a domain that includes only positive
integers. Infinite sequence and finite sequence are defined and forever, or never ends.
included as another characteristic for students to consider as they • A finite sequence is a sequence that terminates, or
write sequences. has an end term.
MATHia 1
• An arithmetic sequence is a sequence of numbers in

which the difference between any two consecutive
Given 16 numeric sequences, students generate several additional
terms is a positive or negative constant. This
terms for each sequence and describe the rule they used for
constant is called the common difference and is
each sequence. They sort the sequences into groups based
represented by the variable d.
upon common characteristics of their choosing and explain their
rationale. The terms arithmetic sequence, common difference, • A geometric sequence is a sequence of numbers in
geometric sequence, and common ratio are then defined, examples which the ratio between any two consecutive terms
are provided, and students respond to clarifying questions. They is a constant. This constant is called the common
The Password Is… then categorize the sequences from the beginning of the lesson ratio and is represented by the variable r.
as arithmetic, geometric, or neither and identify the common • The graph of a sequence is a set of discrete points.
Operations! A.12A
2 difference or common ratio where appropriate. Students begin to • The points of an arithmetic sequence lie on a 2
Arithmetic and A.12D
create graphic organizers, identifying four different representations line. When the common difference is a positive,
Geometric Sequences for each arithmetic and geometric sequence. In the first activity, the graph is increasing, and when the common
they glue each arithmetic and geometric sequence to a separate difference is a negative, the graph is decreasing.
graphic organizer and label them, and in the second activity, the • The points of a geometric sequence do not lie on
corresponding graph is added. The remaining representations a line. When the common ratio is greater than 1,
are completed in the following lessons. This lesson concludes the graph is increasing; when the common ratio
with students writing sequences given a first term and a common is between 0 and 1, the graph is decreasing; and
difference or common ratio and identifying whether the sequences when the common ratio is less than 0, the graph
are arithmetic or geometric. alternates between increasing and decreasing
between consecutive points.
MATHia 1
Mid Topic Assessment 1

Table of Contents
• A recursive formula expresses each new term of

a sequence based on a preceding term of the
sequence.
• An explicit formula for a sequence is a formula for
calculating each term of the sequence using the
Scenarios are presented that can be represented by arithmetic and term’s position in the sequence.
Did You Mean: geometric sequences. Students determine the value of terms in
• The explicit formula for determining the nth term of
Recursion? each sequence. The term recursive formula is defined and used to
generate term values. As the term number increases, it becomes an arithmetic sequence is an 5 a1 1 d(n 2 1) where A.12C
3 Determining Recursive n is the term number, a1 is the first term in the 2
more time consuming to generate the term value. This sets the A.12D
and Explicit Expressions stage for explicit formulas to be defined and used. Students practice sequence, an is the nth term in the sequence, and d
from Contexts using these formulas to determine the values of terms in both is the common difference.
arithmetic and geometric sequences.
• The explicit formula for determining the i term of a
geometric sequence is gn 5 g1 ? r(n 2 1) where n is the
term number, g1 is the first term in the sequence,
gn is the nth term in the sequence, and r is the
common ratio.
MATHia 1
Students are introduced to the process of mathematical modeling • Mathematical modeling involves noticing patterns
in this lesson, with each of the four activities representing a specific and formulating mathematical questions, organizing
step in the process. Students are first presented with the Towers of information and representing this information
Hanoi puzzle game and invited to play the game, observe patterns, using appropriate mathematical notation, analyzing
3 Pegs, N Discs and think about a mathematical question. Students then organize mathematical representations and using them to
their information and pursue a given question by representing the make predictions, and then testing these predictions A.9D
4 Modeling Using 2
patterns they notice using mathematical notation. The third step and interpreting the results. A.12D
Sequences of the modeling process involves analyzing recursive and explicit
• Both recursive and explicit formulas can be used for
formulas the students have generated and using these formulas
sequences that model situations.
to make predictions. Finally, students test their predictions and
interpret their results. They then reflect on the modeling process • Sequence formulas can be used to make predictions
and summarize what is involved in each phase. for real-world situations.
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Table of Contents
Topic 3: Linear Regressions

Students informally determine a line of best fit by visual • Interpolation is the process of using a regression
approximation of a hand-drawn line. They are then introduced to a equation to make predictions within the data set.
Like a Glove formal method to determine the linear regression line of a data set
• Extrapolation is the process of using a regression A.3C
using graphing technology; the mathematics behind the calculator
1 Least Squares equation to make predictions beyond the data set. A.4C 2
function is explained using the related terms Least Squares Method,
Regressions • A least squares regression line is the line of best fit A.12A
regression line, and centroid. Students then use the line of best fit to
make predictions and distinguish between the terms interpolation that minimizes the squares of the distances of the
and extrapolation. points from the line.
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• A correlation is a measure of how well a

regression model fits a data set.
This lesson provides several definitions related to correlations. • The correlation coefficient, r, is a value between
The terms correlation and correlation coefficient are defined. The 21 and 1 that indicates the type (positive or
formula to compute the correlation coefficient is given; however, negative) of association and the strength of the
students are only required to use technology to determine the relationship. Values close to 1 or 21 demonstrate
value of r or to estimate correlation coefficients from a list of a strong association, while a value of 0 signifies no
Gotta Keep It choices. The distinction is then made between the meanings of r association. A.4A
and r2, the coefficient of determination. Students use these terms
2 Correlatin' • Causation is when one event causes a second A.4B 2
to make decisions regarding the model that best fits the data. It is
event. A correlation is a necessary condition for A.4C
Correlation suggested that students revisit the modeling process as they solve
these problems in context. The terms causation, necessary condition, causation, but not a sufficient condition
and sufficient condition are defined. Examples are provided to help for causation.
students see the difference between correlation and causation. The • Two relationships that are often mistaken for
terms common response and confounding variable are defined as causation are a common response, when some
relationships are often mistaken for causation. other reason may cause the same result, and
a confounding variable, when there are other
variables that are unknown or unobserved.
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Table of Contents
2 Exploring Constant Change

Topic 1: Linear Functions
ELPS: 1.A, 1.C, 1.D, 1.E, 1.H, 2.C, 2.D, 2.E, 2.G, 2.H, 2.I, 3.A, 3.B, 3.C, 3.D, 3.F, 4.A, 4.B, 4.C, 4.D, 4.F, 4.K, 5.E
Students are provided two sequences. They must identify each

sequence as arithmetic or geometric, write the explicit formula
for the sequence, and graph the sequence. Students then list
and compare characteristics of each graphical representation.
The remainder of the lesson focuses on connecting arithmetic • The explicit formula of an arithmetic sequence can
sequences to linear functions. Students match the explicit be rewritten as the slope-intercept form of a linear
formulas for arithmetic sequences and their graphs. A Worked function using algebraic properties.
Example demonstrates how to rewrite an arithmetic sequence • The explicit formula of an arithmetic sequence,
in explicit form as a linear function in slope-intercept form. an 5 a1 1 d(n 2 1), includes the first term of the
Students then use the context of stacking chairs to make sequence, f(1), and the common difference. The
connections among the terms of the explicit formula of a slope-intercept form of a linear function,
sequence and the linear function that models it. Students f(x) 5 mx 1 b, includes f(0) and the slope.
compare the terms of each equation and recognize that the • Both the average rate of change formula and slope A.2A
Connecting the Dots common difference and the slope are constant and equal; formula calculate the unit rate over a given interval. A.2B
however, the first term of the sequence is equal to f(1) rather The average rate of change formula refers to the A.2C
1 Making Connections Between 3
than the y-intercept of the linear function. Using tables of dependent variable as f(x), while the slope formula A.3A
Arithmetic Sequences and values for this context, first differences is defined as a strategy to uses y. A.3B
Linear Functions determine if a relationship is linear.
• First differences is a strategy to determine whether A.12D
Students move from the concrete example to generalize that a table of values can be modeled by a linear
the constant difference of an arithmetic sequence is equal to function. First differences are the values determined
the slope of the corresponding linear function by completing by subtracting consecutive output values when the
an algebraic proof. Next, average rate of change is defined and input values have an interval of 1.
presented graphically as a method to determine the unit rate • The domain of an arithmetic sequence is
using non-consecutive x-values. Students solidify these new consecutive integers beginning with 1, while the
concepts by revisiting the sequences from the start of the les- domain of a linear function may include all real
son, practicing their newly-developed skills, and verifying their numbers.
conclusions. The special case of a constant function is then
addressed. Finally, students complete a graphic organizer to
summarize the characteristics and representations of linear
functions.
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Table of Contents
• The slope-intercept form of a linear equation is

Students use the slope formula to derive the point-slope form y 5 mx 1 b, where m is the slope of the line and
of a linear equation. They write equations in point-slope and (0, b) is the y-intercept of the line.
slope-intercept form given different sets of information: a • The point-slope form of a linear equation is
What's the Point? table of values, two points, a context, a slope and the y-inter- y 2 y1 5 m(x 2 x1), where m is the slope of the line
A.2B
2 cept, a slope and a point, a graph with a visible y-intercept, and (x1, y1) is a point on the line. 2
Point-Slope Form of a Line A.2C
and a graph with a non-visible y-intercept. Students explore • Horizontal lines have a slope of 0. The equation of a
the slopes, intercepts, and equations of horizontal and vertical horizontal line that passes through (0, b) is y 5 b.
lines. Finally, they match equations written in slope-intercept • Vertical lines have an undefined slope. The equation
or point-slope form with contexts and tables. of a vertical line that passes through
(a, 0) is x 5 a.
MATHia 1

Students use three different forms of a linear equation to y 5 mx 1 b, where m is the slope of the line and
graph linear relationships. First, they learn how to use the (0, b) is the y-intercept of the line.
slope-intercept and point-slope forms of a line to graph. • The point-slope form of a linear equation is
Students explore the standard form of a linear equation y 2 y1 5 m(x 2 x1) where m is the slope of the line
The Arts Are Alive and connect relationships among the coefficients of the A.2B
3 and (x1, y1) is a point on the line. 2
Using Linear Equations standard form with the x-intercept, y-intercept, and slope A.2C
of a line. They then practice writing and graphing equations • The standard form of a linear equation is
in standard form. Finally, students identify the slope and Ax 1 By 5 C, where A, B, and C are constants and A
intercept of linear equations in different forms and evaluate and B are not both zero.
the usefulness of each form of a linear equation. • The information contained in the equation of a
line can be used to graph the line.
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Table of Contents
• If a table represents a linear function, the slope,

or average rate of change, is constant between all
given points.
Students determine whether tables of values with non-con- • Using an equation to solve for the independent
secutive input values represent linear functions. They evaluate value given the dependent value always results in an
functions and analyze Worked Examples that demonstrate how exact answer. Using a graph or a table to determine
to solve equations algebraically and graphically. For the remain- the independent value sometimes results in an
der of the lesson, students deal with a context, a graph, and two exact answer.
translations of the graph based on additions to the context. They • The graph of an equation plotted on the coordinate A.2C
Fun Functions, focus on two equivalent linear functions, one written in general plane represents the set of all its solutions. A.2D
Linear Ones form, f(x) 5 ax 1 b, and the other written in factored form, A.3A
• The general form of a linear function is f(x) 5 ax 1 b,
f(x) 5 a(x 2 c). Students interpret the meaning of the terms of A.3C
4 Making Sense of Different where a and b are real numbers and a Þ 0. In this 2
each function, and analyze their structure. The form A.3E
form, the a-value is the leading coefficient, which
Representations of a Linear f(x) 5 ax 1 brelates to the slope-intercept form of a line, while A.3F
describes the steepness and direction of the line.
Function f(x) 5 a(x 2 c) connects with the slope and zero of the func- A.12A
The b-value describes the y-intercept.
tion. Linear functions are placed within the wider framework A.12B
of polynomial functions. The terms polynomial, degree, leading • The factored form of a linear function is
coefficient, and zero of a function are defined, setting a frame of f(x) 5 a(x 2 c), where a and c are real numbers
reference for future work with other functions. Students use a and a Þ 0.
graphic organizer to summarize four representations— general • When a polynomial is in factored form, the value
form, factored form, graph, and table—of a linear function. of x that makes each factor equal to zero is the
x-intercept. This value is called the zero of the
function.
• A linear function is a polynomial with a degree of one.
MATHia 1
Students identify key characteristics of several linear functions. • For the basic function f (x) 5 x, the transformed
A graph and a table of values for the basic linear function function y 5 f(x) 1 Daffects the output values of
f(x) 5 x is provided, and they investigate f(x) 1 D and A ? f(x). the function. For D . 0, the graph vertically shifts
Given a function g(x) in terms of f(x), students graph g(x) and up. For D , 0, the graph vertically shifts down.
The amount of shift is given by |D|. A.2A
Move It! describe each transformation on f(x) to produce g(x). They
A.2C
prove algebraically that a line and its translation are parallel to • For the basic function f(x) 5 x, the transformed
5 Transforming Linear A.2E 3
one another and write equations of lines parallel to a given line function y 5 A ? f(x)affects the output values of
Functions A.3C
through a given point. Finally, students use their knowledge the function. For |A| . 1, the graph stretches
A.3E
of linear function transformations to test a video game that vertically by a factor of A units. For 0 ,|A| , 1, the
uses linear functions to shoot targets. They write the function graph compresses vertically by a factor of A units.
transformations several ways and identify the domains, ranges, For A , 0, the graph reflects across the x-axis.
slopes, and y-intercepts of the new functions. • A line and its translation are parallel to one another.
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Table of Contents
• For the basic function f(x) 5 x, a horizontal

translation right n units is equivalent to a vertical
translation down n units, and a horizontal
translation left n units is equivalent to a vertical
translation up n units.
• For the basic function f(x) 5 x, the transformed
function y 5 f(x 2 C) affects the input values of the
function. For C . 0, the graph horizontally shifts
right C units. For C , 0, the graph horizontally shifts
left C units.
Students identify key characteristics of several linear • For the basic function f(x) 5 x, the transformed function
functions. A graph and a table of values for the basic linear y 5 f(x) 1 D affects the output values of the function.
function f(x) 5 x is provided, and students will translate For D . 0, the graph vertically shifts up D units. For
Get a Move On! this function horizontally and vertically to determine which D , 0, the graph vertically shifts down D units. A.2A
transformations affect the input and output values. They will
Vertical and Horizontal • For the basic function f(x) 5 x, a horizontal dilation A.2C
6 also dilate the function f(x) 5 x horizontally and vertically. 2
Transformations of Linear by a factor of n units is equivalent to a vertical A.3C
Students will generalize about equivalent translations for the 1
dilation by a factor of __
 n  units. A.3E
Functions basic function f(x) 5 x, and determine that these relationships
do not hold true for all linear functions. Given a function g(x) • For the basic function f(x) 5 x, the transformed
in terms of f(x), students will graph g(x) and describe each function y 5 Af(x) affects the output values of the
transformation on f(x) to produce g(x). function. For |A| . 1, the graph vertically stretches
by a factor of A units. For 0 , |A| ,1, the graph
vertically compresses by a factor of A units. For
A , 0, the graph reflects across the x-axis.
• For the basic function f(x) 5 x, the transformed
function y 5 f(Bx) affects the input values of the
function. For |B| . 1, the graph horizontally
1
compresses by a factor of ____
 |B|    units. For 0 , |B| , 1,
1
the graph horizontally stretches by a factor of ____
  |B|    
units. For B , 0, the graph reflects across the y-axis.
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Table of Contents
• Transformations can be used to create

Students rotate a line segment on the coordinate plane in perpendicular lines. By rotating a line 90°, the pre-
increments of 90° counterclockwise and recognize patterns in image and image form perpendicular lines.
the slopes and coordinates oaf the endpoints of the images.
Amirite? • If two lines are perpendicular, their slopes are
They analyze a proof of a theorem stating that if two lines are
negative reciprocals. A.2F
7 Determining Slopes of perpendicular, the slopes of the lines are negative reciprocals. 2
• All horizontal lines have a slope of zero, are A.2G
Perpendicular Lines Students then explore relationships between vertical and
horizontal lines. Finally, they write the equation of a line parallel to one another, and are perpendicular to
perpendicular to a given a line that passes through a given vertical lines. All vertical lines have a slope that is
point. undefined, are parallel to one another, and are
perpendicular to horizontal lines.
MATHia 1
Students analyze functions represented as tables, graphs, • Functions can be represented using tables,
equations, and verbal descriptions. They explore slope with equations, graphs, and with verbal descriptions.
particular attention to parallelism and perpendicularity in • Features of linear functions such as y-intercepts,
Making a Connection different representations. Students compare properties such as slope, independent quantities, and dependent A.3A
8 Comparing Linear Functions slope, y-intercept, and the units for independent and dependent quantities can be determined from different A.3C 2
in Different Forms quantities, all in terms of the situations they represent. Students representations of functions. A.12B
also identify the scale and origin on the graph of a function given • Lines that are parallel have the same slope.
a situation description. Finally, they generate and compare their Lines that are perpendicular have slopes that are
own linear functions using tables, graphs, and equations. negative reciprocals.
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Table of Contents
Topic 2: Linear Equations and Inequalities

ELPS: 1.A, 1.C, 1.D, 1.E, 1.H, 2.C, 2.D, 2.E, 2.G, 2.H, 2.I, 3.A, 3.B, 3.C, 3.D, 3.F, 4.A, 4.B, 4.C, 4.D, 4.F, 4.K, 5.E
• A solution to an equation is any variable value

that makes that equation true.
Students start with a simple solution statement and create • Solving equations requires the use of number
more complex equations by performing the same operation properties and the Properties of Equality.
on each side of the equation. They then analyze different • The Properties of Equality state that if an
equations created by two students and reason about how to operation is performed on both sides of the
verify that the equations have the same solution as the original equation, to all terms of the equation, the
equation. The Properties of Equality and some basic number equation maintains its equality.
properties are reviewed before students practice solving
Strike a Balance • When the Properties of Equality are applied to an
linear equations and justifying their steps. They also compare
1 equation, the transformed equation will have the A.5A 1
Solving Linear Equations the different properties two students used to solve the same
same solution as the original equation.
equation. Next, students investigate a mathematical statement
that is always true and a mathematical statement that is always • Equations with infinite solutions are created by
false. The terms no solution and infinite solutions are defined. equating two equivalent expressions.
Finally, students play Tic-Tac-Bingo as they work together to • Equations with no solution are created by
create equations with given solution types from assigned equating expressions of the form ax 1 b with the
expressions. They then summarize strategies for determining if same value for a and different values for b.
an equation has no solution or infinite solutions. • Equations with a solution x 5 0 are created by
equating expressions of the form ax 1 b with
different values for a and the same value for b.
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• The general form of a linear equation is y 5 ax 1 b,

where a and b are real numbers; a represents the
slope, and b represents the y-intercept.
• The factored form of a linear equation is
Students begin with a perimeter problem in context to address y 5 a(x 2 c), where a and b are real numbers;
solving formulas for different variables. They then identify a represents the slope, and c represents the
the slope, x-intercept, and y-intercept of linear equations in x-intercept.
general, factored, and standard form and consider which • The standard form of a linear equation is
It's Literally About form is most efficient in determining these characteristics. Ax 1 By 5 C, where A is a positive integer, B
Next, the term literal equation is defined. The common literal and C are integers, and both A and B Þ 0. It can
2 Literal Equations A.12E 2
equation for converting degrees Fahrenheit to degrees Celsius A C
__ __ A
be rewritten in general form as y 5  __ B x 1  B ; 2  B 
Literal Equations is provided. Students rewrite the formula to convert degrees C
__
Celsius to degrees Fahrenheit, identify errors in student work represents the slope,  B  represents the y-intercept,
C
when rewriting the formula, and interpret equivalent equations and  __
A  represents the x-intercept.
written in standard form. The lesson concludes by having • The general form of a linear equation is the most
students solve various literal equations for specific variables. useful form to identify the slope and y-intercept.
The factored form of a linear equation is the most
useful form to identify the slope and x-intercept.
• Literal equations can be rewritten to highlight a
specific variable.
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• A linear inequality context can be modeled with

Students begin with a scenario and table that can be modeled a table of values, a graph on a coordinate plane,
by a linear inequality with a positive rate of change. They then a graph on a number line, and with an inequality
analyze a graph that models the situation. Students use that statement.
graph to solve inequalities and graph the solution set on a
• Solutions to linear inequalities can be determined
number line. Next, the term solve an inequality is defined, and
Not All Statements Are both graphically and algebraically; they can be
students write and solve inequalities algebraically, taking into
expressed using a number line or inequality A.2C
3 Made Equal account the context of the problem situation. They then analyze 2
statement. A.5B
an inequality with a negative rate of change to make sense
Modeling Linear Inequalities • The steps to solving a linear inequality
of how the sign of the solution to the inequality is affected.
Lastly, students analyze methods to solve more complex algebraically are the same steps to solve a linear
linear inequalities: ones with the variable on both sides of the equation, except that when solving a linear
equation and ones that require the Distributive Property. inequality with a negative rate of change, the
inequality sign of the solution must be reversed to
accurately reflect the relationship.
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Table of Contents
Topic 3: Systems of Equations and Inequalities

ELPS: 1.A, 1.C, 1.D, 2.C, 2.D, 2.G, 2.H, 2.I, 3.A, 3.B, 3.C, 3.D, 3.F, 4.A, 4.B, 4.C, 4.G, 4.K, 5.E
• The substitution method is a process for solving a

system of equations. It is an alternative method to
graphing, especially when the solution is difficult
to read from a graph.
Students use the substitution method to solve systems of
linear equations. They use substitution to solve systems of • To use the substitution method, it is useful if at least
linear equations including those with no solution or with one equation is written in slope-intercept form. A.2I
The County Fair
infinite solutions. Students define variables, write systems of • When a system has no solution, the equation A.3F
1 Using Substitution to Solve 2
equations, solve systems, and interpret the meaning of the resulting from the substitution step has no solution. A.3G
Linear Systems solution in terms of the problem context. In the last activity, • When a system has infinite solutions, the equation A.5C
they are given four systems of linear equations and solve each resulting from the substitution step has infinite
system using the substitution method. solutions.
• Problem situations can be expressed using
systems of equations and solved for unknown
quantities using substitution methods.
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Table of Contents
• The standard form of a linear equation is

Ax 1 By 5 C where A, B, and C are constants and A
and B are not both zero. Linear functions written
in standard form can be graphed using the x- and
Students write an equation in standard form to represent y-intercepts.
a scenario and determine a solution to the scenario and
• Understand that the graph of an equation in two
equation. They graph the linear equation using intercepts,
variables is the set of all its solutions plotted on the
and then analyze a second graph with the independent and
coordinate plane.
dependent variables reversed. A new relationship between
the quantities is then provided, and students write the • A linear system of equations is two or more linear
equation expressing the relationship. Finally, they graph the equations that define a relationship between
new equation on two separate coordinate planes showing quantities. The solution of a linear system is an A.2A
the graphed lines from the original scenario creating a ordered pair that makes both equations in the A.2C
Double the Fun system true.
system of linear equations. A system of linear equations is A.2I
2 Using Graphing to Solve 2
defined. Students solve the system both graphically and using • Lines that do not intersect describe a system of A.3F
Systems of Equations technology, checking the solution by substituting the values equations in which each linear equation has the A.3G
back in to the original equations. Next, they are provided same slope and there is no solution. A.5C
three related scenarios in which they write systems of • Lines intersecting at a single point describe a
equations in general form and solve the systems graphically system of equations in which each linear equation
and algebraically using the substitution method. This activity has a different slope and there is one solution.
demonstrates that a system of two linear equations may have • Lines intersecting at an infinite number of points
no solution, one solution, or an infinite number of solutions. describe a system of equations in which each linear
The related terms consistent systems and inconsistent systems equation is the same equation and there are an
are defined. infinite number of solutions.
• Consistent systems of equations are systems that
have one or many solutions. Inconsistent systems
of equations are systems that have no solutions.
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Students are given a problem scenario and use reasoning to

determine the two unknowns. They then write a system of linear
equations in standard form to represent a problem situation.
Students analyze two solution paths, one using substitution
and one using the linear combinations method in its most basic • The linear combinations method is a process to
form prior to its formal definition later in the activity. They solve a system of linear equations by adding two
The Elimination Round practice the linear combinations method with systems in which equations together, resulting in an equation in
the coefficients of one variable are additive inverses. Next, one variable.
Using Linear Combinations A.2I
3 Worked Examples guide students to multiply one, and then • When using the linear combinations method, it is 3
to Solve a System of Linear A.5C
both, equations by a constant to create equations in which a often necessary to multiply one or both equations
Equations variable has coefficients that are additive inverses. Students by a constant to create two equations in which the
concentrate on creating coefficients that are additive inverses coefficients of one of the variables are additive
with several systems without entirely solving the system, and inverses.
then they solve two problems in context, one with fractional
coefficients. The lesson concludes with students addressing
when it is appropriate to use the graphing, substitution, or linear
combinations methods.
MATHia 1
Students explore a linear inequality in two variables through a

scenario. They write an inequality, complete a table of values,
graph the coordinate pairs from the table, and determine which
parts of the graph are solutions to the inequality. Students then • The graph of a linear inequality is a half-plane, or
formalize the process of graphing inequalities through practice half of a coordinate plane.
without context; they graph the corresponding equation of an • Shading is used to indicate which half-plane
Throwing Shade inequality as a boundary line, determine whether the line should describes the solution to the inequality.
be solid or dashed, and identify which half plane to shade by A.2H
4 Graphing Inequalities in Two • Dashed and solid lines are used to indicate if the 2
testing the point (0, 0) in the original inequality. Students also A.3D
Variables match inequalities to graphs and write inequalities presented as line itself is included in the solution set of
graphs. They then solve a problem in context where they use a an inequality.
table of values to write and graph a linear inequality and refer to • Linear inequalities and their graphs can be used
the inequality and/or its graph to respond to questions. Finally, to represent and solve problems in context.
students summarize the difference between the graphs of linear
equations and linear inequalities and compare the solution sets
of linear equations and linear inequalities.
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Table of Contents
Students represent a scenario with a system of linear

inequalities and graph the system. Overlapping shaded • In a system of linear inequalities, the inequalities
regions identify the possible solutions to the system. Students are known as constraints because the values of
then practice graphing several systems of inequalities and the expressions are constrained to lie within a
Working with representing the solution set. A different scenario is given A.2H
certain region.
5 Constraints that students model with a system of linear inequalities. They A.3D 3
then graph the system, determine two different solutions, and • The solution of a system of linear inequalities A.3H
Systems of Linear Inequalities is the intersection of the solutions to each
algebraically prove that the solutions satisfy both constraints
defined by the system. Finally, students match systems, inequality. Every point in the intersecting region
graphs, and possible solutions of systems that have identical satisfies all inequalities in the system.
terms with different inequality symbols.
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• Contexts about choosing between two options

Students solve problems in context requiring a system of can sometimes be modeled by a system of linear
linear equations. While most problems can be modeled by a equations or inequalities.
system of two equations, they are guided through the process • The point of intersection of two lines separates
A.2H
Working the System of solving a system of four equations, and another context the input values, with x-values less than and
A.2I
can be modeled by a system of three equations. Students x-values greater than the x-value of the point of
6 Solving Systems of Equations A.3D 2
have the opportunity to solve the systems using any method intersection. The solution to a problem in context
and Inequalities A.3H
and sometimes must respond in the format of an email or may be dependent upon where the input values
A.5C
proposal. Solutions involve making a decision based upon lie relative to the point of intersection.
inputs that lie before or after the point of intersection, thus • Based upon a context, the solution of a system
requiring solutions written as inequalities. may be represented by inequalities rather than a
single coordinate pair.
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Table of Contents
3 Investigating Growth and Decay

Topic 1: Introduction to Exponential Functions
ELPS: 1.A, 1.C, 1.D, 1.E, 1.G, 2.C, 2.D, 2.F, 2.G, 2.H, 2.I, 3.A, 3.B, 3.C, 3.D, 3.F, 4.A, 4.B, 4.C, 4.D, 4.K, 5.E
• Large numbers that have factors that are

repeated can be written as a product of powers.
The terms power, base of a power, and exponent of a power • Placement of parentheses in an expression with
are defined. Students write and evaluate expressions with an exponent determines what portion of the
It’s a Generational Thing positive integer exponents. They begin with a context using expression is raised to a power.
1 Properties of Powers with the power with a base of 2. Students then investigate positive • When a negative value is raised to a power with A.11B 3
Integer Exponents and negative integer bases where the negative sign may or an exponent that is an even integer, the simplified
may not be raised to a power depending on the placement of expression is a positive value. When a negative
parentheses. Some expressions also contain variables. value is raised to a power with an exponent that
is an odd integer, the simplified expression is a
negative value.
MATHia 1
• Large numbers that have factors that are

repeated can be written as a product of powers.
• Placement of parentheses in an expression with
Students use the properties of powers to justify each step an exponent determines what portion of the
Show What You Know when rewriting expressions with exponents. They solve expression is raised to a power.
2 Analyzing Properties of additional practice problems and examine student work. • When a negative value is raised to a power with A.11B 2
Powers Students demonstrate their understanding of the properties an exponent that is an even integer, the simplified
of powers by creating graphic organizers. expression is a positive value. When a negative
value is raised to a power with an exponent that
is an odd integer, the simplified expression is a
negative value.
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Table of Contents
In an earlier lesson, Connecting the Dots, students rewrote the

explicit form of an arithmetic sequence as a linear function and
proved algebraically that the common difference in a linear
function is the slope of the line. This lesson follows a similar
process where they revisit geometric sequences as a launch • All geometric sequences are functions; however,
to exponential functions. Students know that all geometric only geometric sequences with a positive constant
sequences are functions, and through investigation they learn ratio are exponential functions.
that some geometric sequences are exponential functions, • If a geometric sequence represents an
while others are not. They identify the fact that the constant exponential function, then the Product of Powers
A.9B
A Constant Ratio ratio must be positive for a geometric sequence to be an Rule and the definition of negative exponents
A.9C
exponential function. Through a context, student work, and can be used to rewrite the explicit formula for the
3 Geometric Sequences and A.9D 2
a Worked Example, students use properties of exponents to sequence as an exponential function.
Exponential Functions A.11B
rewrite the explicit form of a geometric sequence as a function • The form of an exponential function is f(x) 5 a ? bx, A.12D
in the form f(x) 5 a ? bx and make connections between the where b represents the constant ratio and (0, a)
two forms. Students then explore a situation modeled by an represents the y-intercept.
exponential function. They are guided to demonstrate that the
• For an exponential function in the form f(x) 5 a ? bx,
ratio between consecutive output values of any exponential
f(x 1 1)
function is constant and is represented by the variable b in the the ratio   _______   
 
is constant and equal to b.
f(x)
function form f(x) 5 a ? bx, and the y-intercept is represented
by the ordered pair (0, a). Students then solve a problem
in context that is represented by a decreasing exponential
function.
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• If the difference in the input values is the same,

an exponential function shows a constant ratio
between output values, no matter how large or
how small the gap between input values.
Students explore a context modeled by an exponential
• Multiple representations such as tables,
function, first with output that are between two integers,
equations, and graphs are used to represent
then with output values that are rational exponents.
__
This
1
__ exponential problem situations. A.9B
The Power Within helps students make sense of the fact that √  a  5 a   2 . They
• Properties of powers can be used to rewrite A.9C
then expand upon this idea to learn that the Properties of
Rational Exponents and numeric and algebraic expressions involving A.9D
4 Powers apply to expressions with rational exponents, rewrite 3
Graphs of Exponential integer and rational exponents. A.11A
expressions with rational exponents as radicals, and then
A.11B
Functions connect the two concepts to perform and justify operations • Because rational exponents can be rewritten as
A.12B
involving radicals. Students explore the effects of a negative radicals, the properties of powers apply to radical
exponent, learn the meaning of a horizontal asymptote, and expressions, as well.
m
__
analyze this idea of end behavior on several graphs. • A rational expression of the form a    n   can be
n
___ n
___
m m
written as a radical expression √ 
  a   or √    a   
.
• Common bases and properties of exponents are
used to solve simple exponential equations.
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Table of Contents
Topic 2: Using Exponential Equations

ELPS: 1.A, 1.C, 1.D, 1.E, 1.G, 2.C, 2.D, 2.G, 2.H, 2.I, 3.A, 3.B, 3.C, 3.D, 3.F, 4.A, 4.B, 4.C, 4.D, 4.K, 5.E
Students begin this lesson by analyzing the structure of linear

and exponential functions to sort them as either increasing
or decreasing functions. Students compare linear and • Simple interest can be represented by a linear
function. Compound interest can be represented A.3B
exponential functions in the context of simple interest and
Uptown and Downtown by an exponential function. A.3C
compound interest situations. They then identify the values in
A.9B
1 Exponential Equations for the exponential function equation that indicate whether it is a • An exponential growth function is of the form 2
A.9C
Growth and Decay growth or decay function and apply this reasoning in context. y 5 a ? (1 1 r) x, where r is the rate of growth.
A.9D
Finally, for a situation modeled by an exponential decay • An exponential decay function is of the form A.12B
function, students write the function, sketch its graph, and y 5 a ? (1 – r) x, where r is the rate of decay.
then use the graph to answer a question about the problem
situation.
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Students begin by using what they know about exponential • Multiple representations such as tables,
functions to match four exponential equations to their graphs. equations, and graphs can be used to represent
Next, for a scenario based on exponential depreciation, students and compare exponential problem situations.
write the function, complete a table of values, and graph the • Graphs can be used to solve exponential
function. They recall how to solve an equation graphically by equations by graphing both sides of the equation
Powers and the graphing both sides of the equation and determining the point A.9B
and estimating the point of intersection.
Horizontal Line of intersection. They use this strategy to solve exponential A.9C
2 • A quantity increasing exponentially eventually 1
Interpreting Parameters in equations and answer questions about given scenarios. Given A.9D
exceeds a quantity increasing linearly.
a function that represents an annual increase in a mutual fund, A.11B
Context • Properties of exponential functions can be
students use the properties of exponents to rewrite the function
to reveal approximate equivalent rates for the monthly and compared using different representations.
quarterly increases. Finally, they use what they know about the • Transforming exponential functions into
structure of exponential equations to identify equations that equivalent forms can reveal different properties of
model a given situation and justify why others do not. the quantities represented.
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Table of Contents
Students model two savings scenarios, one with an exponential

function f(x) and one using a constant function g(x). They then • An exponential function and a constant function
create a third function h(x) 5 f(x) 1 g(x), graph all three functions can be added to create a third function that
on the same graph, and explain how they are related. For each is the sum of the two functions, resulting in a
of two new data sets, students create a scatter plot, write a graph that is a vertical translation of the original
regression equation, use the function to calculate output values, exponential function.
Savings, Tea, and and interpret the reasonableness of a prediction based upon
• Technology can be used to determine A.9A
Carbon Dioxide the scenario. For the first scenario, students are told to use
3 exponential regression equations to model real- A.9D 2
Modeling Using Exponential an exponential function to model the scenario; in the second
world situations. The regression equation can A.9E
scenario, students must decide if the scenario is best modeled
Functions then be used to make predictions.
by a linear or exponential function. The lesson concludes
with students making a list of contexts from this module and • Sometimes referring to the scenario or obtaining
generalizing what they have in common that identifies them as further information may be required to determine
best modeled by exponential functions. They also describe the whether a scatter plot is best modeled by a linear
shape of a scatter plot representing an exponential function and or exponential function.
sketch possible graphs of exponential functions.
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Students analyze a context involving the blood alcohol content

(BAC) of a driver and the driver’s relative probability of causing
an accident. Given BAC levels and their corresponding relative
probability, they calculate the likelihood that each given driver • Determining and using a regression equation is
causes an accident. Students are then given data from a study sometimes a step in the process of solving a more
BAC Is Bad News connecting BAC and the relative probability of causing an complex mathematical problem, rather than the
4 Choosing a Function to Model accident. They apply the relationship from the data to create a final solution. A.9E 2
Data model predicting the likelihood of a person causing an accident • The mathematical modeling process is
based on their BAC. They summarize their learning by writing an effective structure to solve complex
an article for a newsletter about the seriousness of drinking and mathematical problems.
driving. The lesson concludes with students connecting their
process in this lesson to the steps in the mathematical modeling
process.
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Table of Contents
4 Maximizing and Minimizing

Topic 1: Introduction to Quadratic Funtions
ELPS: 1.A, 1.B, 1.C, 1.D, 1.E, 1.G, 2.A, 2.C, 2.D, 2.G, 2.H, 2.I, 3.A, 3.B, 3.C, 3.D, 3.F, 3.G, 3H, 4.A, 4.B, 4.C, 4.D, 4.G, 4.H, 4.I, 4.J, 4.K, 5.B, 5.C, 5.E, 5.F
Students are introduced to quadratic functions through a • Quadratic functions can be used to model certain
sequence of pennies. They are then provided four different real-world situations.
contexts that can be modeled using quadratic functions. • The graph of a quadratic function is called
The first context involves area and is used to compare and a parabola.
contrast linear and quadratic relationships, to define the term • A parabola is a smooth curve with reflectional
parabola, and to begin identifying key characteristics of the symmetry.
graphs of quadratic functions. The second context involves
Up and Down or Down handshakes with a parabola that has a minimum. The third • A parabola has an absolute maximum or absolute
minimum point and an interval where it is A.6A
1 and Up context involves a function written in general form using the 3
increasing and an interval where it is decreasing. A.7A
vertical motion formula. The final context involves revenue
Exploring Quadratic Functions • A parabola has one y-intercept and at most two
and demonstrates that a quadratic function can be written
as the product of two linear functions. It is expected that x-intercepts.
students use technology to graph each function, allowing • The domain of a quadratic function is the set
them to explore the key characteristics of the graphs of of all real numbers. The range is a subset of
quadratic functions and interpret them in terms of their the real numbers that is limited based upon
corresponding context. Students will revisit these same the y-coordinate of the absolute maximum or
scenarios in the next lesson. absolute minimum point.
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Table of Contents
• A table of values representing a quadratic function

has constant second differences.
• A quadratic function may be written in general
form, f(x) 5 ax2 1 bx 1 c, where a Þ 0, and in
factored form, f(x) 5 a(x 2 r1) (x 2 r2), where a Þ 0.
Students revisit the four scenarios from the previous lesson • When the a-value of a quadratic function in
as a way to introduce equivalent quadratic equations with general form or factored form is positive, the
different structures to reveal different characteristics of graph opens upward and has an absolute
their graphs. They learn that a table of values represents a minimum; when the leading coefficient is
Endless Forms Most quadratic function if its second differences are constant. The negative, the graph opens downward and has an
absolute maximum. A.6A
Beautiful terms general form and factored form are defined. Students
2 A.6C 3
Key Characteristics of analyze the effect of the leading coefficient on whether • The vertex (or maximum/minimum) of a parabola
A.7A
the parabola opens up or down. They identify the axis of lies on its axis of symmetry. The axis of symmetry
Quadratic Functions r1 1 r2
symmetry and vertex for graphs using the equations in each
can be determined by the formula x 5  ______
2     from
form. Finally, students determine the x- and y-intercepts along
b
with intervals of increase and decrease, using a combination the factored form or by x 5 2 ___
2a   from the general
of technology, symmetry, and equations. form of the quadratic equation.
• In factored form, f (x) 5 a(x 2 r1)(x 2 r2), the values
of (r1, 0) and (r2 , 0) are the x-intercepts of the
quadratic function. In general form,
f (x) 5 ax2 1 bx 1 c, (0, c) is the y-intercept of the
quadratic function.
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Table of Contents

• A function g(x) of the form g (x) 5 f(x) 1 Dis a
vertical translation of the function f(x). The value
|D| describes the number of units the graph of
f(x) is translated up or down. If D . 0, the graph is
translated up; if D , 0, the graph is translated down.
• A function g(x) of the form g (x) 5 Af(x)is a vertical
Students are already familiar with the general shape of dilation of the function f(x). For | A| . 1, the graph
the graphs of quadratic functions, and they have studied is vertically stretched by a factor of A units; for 0,
transformations of linear functions. In this lesson, students |A| , 1, the graph vertically compresses by a factor
experiment with the quadratic function family. They expand of A units. For A , 0, the graph also reflects across
Parabolas in Motion their understanding of transformations to include quadratic the x-axis.
A.7A
3 Quadratic Function functions and interpret functions in the form • A function g(x) of the form g (x) 5 f(x 2 C) is a 2
A.7C
f (x) 5 A(x 2 C) 1 D. They distinguish between the effects of horizontal translation of the function f(x). The value
Transformations
changing values inside the argument of the function (the |C| describes the number of units the graph of
C-value) and changing values outside the function (the A- and f(x) is translated right or left. If C
. 0, the graph
D-values). Finally, students consider different ways to rewrite is translated to the right; if C
, 0, the graph is
and interpret equations of function transformations. translated to the left.
• A reflection across the x-axis can be expressed
using the notation(x, y) (x, 2y). It affects the
y-coordinate of each point on the graph.
• A reflection across the y-axis can be expressed
using the notation ( x, y) (2x, y). It affects the
x-coordinate of each point on the graph.
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Table of Contents

• The general transformation equation is
y 5 Af(B(x 2 C)) 1 D, where the A-value describes a
vertical dilation or reflection, the B-value describes a
horizontal dilation or reflection, the C-value describes
Students explore horizontal dilations (B-value transformations). a horizontal translation, and the D-value describes a
They sketch a graph of the transformation, compare vertical translation.
characteristics of the transformed graph with the graph of • Given f(x) 5 x2 as the basic quadratic function,
the basic function, and represent the transformation using reference points can be used to graph
coordinates. Students practice writing quadratic functions y 5 Af(B(x 2 C)) 1 Dsuch that any point (x, y) on f(x)
Keep It Moving A.6B
in vertex form, general form, and factored form and convert maps to the point ( __
  1 x 1 C, Ay 1 D).
B A.6C
4 Transformations of from one form to another to reveal properties of the function • The vertex form for a quadratic function is 3
A.7A
Quadratic Functions it defines. They identify the location of the zeros, the vertex, f(x) 5 a(x 2 h)2 1 k, where (h, k) is the location of A.7C
and the orientation of the parabola from the equation of the the vertex, and the sign of a indicates whether the
function. Students write quadratic equations in vertex form parabola opens upward or downward.
using the coordinates of the vertex and another point on the • A function written in equivalent forms can reveal
graph and in factored form using the zeros and another point different characteristics of the function it defines.
on the graph. • You can write a quadratic function in vertex form if
you know the coordinates of the vertex and another
point on the graph.
• You can write a quadratic function in factored form if
you know the zeros and another point on the graph.
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• The average rate of change of any function over

an interval is the slope of a linear function passing
through the beginning and end points of the interval.
Students complete a graphic organizer to compare quadratic • A quantity increasing exponentially
functions in standard form, factored form, and vertex form, eventually exceeds a quantity increasing
You Lose Some, You then analyze the properties of each form. Students then linearly or quadratically.
Lose Some answer questions and compare a linear, quadratic, and • The average rate of change of an increasing
exponential function. They compute some of the average exponential function will eventually exceed the A.7A
5 Comparing Functions Using 2
rates of change for the functions across different intervals average rate of change for an increasing linear A.7C
Key Characteristics and and then compare the change in the average rates of change and quadratic function.
Average Rate of Change across the different intervals. Quadratic equations in different • A function written in equivalent forms can reveal
forms are compared by identifying key characteristics of their different characteristics of the function it defines.
representations.
• Quadratic equations in different forms are
compared by identifying key characteristics of their
representations or by changing one representation
to match the other for comparison purposes.
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Table of Contents
Topic 2: Solving Quadratic Equations

ELPS: 1.A, 1.D, 1.E, 1.G, 2.C, 2.D, 2.G, 2.H, 2.I, 3.A, 3.B, 3.C, 3.D, 3.F, 3.I, 3.J, 4.A, 4.B, 4.C, 4.E, 4.G, 4.K, 5.A, 5.D, 5.E, 5.G
Students begin the lesson with an open-ended sort of

twelve mathematical expressions prior to being given
• A polynomial is a mathematical expression
the formal definitions regarding polynomials. The terms
involving the sum of powers in one or more
polynomial, monomial, binomial, trinomial, and degree of
variables multiplied by coefficients. A polynomial
a polynomial are defined. The graphs of two functions in
in one variable is the sum of terms of the form
context provide meaning to subtraction of functions and
axk, where a is any real number and k is a non-
introduce the concept of performing addition, subtraction,
negative integer. In general, a polynomial is of
and multiplication of polynomial functions. Students add and
the form a 1xk 1 a2 x k21 1 … 1 an x0.
subtract functions both graphically and algebraically within a
This Time, With context, and then focus on common errors and the concept • Polynomials with only one term are monomials.
Polynomials with exactly two terms are A.10A
Polynomials of closure of polynomials over addition and subtraction. Next,
1 binomials. Polynomials with exactly three terms A. 10B 3
Adding, Subtracting, and the focus turns to multiplication of polynomials. Students
are trinomials. A. 10D
revisit two contexts where they wrote functions as the product
Multiplying Polynomials
of two linear factors and now rewrite them in general form • Polynomials can be added, subtracted, and
using multiplication. Students compare two methods to multiplied using algebraic operations.
multiply polynomials: an area model and the Distributive • Polynomials are closed under addition,
Property. They then practice multiplying polynomials and subtraction, and multiplication.
conclude that polynomials are closed under the operation • The difference of two squares and perfect square
of multiplication. Finally, students investigate patterns in
trinomials are special products that can be
special products to recognize perfect square trinomials and
recognized when multiplying binomials.
the difference of two squares expressed both in their general
form and as the linear factors that produce them.
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• Factors of polynomials divide into a polynomial

Students analyze the graph of a quadratic function that without a remainder.
appears to have two real zeros. The Factor Theorem is stated, • Polynomial long division is an algorithm for
and a Worked Example demonstrates how to determine dividing one polynomial by another of equal or
whether a linear expression is a factor of the quadratic lesser degree.
function. Polynomial long division is introduced, and a Worked
The Great Divide Example is provided. Students perform polynomial long • The Factor Theorem states that a polynomial
2 function p(x) has x 2 r as a factor if and only if A.10C 2
Polynomial Division division to determine the linear function that is the other
factor, and they use this information to determine the zeros the value of the function at r is 0, or p(r) 5 0.
and rewrite the quadratic function as a product of linear • The Remainder Theorem states that when any
factors. The Remainder Theorem is stated, and students polynomial equation or function f(x) is divided
use this theorem to answer questions involving polynomial by a linear expression of the form (x 2 r), the
division with remainders. remainder is R 5 f(r), or the value of the function
when x 5 r.
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Table of Contents
• Every whole number has two square roots, a

positive principal square root and a negative
square root.
• A quadratic function is a polynomial of degree 2.
Students investigate how to solve quadratic equations using Thus, a quadratic function has two zeros or two
graphs and writing solutions in terms of their respective solutions at f(x) 5 0. If both solutions are the
distances from the axis of symmetry. They also use their same, the quadratic function is said to have a
knowledge of square roots to solve basic quadratic equations double zero.
algebraically. The axis of symmetry is used to express • The x-coordinates of the x-intercepts of a graph
solutions to basic quadratic equations, with solutions situated of a quadratic function are called the zeros of the A.7A
Solutions, Plus or Minus symmetrically to the right and to the left of the vertical line. quadratic function. The zeros are called the roots A.7B
Students also identify double roots, estimate square roots, and of the quadratic equation.
3 Representing Solutions to A.8A 2
extract perfect roots where possible. They show graphically
Quadratic Equations • The real solutions to a quadratic equation can A.10F
that a quadratic function is the product of two linear functions,
be represented as the x-value of the axis of A.11A
and use the Zero Product Property to explain that the zeros
symmetry plus or minus a constant.
of a quadratic function are the same as the zeros of its linear
factors. Students also generalize what they know about the • The Zero Product Property states that if the
difference of two squares to rewrite any quadratic in the form product of two or more factors is equal to zero,
f(x) 5 ax2 – cas the product of two linear factors, including when then at least one factor must be equal to zero.
a and c are not perfect square numbers. Therefore, the zeros of a quadratic function are
the same as the zeros of its linear factors.
• Any quadratic function in the form f (x) 5 ax2 2 ccan
be__rewritten __ __
as the __product of two linear factors,
(√
 a  x 1 √  c ) .
 c ) (√ a  x 2 √
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• The solutions to a quadratic equation can

In the previous lesson, students solved quadratic functions of be represented as the x-value of the axis of
the form f(x) 5 ax2 2 c. In this lesson, they learn to determine symmetry plus or minus a constant.
the roots of any quadratic function written in vertex form. • A quadratic function written in the form
Students make sense of the solution process as they analyze f(x) 5 a(x 2 h)2 1 k, where a Þ 0, is in vertex form.
Transforming Solutions increasingly complex transformations of the basic quadratic A.7A
• The solutions for a quadratic equation
__
of the
4 Solutions to Quadratic function, from y 5 (x 2 c)2, to y 5 a(x 2 c)2, to y 5 a(x 2 c)2 1 d. For A.7C 2
 y  .
form y 5 (x 2 c)2 are x 5 c 6 √
Equations in Vertex Form each form of the function, they solve equations and generalize A.8A
about the solutions. Students also learn that a quadratic • The solutions for a quadratic equation
__
of the
y
function can have one unique real zero, two real zeros, or no form y 5 a(x2 c)2 are x 5 c 6 __
  a   .
real zeros, and how the number of real zeros relates to the
√ 
• The solutions for a quadratic equation _____of the
graph of the function. y2d
form y 5 a(x 2 c)2 1 d are x 5 c 6  ______   
  a  . 
√
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Table of Contents
• One method of solving quadratic equations in

the form y 5 ax2 1 bx 1 cis to set the equation
equal to zero, factor the trinomial expression,
and use the Zero Product Property to determine
Students learn to solve quadratic equations of the form
the roots.
y 5 ax2 1 bx 1 c. First, they factor trinomials using a
multiplication table, and then solve quadratic equations by • Completing the square is a method for rewriting
factoring and using the Zero Product Property. Students a quadratic equation in the form y 5 ax2 1 bx 1 c
are introduced to the method of completing the square as a quadratic equation in vertex form.
both conceptually and procedurally. They practice solving • When a quadratic equation in the form
The Missing Link y 5 ax2 1 bx 1 cis not factorable, completing the A.7A
equations that are not factorable by completing the square.
5 Factoring and Completing the Students analyze a Worked Example that converts a quadratic square is an alternative method of determining A.8A 3
Square the roots of the equation. A.10E
equation in general form, y 5 ax2 1 bx 1 cinto vertex form,
proving that the vertex of any quadratic equation is located • Completing the square is a useful method for
b b2 ___ converting a quadratic function written as
2 ___
at ( 2a  ,  c 2   4a   ). Students complete the square to rewrite f (x) 5 ax2 1 bx 1 c to vertex form for graphing
equations in vertex form, graph the function, and identify the purposes and determining the maximum or
zeros in terms of the axis of symmetry. minimum in problem situations.
• Given a quadratic equation in the form
y 5 ax2 1 bx 1 c, the vertex of the function is
b b2
located at (x, y) such that x 5 2 ___ 5 c 2 __
2a   and x   4a   .
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__________
2b 6√
 b  2 2 4ac  
________________
• The Quadratic Formula, x 5      2a  , can
be used to calculate the solutions to any quadratic
equation written in general form, f (x) 5 ax 2 1 bx 1
Students are guided through a Worked Example to derive the c, where a, b, and c represent real numbers and
Quadratic Formula. They then use the Quadratic Formula to a Þ 0. _________
Ladies and Gents, Please solve problems in and out of context and analyze common   2 2 4ac  
√b
• On the graph of a quadratic function, 6   _________ 2a    
is A.7A
Welcome the Quadratic student errors. They connect the terms of the Quadratic 2b
6 the distance from ( ___
  2a  , 0)to each root. A.8A 3
Formula! Formula to its symmetric graph and repeat the process with
• When a quadratic equation is in the form, A.11A
numeric solutions. The term discriminant is defined, and
The Quadratic Formula students use the discriminant to identify the number of real ax 2 1 bx 1 c 5 0, where a, b, and c represent real
numbers and a Þ 0 the discriminant is b2 2 4ac.
roots for a quadratic equation.
When b 2 2 4ac , 0, the quadratic equation has
no real roots. When b 2 2 4ac 5 0, the quadratic
equation has one real root. When b 2 2 4ac . 0,
the quadratic equation has two real roots.
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Table of Contents
Students begin the lesson by determining a quadratic • Some data in context can be modeled by a quadratic
Fit This Model regression equation to model a set of data and use the regression equation. The regression equation can A.6A
7 Using Quadratic Functions to regression equation to make predictions. Throughout the be used to make predictions; however, there may A.7A 1
Model Data lesson, students identify the independent and dependent be limitations on the domain depending on the A.8B
quantities and domain and range of functions. context.
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Table of Contents
End of Course Topic

Formative Assessment
ELPS: 1.A, 1.B, 1.C, 1.E, 1.G, 2.A, 2.B, 2.D, 2.E, 2.G, 2.H, 2.I, 3.A, 3.B, 3.D, 3.E, 3.F, 3.G, 3.H, 3.I, 3.J, 4.E, 4.F, 4.G, 4.H, 4.J, 5.B, 5.C, 5.D, 5.F, 5.G

y 5 mx 1 b, where m is the slope, or constant
rate of change, of the line and (0, b) is the
y-intercept of the line.
• In order to write an equation for a graphed line
in the form y 5 mx 1 b, the slope and y-intercept
Students are provided with three different health club must be determined from the graph. The y-intercept
payment plan representations: one graph, one table, and one can be determined from a graph as the point that
verbal description. Students must define variables and write intersects the y-axis at (0, b). The slope of a graphed
Health Club a linear equation in the form y 5 mx 1 bto represent each line can be calculated by selecting two points on
the line and using the slope formula or the ratio A.2B
health club’s payment plan. They explain what the slope and
1 Payment Plans of the change in vertical distance to the change in A.2C 2
y-intercept of each equation means in terms of the problem
horizontal distance between the two points. A.3B
Performance Task situation. Then, based on the provided information of three
friends looking to join a health club for different lengths of • If a table represents a linear function, the slope, or
time, students provide advice to each friend on which health rate of change, is constant between all given points.
club they should join for the better deal. • The y-intercept can be determined from a table of
values that represents a linear function. The slope
can be used to work backwards tox 5 0in the table
which represents the y-intercept. Or the slope and
one point (x, y) from the table can be substituted
into y 5 mx 1 bto determine the value of b, the
y-intercept.
MATHia 1

Table of Contents
• Real-world situations modeling linear relationships

can be expressed as an equation written in slope-
intercept form, y 5 mx 1 b, where m is the slope,
constant rate of change, and b is the y-intercept, or
initial value when x 5 0.
• Linear relationships can be modeled using graphs,
tables, contexts, and equations.
Students are given information about two admission pricing • Linear equations can be used to answer questions
options for a taco festival. They are asked to determine which for the problem situations that they represent.
option Derick should choose if he wants to order a given • The substitution method is a process for solving a
number of tacos, has a given amount to spend, when the system of equations. It is an alternative method to
Taco Festival VIP option and general admission cost the same, and when graphing, especially when the solution is difficult to A.2I
2 each pricing option is cheaper for Derick. To answer these read from a graph. A.3F 2
Performance Task questions, students must write an equation to represent each A.5C
• Problem situations can be expressed using systems
option and graph the equations. Students must then interpret of equations and solved for unknown quantities
the graph and use their equations to answer the questions. using substitution methods.
They must solve the system algebraically and interpret the
• Lines intersecting at a single point generally describe
solution in terms of the problem situation.
a system of equations in which each linear equation
has a different slope and there is one solution.
However, the point of intersection, or solution, must
be interpreted in terms of the problem situation
the system of equations represents. Sometimes the
point of intersection does not make sense and this
could result in the problem situation not having a
real-world solution to the system.
MATHia 1
• The family of linear functions includes functions of the

form f (x) 5 ax 1 b, where a and b are real numbers.
Randy is given three different compensation plans for
three different job offers. One plan can be modeled by a • The family of exponential functions includes
linear function, one by a quadratic function, and one by an functions of the formf(x) 5 a ? bx 1 c, where a, b,
exponential function. Students must use tables, equations, and c are real numbers, and b is greater than 0 but A.2C
and graphs to represent each compensation plan. They is not equal to 1. A.3C
Randy's Raises must also identify the function family that models each • The family of quadratic functions includes functions A.6C
3 2
Performance Task compensation plan and explain their reasoning for their of the formf(x) 5 ax2 1 bx 1 c, where a, b, and c are A.7A
decision. Students must determine which compensation real numbers, and a is not equal to 0. A.9C
plan offers the greatest monthly pay to Randy for different • A linear function, a quadratic function, and an A.9D
numbers of months. Finally, they must recommend what plan exponential function can be represented with tables,
would be best if Randy wants to retire early. graphs, and equations, which can be used to answer
questions for problem situations.
MATHia 1

Table of Contents
• A correlation is a measure of how well a regression

model fits a data set.
• The correlation coefficient, r, is a value between
21 and 1 that indicates the type (positive or
negative) of association and the strength of the
relationship. Values close to 1 or 21 demonstrate
a strong association, while a value of 0 signifies no
Students are given the undergraduate tuition and fees of association.
three institutions of higher education for seven years. They • The coefficient of determination, r2, represents the
must use the data to predict which college will be most percentage of variation of the observed values of
expensive by the time a child born in October 2017 will be the data points from their predicted values.
A.4A
Undergraduate Tuition ready to attend college. Students use technology to write • The r-value, r2-value, table of values, scatter plot, and A.4C
4 a linear, quadratic, or exponential function that provides context are all helpful in determining the function 2
Performance Task A.8B
the best fit to the data for each institution. They represent that best fits a data set. Technology can be used A.9E
each institution with a scatter plot and graph of the best fit to determine linear, quadratic, and exponential
regression equation and use these representations to decide regression equations to model real-world situations.
which college would be most expensive for the child born in The regression equation can then be used to make
October 2017. predictions; however, there may be limitations on
the domain depending on the context.
• The shape of a scatter plot, the scenario it models,
and the value of the correlation coefficient or
the coefficient of determination help determine
whether a data set is best modeled by a linear,
quadratic, or exponential function.
MATHia 1

Algebra 1
Texas Essential Knowledge and Skills (TEKS) Overview
This document provides an overview of the TEKS coverage in the Texas Math Solution for Algebra 1.
A.2D
A.2B
A.2C
A.2A
A.2E
Module Topic L# Lesson Title Lesson Subtitle
1 A Picture Is Worth a Thousand Words Understanding Quantities and Their Relationships

Topic 1: 2 A Sort of Sorts Analyzing and Sorting Graphs

Quantities and
Relationships 3 F of X Recognizing Functions and Function Families
4 Function Families for 2000, Alex Recognizing Functions by Characteristics
1 Is There a Pattern Here? Recognizing Patterns and Sequences
Topic 2: 2 The Password Is . . . Operations! Arithmetic and Geometric Sequences
Sequences 3 Did You Mean: Recursion? Determining Recursive and Explicit Expressions from Contexts
4 3 Pegs, N Discs Modeling Using Sequences
Topic 3: Linear 1 Like a Glove Least Squares Regressions
Regressions 2 Gotta Keep It Correlatin’ Correlation
Making Connections Between Arithmetic Sequences
1 Connecting the Dots
and Linear Functions
2 What’s the Point? Point-Slope Form of a Line
3 The Arts Are Alive Using Linear Equations •
Module 2: Exploring Constant Change
Topic 1: Linear 4 Fun Functions, Linear Ones Making Sense of Different Representations of a Linear Function • •
Functions
5 Move It! Transforming Linear Functions •
6 Get a Move On! Vertical and Horizontal Transformations of Linear Functions
7 Amirite? Determining Slopes of Perpendicular Lines
8 Making a Connection Comparing Linear Functions in Different Forms
Topic 2: Linear 1 Strike a Balance Solving Linear Equations

Equations and 2 It’s Literally About Literal Equations Literal Equations
Inequalities 3 Not All Statements Are Made Equal Modeling Linear Inequalities
1 The County Fair Using Substitution to Solve Linear Systems
2 Double the Fun Using Graphs to Solve Systems of Equations
Topic 3:
Systems of 3 The Elimination Round Using Linear Combinations to Solve a System of Linear Equations
Equations and 4 Throwing Shade Graphing Inequalities in Two Variables
Inequalities
5 Working with Constraints Systems of Linear Inequalities
6 Working the System Solving Systems of Equations and Inequalities
1 It’s a Generational Thing Properties of Powers with Integer Exponents
Topic 1:
Module 3: Investigating
Introduction 2 Show What You Know Analyzing Properties of Powers

to Exponential 3 A Constant Ratio Geometric Sequences and Exponential Functions
and Decay
Functions
Growth
4 The Power Within Rational Exponents and Graphs of Exponential Functions

1 Uptown and Downtown Exponential Equations for Growth and Decay
Topic 2: Using 2 Powers and the Horizontal Line Interpreting Parameters in Context
Exponential
Equations 3 Savings, Tea, and Carbon Dioxide Modeling Using Exponential Functions
4 BAC Is Bad News Choosing a Function to Model Data
1 Up and Down or Down and Up Exploring Quadratic Functions
2 Endless Forms Most Beautiful Key Characteristics of Quadratic Functions
Module 4: Maximizing and Minimizing
Topic 1:
Introduction 3 Parabolas in Motion Quadratic Function Transformations
to Quadratic 4 Keep It Moving Transformations of Quadratic Functions
Functions
Comparing Functions Using Key Characteristics and Average
5 You Lose Some, You Lose Some
Rate of Change
1 This Time, With Polynomials Adding, Subtracting, and Multplying Polynomials
2 The Great Divide Polynomial Division
3 Solutions, Plus or Minus Representing Solutions to Quadratic Equations
Topic 2: Solving
Quadratic 4 Transforming Solutions Solutions to Quadratic Equations in Vertex Form
Equations 5 The Missing Link Factoring and Completing the Square
Ladies and Gents, Please Welcome the
6 The Quadratic Formula
Quadratic Formula!
7 Fit This Model Using Quadratic Functions to Model Data
1 Health Club Payment Plans Performance Task • •
Course
2 Taco Festival Performance Task

End of
Formative
Assessment 3 Randy’s Raises Performance Task •
4 Undergraduate Tuition Performance Task

FM-52 • Content and Alignment

Green column indicates Readiness Standard
White column indicates Supporting Standard
indicates standard partially covered within the lesson
• indicates standard fully covered within the lesson
A.12.D
A.10D
A.10B
A.11B
A.12B
A.10C
A.12C
A.10A
A.11A
A.12A
A.10E
A.12E
A.10F
A.2G
A.3G
A.2H
A.3H
A.9D
A.3D
A.6B
A.7B
A.8B
A.9B
A.9C
A.3B
A.4B
A.5B
A.6C
A.7C
A.3C
A.4C
A.5C
A.8A
A.9A
A.6A
A.7A
A.3A
A.4A
A.5A
A.9E
A.3E
A.2F
A.3F
A.2I
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TEKS Overview • FM-53

A.2G
A.3G
A.2H
A.3H
A.2D
A.3D
A.2B
A.3B
A.2C
A.3C
A.2A
A.3A
A.4A
A.2E
A.3E
A.2F
A.3F
A.2I
Algebra 1 TEKS Summary by Module and Topic
Module 1 TEKS Summary • • •

M1 Topic 1 TEKS Summary • •
M1 Topic 2 TEKS Summary
A.2G
A.3G
A.2H
A.3H
A.2D
A.3D
A.2B
A.3B
A.2C
A.3C
A.3A
A.4A
A.2A
A.2E
A.3E
A.2F
A.3F
A.2I
Module 2 TEKS Summary • • • • • • • • • • • • • • • • •
M2 Topic 1 TEKS Summary • • • • • • • • • • • •
M2 Topic 2 TEKS Summary •
M2 Topic 3 TEKS Summary • • • • • • • •
A.2G
A.3G
A.2H
A.3H
A.2D
A.3D
A.2B
A.3B
A.2C
A.3C
A.4A
A.2A
A.3A
A.2E
A.3E
A.2F
A.3F
A.2I
Module 3 TEKS Summary • •

A.2G
A.3G
A.2H
A.3H
A.2D
A.3D
A.2B
A.3B
A.2C
A.3C
A.2A
A.3A
A.4A
A.2E
A.3E
A.2F
A.3F
Module 4 TEKS Summary A.2I

A.2G
A.3G
A.2H
A.3H
A.2D
A.3D
A.2B
A.3B
A.2C
A.3C
A.2A
A.3A
A.4A
A.2E
A.3E
A.2F
A.3F
A.2I
End of Course: Formative Assessment • • • • • • •

A.2G
A.3G
A.2H
A.3H
A.2D
A.3D
A.2B
A.3B
A.2C
A.3C
A.4A
A.2A
A.3A
A.2E
A.3E
A.2F
A.3F
A.2I
Algebra 1 TEKS Summary by Module
Module 1 TEKS Summary • • •

Module 2 TEKS Summary • • • • • • • • • • • • • • • • •
Module 3 TEKS Summary • •
Module 4 TEKS Summary
End of Course: Formative Assessment • • • • • • •

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A.4B A.4B A.4B A.4B A.4B A.4B
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A.4C A.4C A.4C A.4C A.4C A.4C
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A.5A A.5A A.5A A.5A A.5A A.5A
A1_FM_TIG_Vol 1.indd 55
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A.9E A.9E A.9E A.9E A.9E A.9E
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A.10A A.10A A.10A A.10A A.10A A.10A
•
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A.10B A.10B A.10B A.10B A.10B A.10B
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A.10C A.10C A.10C A.10C A.10C A.10C
•
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A.10D A.10D A.10D A.10D A.10D A.10D
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A.10E A.10E A.10E A.10E A.10E A.10E
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A.10F A.10F A.10F A.10F A.10F A.10F
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A.11A A.11A A.11A A.11A A.11A A.11A
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A.11B A.11B A.11B A.11B A.11B A.11B
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A.12A A.12A A.12A A.12A A.12A A.12A
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A.12B A.12B A.12B A.12B A.12B A.12B

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A.12C A.12C A.12C A.12C A.12C A.12C
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A.12.D A.12.D A.12.D A.12.D A.12.D A.12.D

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A.12E A.12E A.12E A.12E A.12E A.12E
TEKS Overview • FM-55
6/8/21 7:26 PM
Algebra 1
English Language Proficiency Standards (ELPS) Overview
This document provides an overview of the ELPS coverage in the Texas Math Solution for Algebra 1.
1.D
1.B
1.C
1.A
Module Topic L# Lesson Title Lesson Subtitle
1 A Picture Is Worth a Thousand Words Understanding Quantities and Their Relationships • •
Topic 1:
Quantities and
2 A Sort of Sorts Analyzing and Sorting Graphs • •
Relationships 3 F of X Recognizing Functions and Function Families • •
4 Function Families for 2000, Alex Recognizing Functions by Characteristics • •
1 Is There a Pattern Here? Recognizing Patterns and Sequences • •
Topic 2: 2 The Password Is . . . Operations! Arithmetic and Geometric Sequences • •
Sequences 3 Did You Mean: Recursion? Determining Recursive and Explicit Expressions from Contexts • •
4 3 Pegs, N Discs Modeling Using Sequences • •
Topic 3: Linear 1 Like a Glove Least Squares Regressions • •
Regressions 2 Gotta Keep It Correlatin’ Correlation • •
Making Connections Between Arithmetic Sequences and Linear
1 Connecting the Dots
Functions • • •
2 What’s the Point? Point-Slope Form of a Line? • • •
3 The Arts Are Alive Using Linear Equations • • •
Topic 1: Linear 4 Fun Functions, Linear Ones Making Sense of Different Representations of a Linear Function • • •
Module 2: Exploring Constant Change
Functions
5 Move It! Transforming Linear Functions • • •
6 Get a Move On! Vertical and Horizontal Transformations of Linear Functions • • •
7 Amirite? Determining Slopes of Perpendicular Lines • • •
8 Making a Connection Comparing Linear Functions in Different Forms • • •
Topic 2: Linear 1 Strike a Balance Solving Linear Equations • • •
Equations and 2 It’s Literally About Literal Equations Literal Equations • • •
Inequalities 3 Not All Statements Are Made Equal Modeling Linear Inequalities • • •
1 The County Fair Using Substitution to Solve Linear Systems • • •
2 Double the Fun Using Graphs to Solve Systems of Equations • • •
Topic 3: Using Linear Combinations to Solve a System of Linear
Systems of 3 The Elimination Round
Equations • • •
Equations and
Inequalities
4 Throwing Shade Graphing Inequalities in Two Variables • • •
5 Working with Constraints Systems of Linear Inequalities • • •
6 Working the System Solving Systems of Equations and Inequalities • • •
Topic 1:
1 It’s a Generational Thing Properties of Powers with Integer Exponents • •
Module 3: Investigating
Introduction 2 Show What You Know Analyzing Properties of Powers • • •

Growth and Decay
to Exponential 3 A Constant Ratio Geometric Sequences and Exponential Functions • • •

Functions
4 The Power Within Rational Exponents and Graphs of Exponential Functions • •
1 Uptown and Downtown Exponential Equations for Growth and Decay • •
Topic 2: Using
Exponential
2 Powers and the Horizontal Line Interpreting Parameters in Context • • •
Equations 3 Savings, Tea, and Carbon Dioxide Modeling Using Exponential Functions • •
4 BAC Is Bad News Choosing a Function to Model Data • •
1 Up and Down or Down and Up Exploring Quadratic Functions • • •
2 Endless Forms Most Beautiful Key Characteristics of Quadratic Functions • •
Module 4: Maximizing and Minimizing
Topic 1:
Introduction 3 Parabolas in Motion Quadratic Function Transformations • •
to Quadratic
Funtions
4 Keep It Moving Transformations of Quadratic Functions • •
Comparing Functions Using Key Characteristics and Average
5 You Lose Some, You Lose Some
Rate of Change • • •
1 This Time, With Polynomials Adding, Subtracting, and Multplying Polynomials • •
2 The Great Divide Polynomial Division • •
Topic 2: Solving
3 Solutions, Plus or Minus Representing Solutions to Quadratic Equations • •
Quadratic 4 Transforming Solutions Solutions to Quadratic Equations in Vertex Form • •
Equations 5 The Missing Link Factoring and Completing the Square • •
Ladies and Gents, Please Welcome the
6
Quadratic Formula!
The Quadratic Formula • •
7 Fit This Model Using Quadratic Functions to Model Data • •
1 Health Club Payment Plans Performance Task • • •
• • •
Course
2 Taco Festival Performance Task

End of
Formative
Assessment 3 Randy’s Raises Performance Task • • •
4 Undergraduate Tuition Performance Task • • •

1.G
2.G
3.G
4.G
5.G
1.H
2.H
3.H
4.H
2.D
3.D
4.D
5.D
2.B
3.B
4.B
5.B
2.C
3.C
4.C
5.C
2.A
3.A
4.A
5.A
4.K
1.E
2.E
3.E
4.E
5.E
1.F
2.F
3.F
4.F
5.F
2.I
3.I
4.I
3.J
4.J
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ELPS Overview • FM-57

1.G
2.G
1.H
2.H
1.D
2.D
1.B
2.B
1.C
2.C
3.A
1.A
2.A
Algebra 1 ELPS Summary by Module and Topic
1.E
2.E
1.F
2.F
2.I
Module 1 ELPS Summary • • • • • • • •
M1 Topic 1 ELPS Summary • • • • • • • •
1.G
2.G
1.H
2.H
1.D
2.D
1.B
2.B
1.C
2.C
1.A
2.A
3.A
1.E
2.E
1.F
2.F
2.I
Module 2 ELPS Summary • • • • • • • • • • • •
M2 Topic 1 ELPS Summary • • • • • • • • • • • •
M2 Topic 3 ELPS Summary • • • • • • • • •
1.G
2.G
1.H
2.H
1.D
2.D
1.B
2.B
1.C
2.C
1.A
2.A
3.A
1.E
2.E
1.F
2.F
2.I
M3 Topic 2 ELPS Summary • • • • • • • • • • •
1.G
2.G
1.H
2.H
1.D
2.D
1.B
2.B
1.C
2.C
1.A
2.A
3.A
1.E
2.E
1.F
2.F
2.I
Module 4 ELPS Summary • • • • • • • • • • • • •
M4 Topic 1 ELPS Summary • • • • • • • • • • • • •
M4 Topic 2 ELPS Summary • • • • • • • • • •
1.G
2.G
1.H
2.H
1.D
2.D
1.B
2.B
1.C
2.C
1.A
2.A
3.A
1.E
2.E
1.F
2.F
2.I
End of Course: Formative Assessment • • • • • • • • • • • • •
1.G
2.G
1.H
2.H
1.D
2.D
1.B
2.B
1.C
2.C
1.A
2.A
3.A
Algebra 1 ELPS Summary by Module
1.E
2.E
1.F
2.F
2.I
Module 1 ELPS Summary • • • • • • • •
Module 4 ELPS Summary • • • • • • • • • • • • •
End of Course: Formative Assessment • • • • • • • • • • • • •
1.G
2.G
1.H
2.H
1.D
2.D
1.B
2.B
1.C
2.C
1.A
2.A
3.A
Algebra 1 ELPS Course Summary
1.E
2.E
1.F
2.F
2.I
Algebra 1 ELPS Course Summary • • • • • • • • • • • • • • • • • •

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A1_FM_TIG_Vol 1.indd 59
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3.D 3.D 3.D 3.D 3.D 3.D 3.D
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3.E 3.E 3.E 3.E 3.E 3.E 3.E
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3.F 3.F 3.F 3.F 3.F 3.F 3.F
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3.G 3.G 3.G 3.G 3.G 3.G 3.G
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3.H 3.H 3.H 3.H 3.H 3.H 3.H
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3.I 3.I 3.I 3.I 3.I 3.I 3.I
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4.G 4.G 4.G 4.G 4.G 4.G 4.G
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4.H 4.H 4.H • 4.H 4.H 4.H 4.H
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4.K 4.K 4.K 4.K 4.K 4.K 4.K
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5.A 5.A 5.A 5.A 5.A 5.A 5.A
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5.B 5.B 5.B 5.B 5.B 5.B 5.B
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5.G 5.G 5.G 5.G 5.G 5.G 5.G
ELPS Overview • FM-59
6/8/21 7:26 PM
CONNECTING
CONTENT AND PRACTICE
Each lesson of the Texas Math Solution has the same

structure. This consistency allows both you and your
students to track your progress through each lesson.
Key features of each lesson are noted.
Lesson Structure
ENGAGE
LESSON STRUCTURE
Establishing
Mathematical Each lesson has the same structure. Key features are noted.
Goals to Focus 1. Learning Goals
Learning Learning goals are
1
stated for each lesson
Create a classroom to help you take
climate of ownership of the
learning objectives.
collaboration
and establish the A Picture Is Worth 2. Connection
Each lesson begins
learning process as a a Thousand Words with a statement
connecting what you
partnership between Understanding Quantities and Their Relationships have learned with a
question to ponder.
you and students.
Return to this question
at the end of this
Communicate Learning Goals 1 lesson to gauge your
Warm Up understanding.
continuously with Emma bought a new video game. The
graph shown describes the number of
• Understand quantities and their relationships with
each other.
students about the hours Emma spent playing the game
over a period of 7 days.
• Identify the independent and dependent quantities
for a scenario.
learning goals of the y

• Match a graph with an appropriate scenario.
• Use a reasonable scale for a graph modeling
lesson to encourage 7
6
a scenario.
• Identify key characteristics of graphs.
self-monitoring of
5
4 • Describe similarities and differences between pairs
3 of graphs and scenarios.
their learning.
2
1
0
x
Key Terms
1 2 3 4 5 6 7
• dependent quantity
1. Label the axes. • independent quantity
Visit the Texas Support 2. What does the highest point on
Center for additional

the graph represent with respect
to the scenario? The lowest point?
guidance on how to
foster a classroom
You have analyzed graphs of relationships and identified important features such as intercepts
2 and slopes. How can the key characteristics of a graph tell a story?
environment
that promotes LESSON 1: A Picture Is Worth a Thousand Words • 1
collaboration and
communication. A1_M01_T01_L01_Student_Lesson.indd 1 3/24/21 4:56 PM
Lesson Structure • FM-13
A1_FM_SE_V1.indd 13 6/3/21 5:26 PM
FM-60 • Connecting Content and Practice

Mathematics is the science of patterns. So, we encourage students throughout
this course to notice, test, and interpret patterns in a variety of ways—to put
their “mental tentacles” to work in every lesson, every activity. Our hope is
that this book encourages you to do the same for your students, and create
an environment in your math classroom where productive and persistent
learners develop and thrive.
Josh Fisher, Instructional Designer
Activating Student
Thinking
Your students enter
each class with varying
degrees of experience
and mathematical
success. The focus
of the Getting Started
is to tap into prior
3. Getting Started
knowledge and
Each lesson begins real-world experiences,
with Getting Started. 3 GETTING STARTED
When working on to generate curiosity,
Getting Started,
use what you know
What Comes First? and to plant seeds for
about the world, what
Have you ever planned a party? You may have purchased ice, gone grocery
shopping, selected music, made food, or even cleaned in preparation. Many deeper learning. Pay
you have learned
previously, or your
times, these tasks depend on another task being done first. For instance,
you wouldn’t make food before grocery shopping, now would you? particular attention to
intuition. The goal is
just to get you thinking
When one quantity
depends on another
Consider the two quantities that are changing in each relationship. the strategies students
and ready for what's in a problem
situation, it is said to
• the number of movie tickets purchased and the total cost use, for these strategies
to come.
be the dependent
quantity. The
• the number of eggs used and the number of cakes baked reveal underlying
quantity it depends
upon is called the
• the number of students in attendance at school and the number of thought processes and
present opportunities
lunches served
independent
quantity.
• the number of hours driven and the number of miles to a
vacation destination for connections as
• the number of minutes a swimming pool is filled with water and the
number of gallons of water in the swimming pool
students proceed
through the lesson.
1. Circle the independent quantity and underline the dependent
quantity in each relationship.
Supporting English
Language Learners
2. Describe how you can determine which quantity is independent Visit the Texas Support
Center for facilitation
and which quantity is dependent in any problem situation.
strategies to support
students at varying
levels of language
proficiency as they
2 • TOPIC 1: Quantities and Relationships
complete the Getting
Started activities in
each lesson.
A1_M01_T01_L01_Student_Lesson.indd 2 3/24/21 4:56 PM
FM-14 • Lesson Structure
A1_FM_SE_V1.indd 14 6/3/21 5:26 PM
Connecting Content and Practice • FM-61

DEVELOP
Aligning Teaching
to Learning 4. Activities
Students learn when AC T I V I T Y
Connecting Scenarios and
You are going to build
a deep understanding
4
they are actively 1.1 Their Graphs of mathematics
through a variety
engaged in a task: While a person can describe the monthly cost to operate a business, of activities in an
reasoning about the environment where
or talk about a marathon pace a runner ran to break a world record,
graphs on a coordinate plane enable people to see the data. Graphs relay
information about data in a visual way. collaboration and
math, writing their You can use lines or smooth curves to represent relationships between
conversations are
important and
solutions, justifying
points on a graph. In some problem situations, all the points on the line
will make sense. In other problem situations, not all the points will make
sense. So, when you model a relationship with a line or a curve, it is up
expected.
their strategies, to you to consider the situation and interpret the meaning of the data
values shown. You will learn how to
AC T I V I T Y
Comparing and Contrasting
and sharing their x.x
1.2 activity_H1
Graphs
This activity includes six scenarios and six graphs that are located at the
end of the lesson.
Think
solve new problems,
but you will also learn
knowledge with peers. Now
1. Read each scenario. that you have
Determine thematched a graph
independent with the appropriate problem
and
about:
why those strategies
situation,
dependent quantities. Thenlet’s go back
match andscenario
each examine to
all its
the graphs. Be sure to include
the appropriate units
work and how they
corresponding graph. Glue the graph next to the scenario. of measure for each are connected to
Support productive 1. What
For each graph, label the x-similarities
and y-axis do you
with notice
the in the graphs? quantity.
appropriate
quantity and a reasonable scale, and then interpret the Think other strategies you
struggle by allowing already know.
meaning of the origin.
about:
Music Club
students time to Remember:

Look closely when
Jermaine loves music. He can lip sync almost any song at a moment’s analyzing the graphs.
notice. He joined Songs When I Want Them, an online music store. By What do you see?
• It's not just about
engage with and
2. Whatcan
becoming a member, Jermaine differences do you
purchase just notice
about in the
any song he graphs?
wants. Jermaine pays $1 per song.
answer-getting.
persevere through the • independent quantity: The process
is important.
mathematics. 3. How did you label the independent and dependent quantities in • Making mistakes
each graph?
• dependent quantity: are a critical part
Support student-toof learning, so
take risks.
student discourse as LESSON 1: A Picture Is Worth a Thousand Words • 3
• There is often
well as whole-class 4. Analyze each graph from left to right. Describe any graphical
characteristics you notice.
more than one way
to solve a problem.
conversations that A1_M01_T01_L01_Student_Lesson.indd 3 3/24/21 4:56 PM
Activities may include

elicit and use evidence real-world problems,
sorting activities,
of student thinking. worked examples,
or analyzing sample
student work.
LESSON 1: A Picture Is Worth a Thousand Words • 7 Be prepared to

share your solutions
and methods with
your classmates.
A1_FM_SE_V1.indd 15 6/3/21 5:26 PM
Supporting English Language Learners

Visit the Texas Support Center for facilitation strategies to support
students at varying levels of language proficiency as they engage in
mathematical discourse throughout each lesson.

DEMONSTRATE
Ongoing Formative
5. Talk the Talk Assessment Drives
Talk the Talk gives
you an opportunity Instruction
to reflect on the main
ideas of the lesson.
5 TALK the TALK
NOTES
For students to take
• Be honest with A Writer and a Mathematician responsibility for
yourself.
1. Write a scenario and sketch a graph to describe a possible
their own learning,
• Ask questions to
clarify anything
trip to school.
they need to be
you don't Scenario Graph
encouraged to
understand.
• Show what
self-assess. Students
you know! can use the Talk the
Don't forget to revisit
the question posed
Talk to monitor their
on the lesson opening own progress towards
page to gauge your
understanding. mastering the learning
2. Describe the meaning of the points, or smooth curve, goals. Listen and
review their answers
represented by your graph.
and explanations and

3. Compare your scenario and sketch with your classmates’
provide feedback to
scenarios and sketches. What similarities do you notice?
What differences do you notice?
help them improve
their understanding.
As you plan the next

lesson, consider the
connections you can
make to build off
LESSON 1: A Picture Is Worth a Thousand Words • 9 the strengths or fill
any gaps identified
from this formative
assessment.
FM-16 • Lesson Structure
A1_FM_SE_V1.indd 16 6/3/21 5:26 PM
Supporting English Language Learners

Visit the Texas Support Center for facilitation strategies to support
students at varying levels of language proficiency as they demonstrate
their understanding in the Talk the Talk activities in each lesson.

Assignment
An intentionally designed Assignment follows
each lesson.
There is one
Assignment per
lesson. Lessons often ASSIGNMENT
span multiple days.
Be thoughtful about
which portion of the
Assignment students 6. Write
Assignment Reflect on your
can complete based
LESSON 1: A Picture Is Worth a Thousand
Words
work and clarify
6 7
on that day's progress. Write
Describe how you can
Remember
When one quantity is determined by another in a problem situation,
your thinking.
7. Remember
distinguish between an it is said to be the dependent quantity. The quantity it is determined
independent quantity and a from is called the independent quantity. The independent quantity is
The Stretch section Take note of the

dependent quantity. Use an represented on the x-axis and the dependent quantity is represented
example in your description. on the y-axis.
key concepts from
is not necessarily 8 Practice the lesson.
appropriate for all

1. Read each scenario and identify the independent and dependent quantities.
8. Practice
Be sure to include the appropriate units of measure. Then analyze each graph
and determine which of the provided scenarios it models. For each graph,
learners. Assign this Use the concepts

label the x- and y-axis with the appropriate quantity and unit of measure.
a. Endangered Species b. Video Games
The Elkwood Aquatic Society is working Gillian is playing video games at an arcade. learned in the lesson
to students who with various reptile species to increase their
populations. The initial population of 450
Gillian starts with $40 and is playing games
that cost 50 cents per game.
to solve problems.
are ready for more

endangered turtles tripled each year for the d. Cooling Tea
past five years.
c. Sales Commission
D. y
A freshly made cup yof tea is served at a
E.
temperature of about 180°F. The tea cools
9. Stretch
Ready for a challenge?
advanced concepts.
Julian works as a salesman. He receives a rapidly at first, and then slows down gradually
monthly salary of $3000 as well as a 10% as it approaches room temperature.
commission on the amount of sales.
e. Commuter Flight
A commuter flight between two cities in
10. Review
Remember what
The Review section
x x
Oregon takes about 40 minutes. The plane
you've learned by
increases its altitude for the first
2. half of
Compare the pair of graphs and describe any similarities and differences you notice.
the flight until it gets to 18,000 feet, and
provides spaced
y y
then it descends for the second half of the
flight. The plane ascends and descends at a
practicing concepts
form previous lessons
practice of concepts
constant rate of 900 feet per minute.
A. y B. y C. y
and topics.
from the previous x x
lesson and topic x Stretch

9 x x
and of the fluency

Read the scenario and identify the independent and dependent quantities. Be sure to include the
appropriate units of measure.
1. A student performs several
LESSON 1: experiments
A Picture Is Worth ain which heWords
Thousand swings •a pendulum
19 for a 20-second duration.
skills important for He uses a string that is 27 cm long, and he tests pendulum masses of different sizes, varying from
2 to 12 grams. He records the number of swings each pendulum makes in 20 seconds.
2. The student then decides to make a second graph showing the string length (in cm) as the
the course.
A1_M01_T01_L01_Assignment SE.indd 19 6/2/21 1:22 PM
independent quantity. What changes must the student make to his experiment?
10
Review
1. Solve the equation 22x 1 8 5 23x 1 14.
2. Evaluate the expression x2 2 3y 1 12 for x 5 22 and y 5 5.
A1_M01_T01_L01_Assignment_SE.indd 2 3/18/21 2:45 PM
A1_FM_SE_V1.indd 17 6/3/21 5:26 PM

Problem Types You Will See
Lessons include a variety of problem types to engage
students in reasoning about the math.
Note
PROBLEM TYPES Research shows
YOU WILL SEE students learn best
when they are actively
Worked Example
engaged with a task.
Worked Example
Many students need a
You can represent an using function notation.
When you see a model to know how to
an 5 2 1 4(n 2 1) Worked Example: engage effectively with
f(n) 5 2 1 4(n 2 1) ● Take your time to
read through it.
Worked Examples.
Next, rewrite the expression 2 1 4(n 2 1).
● Question your own Students need to
f(n) 5 2 1 4n 2 4 Distributive Property understanding. be able to question
5 4n 1 2 2 4 Commutative Property Think about the
their understanding,
●
5 4n 2 2 Combine Like Terms connections

between steps. make connections
So, an 5 2 1 4(n 2 1) written in function notation is f(n) 5 4n 2 2.
Ask Yourself:
with the steps, and
What is the main idea? ultimately self-explain
Maya and Sherry each convert the ●
given formula to degrees Fahrenheit. ● How would this the progression of the
work if I changed steps and the final
the numbers?
Maya Have I used these
outcome. Worked
C 5 __
5 ●
9 (F 2 32) strategies before? Examples provide a
C 5 __
5 __
9F 2 9
160
means for students
9(C) 5 9 (__
9F 2 9 )
__ to view each step
5 160
9C 5 5F 2 160 Thumbs Up Thumbs Down taken to solve the

9C 1 160 5 5F example problem.
9C
____ _____
160 5F
__
5 1 5 5 5 When you see a When you see a The questions that
9
__ Thumbs Up icon: Thumbs Down icon:
5 C 1 32 5 F follow are designed
Take your time to Take your time to
to serve as a model
● ●
read through the read through the
Sherry 5
correct solution.
Think about the
incorrect solution.
Think about what
for self-questioning
C 5 _9 ( F 2 32) and self-explanations.
● ●
connections error was made.
C 5 _95 F 2 32
between steps. They represent and
Ask Yourself:
mimic an internal
(9 )
5 Ask Yourself:
9( C) 5 9 _F 2 32 ● Where is the error?
dialog about the
● Why is this
Why is it an error?
mathematics and
●
9 C 5 5 F 2 288 method correct?
● How can I correct it?
9 C 1 288 5 5 F
● Have I used this the strategies. This
method before?
__ approach doesn’t
9C
5 1 ___
288
5 __
5F
5 5 allow students to skip
_9 C 1 57.6 5 F
5 over the example
without interacting
FM-18 • Problem Types You Will See
with it, thinking about
it, and responding to
A1_FM_SE_V1.indd 18 6/3/21 5:26 PM
the questions. This
approach will help
Note students develop
Thumbs Up problems provide a framework that allows students the opportunity to the desired habits
analyze viable methods and problem-solving strategies. Questions are presented of mind for being
to help students think deeper about the various strategies, and to focus on conscientious about
an analysis of correct responses. Research shows that only providing positive the importance of
examples does not eliminate some of the things students may think; it is also steps and their order.
efficient to show negative examples. From the incorrect responses, students learn
to determine where the error in calculation is, why the method is an error, and also
how to correct the method to correctly calculate the solution.

Who's Correct?
"Who's Correct?"
problems are an
advanced form of
correct vs. incorrect
responses. In this 4. Carlos and Mikala do not like working with fractions.
problem type, Each rewrites the equation so that it does not have
students are not fractions. Their work is shown.
given who is correct.
Carlos Mikala
Students have to think 9
F = __
5
C 5 _ (F 2 32) Who’s Correct
5 C + 32 9 5
more deeply about = 5( 5 C + 32) (9)C 5 (9)(_ (F 2 32))
9
__
(5)F 9
what the strategies 5F = 9C + 160 9C 5 5(F 2 32) When you see a
9C 5 5F 2 160 Who’s Correct icon:
really mean and 5F − 9C = 160
9C 2 5F 5 2160 Take your time to
whether the solutions
●
read through
made sense. Students Carlos and Mikala got two different equations. Who is the situation.
will determine what correct? Explain your reasoning. ● Question the strategy
or reason given.
is correct and what ● Determine correct or
is incorrect, and not correct.
then explain their Ask Yourself:

reasoning. These ● Does the reasoning
types of problems make sense?
will help students ● If the reasoning

makes sense, what is
analyze their own the justification?
work for errors and ● If the reasoning does
not make sense, what
correctness. error was made?
Problem Types You Will See • FM-19
A1_FM_SE_V1.indd 19 6/3/21 5:26 PM

Promoting Self-Reflection
Thought Bubbles
Thought bubbles are
embedded throughout
the Texas Math
Solution promote
productive reflection
by reminding students
to stop and think.
Thought Bubbles This feature is used
Look for these icons as you journey through the textbook. Sometimes they
will remind you about things you already learned. Sometimes they will ask
in a variety of ways: it
you questions to help you think about different strategies. Sometimes they may remind students
will share fun facts. They are here to help and guide your learning.
to recall a previous
mathematical concept,
help students develop
Side notes are expertise to think
included to provide
through problems,
Remember:
helpful insights as
you work. and occasionally,
present a fun fact.
Think
about:
Ask
yourself:
A1_FM_SE_V1.indd 25 6/3/21 5:26 PM
A mathematician is an artist who works with patterns. I think the beauty of

mathematics lies in the new connections you can make to express the patterns
around you, no matter your age. The art is in the process, not the outcome.
When we can get students to see the beauty of the mathematics, and equip them
with the tools to express themselves mathematically, then we can truly create
critical thinkers.
Victoria Fisher, Instructional Designer

Mathematical Process Standards
Note
Each lesson provides
opportunities
for students to
think, reason, and MATHEMATICAL
communicate their PROCESS STANDARDS
mathematical
understanding.
However, it is your
responsibility as a Texas Mathematical Process Standards
teacher to recognize Effective communication and collaboration are essential skills
of a successful learner. With practice, you can develop the
these opportunities habits of mind of a productive mathematical thinker. The “I can”
and incorporate these expectations listed below align with the TEKS Mathematical
practices into your Process Standards and encourage students to develop their
daily rituals. Expertise mathematical learning and understanding.
is a long-term goal,
and students must be
▶ Apply mathematics to problems arising in
encouraged to apply
everyday life, society, and the workplace.
these practices to new
content throughout I can:
their school career. ● use the mathematics that I learn to solve real world problems.
● interpret mathematical results in the contexts of a variety of
When you are problem situations.
facilitating each
lesson, listen
carefully and value ▶ Use a problem-solving model that
diversity of thought, incorporates analyzing given information,
redirect students' formulating a plan or strategy, determining
questions with guiding a solution, justifying a solution, and
questions, provide evaluating the problem solving process and
additional support reasonableness of the solution.
with those struggling I can:
with a task, and hold ● explain what a problem “means” in my own words.
students accountable ● create a plan and change it if necessary.
for an end product. ● ask useful questions in an attempt to understand the problem.
When students share ● explain my reasoning and defend my solution.

● reflect on whether my results make sense.
their work, make your
expectations clear,
require that students
defend and talk about FM-20 • Mathematical Process Standards
their solutions, and
monitor student
progress by checking A1_FM_SE_V1.indd 20 6/3/21 5:26 PM
for understanding.
Supporting Students to Use Mathematical Tools

Visit the Texas Support Center for strategies to support students as they use
mathematical tools, including formula charts and reference sheets.

Note
When you are
facilitating each
lesson, listen
carefully and value
▶ Select tools, including real objects, manipulatives, diversity of thought,
paper and pencil, and technology as appropriate;
redirect students’
and techniques including mental math,
estimation, and number sense as appropriate, questions with guiding
to solve problems. questions, provide
additional support
I can:
with those struggling
● use a variety of different tools that I have to solve problems.
with a task, and hold
● recognize when a tool that I have to solve problems might be helpful
and when it has limitations. students accountable
● look for efficient methods to solve problems. for an end product.
● estimate before I begin calculations to inform my reasoning. When students share
their work, make your
expectations clear,
require that students
▶ Communicate mathematical ideas, reasoning,
and their implications using multiple defend and talk about
representations including symbols, diagrams, their solutions, and
graphs, and language as appropriate. monitor student
I can:
progress by checking
● communicate and defend my own mathematical understanding using for understanding.
examples, models, or diagrams.
● use appropriate mathematical vocabulary in communicating
mathematical ideas.
● make generalizations based on results.
● apply mathematical ideas to solve problems.
● interpret my results in terms of various problem situations.
▶ Create and use representations to organize,

record, and communicate mathematical ideas.
I can:
● consider the units of measure involved in a problem.
● label diagrams and figures appropriately to clarify the meaning of
different representations.
● create an understandable representation of a problem situation.
Mathematical Process Standards • FM-21
A1_FM_SE_V1.indd 21 6/3/21 5:26 PM
Supporting ALL Learners

Visit the Texas Support Center for facilitation strategies to support ALL students as
the engage in the Mathematical Process Standards.

Academic Glossary
It is critical for
students to possess an
understanding of the ACADEMIC GLOSSARY
language of their text.
Students must learn
to read for different Visit the Students &
Caregivers Portal on
purposes and write There are important terms you will encounter throughout this book. It is the Texas Support
about what they are important that you have an understanding of these words as you get started Center at www.
learning. Encourage on your journey through the mathematical concepts. Knowing what is meant CarnegieLearning.com/
by these terms and using these terms will help you think, reason, and
students to become communicate your ideas.
texas-help to access the
Mathematics Glossary
familiar with the for this course
key words and the anytime,
questions they can ask anywhere.
themselves when they

encounter these words.
It is our
ANALYZE Related Phrases
recommendation Definition ● Examine

to be explicit about To study or look closely for patterns. Analyzing can involve examining or ● Evaluate
breaking a concept down into smaller parts to gain a better understanding Determine
your expectations of of it.
●
● Observe
language used and ● Consider
the way students Ask Yourself ● Investigate
Do I see any patterns?
write responses
●
● What do you notice?
● Have I seen something like this before? What do you think?
throughout the text.
●
● What happens if the shape, representation, or numbers change? ● Sort and match
Encourage students to
answer questions with
complete sentences.
Complete sentences EXPLAIN YOUR REASONING Related Phrases
help students reflect Definition ● Show your work

on how they arrived To give details or describe how to determine an answer or solution. ● Explain your
at a solution, make Explaining your reasoning helps justify conclusions. calculation

Justify
connections between
●
Ask Yourself ● Why or why not?
topics, and consider ● How should I organize my thoughts?
what a solution means ● Is my explanation logical?
both mathematically ● Does my reasoning make sense?
as well as in context. ● How can I justify my answer to others?
Academic Glossary • FM-23
A1_FM_SE_V1.indd 23 6/3/21 5:26 PM
Supporting Students at Varying Levels of Language Proficiency

Visit the Texas Support Center for guidance on how to leverage the Academic
Glossary to support students at varying levels of language proficiency.

Ask Yourself
The Ask Yourself
questions help
students develop the
proficiency to explain
to themselves the
meaning of problems.
Related Phrases REPRESENT
● Show Definition
● Sketch To display information in various ways. Representing mathematics can be Real-World Context
● Draw done using words, tables, graphs, or symbols. Real-world contexts
● Create
Ask Yourself confirm concrete
Plot
examples of
●
● Graph ● How should I organize my thoughts?

● Write an equation ● How do I use this model to show a concept or idea? mathematics. The
● Complete the table ● What does this representation tell me? scenarios in the lessons
● Is my representation accurate? help students recognize
and understand
Related Phrases ESTIMATE that quantitative
relationships seen
Predict Definition
in the real world
●
● Approximate To make an educated guess based on the analysis of given data. Estimating
● Expect first helps inform reasoning. are no different
● About how much? that quantitative
Ask Yourself
relationships in
Does my reasoning make sense?
mathematics. Some
●
● Is my solution close to my estimation?

problems begin wiht
Related Phrases DESCRIBE a real-world context
to remind students
● Demonstrate Definition that the quantitative
Label To represent or give an account of in words. Describing communicates
●
● Display mathematical ideas to others.

relationships they
● Compare already use can
● Determine Ask Yourself be formalized
How should I organize my thoughts?
● Define ●
Is my explanation logical?
mathematically. Other
What are the ●
problems will use
●
advantages? ● Did I consider the context of the situation?
● What are the ● Does my reasoning make sense? real-world situations
disadvantages?
● What is similar?
as an application of
● What is different? mathematical concepts.
FM-24 • Academic Glossary
A1_FM_SE_V1.indd 24 6/3/21 5:26 PM
Home Connection
Encourage your students to explore the Students & Caregivers
portal on the Texas Support Center to access a variety of
resources to support their learning at home and elsewhere
outside of the classroom.

The Modeling Process
Modeling is the process of choosing appropriate
mathematical tools to analyze and understand real-world
phenomena and to make decisions accordingly. The Modeling
Process provides a structure to help students become better
problem solvers. In the textbook, students will encounter
activities that explicitly guide them through the four steps of
the Modeling Process. As they progress through high school
mathematics, they should start to use this process intuitively.
Notice and Wonder

Gather information,
notice patterns,
and formulate
mathematical
questions about what
you notice.
Organize and
Mathematize
Organize your REPORT
information and NOTICE | WONDER
represent it using
mathematical
notation.
Predict and
Analyze ORGANIZE | MATHEMATIZE
Extend the patterns
created, complete
operations, make
predictions,
and analyze the
mathematical results.
Test and Interpret TEST | INTERPRET

Interpret your
results and test
your mathematical
predictions in
the real world.
Make adjustments
as necessary.
PREDICT | ANALYZE

MATHia Structure
Each unit in MATHia maximizes student learning while
collecting critical data about what they do or do not know at
every step. Students can access MATHia anywhere, anytime.
ENGAGE
 Unit Overview
The Unit Overview
page engages students
in the learning
experience, providing
them with a clear set
of learning goals, a link
to the real world, and
a connection back to
the math they already
know so they can build
from it throughout
the unit.
 Step by Step
Step by Step
demonstrates how
to use the tools in
a lesson by guiding
students step by step
through a sample
math problem.

 Hints
Multi-level hints are
available throughout
the software to help
students solve the
problems they are
working on.
 Glossary
The Glossary is
available throughout
the software. It
contains a list of
definitions and
examples for key
mathematical terms
used throughout the
curriculum.

DEVELOP AND
DEMONSTRATE
Formative
Assessment
The Develop and
Demonstrate phases
of our instructional
design happen
simultaneously. The
reports provide the
detail to interpret
student performance.
Facilitation and
suggestions for
follow-up are available
via our online
Resource Center.
 Progress Bar
The Progress Bar
shows a summary of
the major skills that
are being covered in a
given problem-solving
workspace as well as
students’ progress on
those skills.

Problem Types in MATHia
MATHia features different instructional strategies to
engage students as they develop their math skills.
 Explore Tools
Explore Tools
provide students
the opportunity to
investigate different
mathematical
concepts, search
for patterns, and
look for structure
in ways that make
sense to them. These
tools also provide
optional supports
for students as they
answer questions and
solve problems.
 Animations
Animations provide
students with an
opportunity to watch,
pause, and re-watch
demonstrations of
various mathematical
concepts. They are a
way to connect the
visual representations
of different
mathematical ideas
to their abstract
underpinnings
through visual
representations and
audio narrative.

 Classification
Tools
Classification Tools
allow students
to apply their
mathematical
understanding by
categorizing answers
based on similarities.
These tools also
provide students
with the means
to demonstrate
proficiency in
recognizing patterns in
problem structure.
 Problem-Solving
Tools
Problem-Solving Tools
provide students with
highly individualized
and self-paced
instruction that
adapts to their exact
needs to deepen
their conceptual
understanding of the
mathematics. Through
adaptive learning
technologies, they
engage in reasoning
and sense making.

 Worked Examples
Worked Examples
provide students with
a tool that allows
them to question their
understanding, make
connections with the
steps, and ultimately
self-explain. Analyzing
Worked Examples
also allows students
to identify their own
misconceptions,
make sense of
the mathematical
concepts, and then
ultimately to persevere
in problem solving.

FACILITATING STUDENT
LEARNING
Teacher’s Implementation Guide

The Teacher’s Implementation Guide (TIG) is designed to fully support a wide
range of teachers implementing our materials: from first year teachers to
30-year veterans; from first time Carnegie Learning users to master practitioners.
One goal in developing the Teacher's Implementation Guide was to make our
instructional design apparent to the users.
The lessons of each topic were written to be accessible to the full range of
learners. With every instructional decision you make, keep in mind your
mathematical objectives for the topic and module and the course. Plan each
lesson by thinking about how you will create access for your particular group
of students, maintain access and pace throughout the lesson, and assess their
understanding along the way. We recommend that you do the math in each
topic before implementing the activities with your specific group of students.
WHAT MAKES THIS TEACHER'S IMPLEMENTATION GUIDE USEFUL?

Effective Lesson Design
Each lesson has a consistent structure for teachers and students to follow.
The learning experiences are engaging and effective for students.
Pacing
Each course is designed to be taught in a 180-day school year. Pacing
suggestions are provided for each lesson.
Instructional Supports
Guiding questions are provided for teachers to use as they’re circulating
the room, as well as differentiation strategies, common student
misconceptions, and student look fors.
Clearly Defined Mathematics
The content and instructional goals are clearly described at the module,
topic, lesson, and activity levels.
The TIG is a critical to understanding how the mathematics that students Visit the Texas Support
encounter should be realized in the classroom. The TIG describes the depth Center at www.
of understanding that students need to develop for each standard and a CarnegieLearning.com/
pathway for all learners to be successful. It provides differentiation strategies
to support students who struggle, to extend certain activities for students texas-help for additional
who are advanced in their understanding of the content, and to support resources to support
English Language Learners. you anytime, anywhere.
Facilitating Student Learning • FM-79

Module and Topic Overviews
“Teachers must first develop their ideas about where the
curriculum program is going mathematically (curriculum
vision) before deciding whether the curriculum materials
will help them reach that mathematical goal (curriculum
trust)” (Drake & Sherin, 2009, p. 325).
You are responsible for teaching the essential concepts associated with a
particular course. You need to understand how activities within lessons
build to achieve understanding within topics, and how topics build to
achieve understanding throughout the course. In the Texas Math Solution,
Carnegie Learning seeks to establish a shared curriculum vision with you.
 Module Overview
Each module begins
Module 1 Overview
Searching for Patterns
with an overview
that describes “Critical to algebraic thinking is the capacity to recognize patterns and organize data to represent
the reasoning situations in which input is related to output by well-defined functional rules.” (Fostering Algebraic
Thinking: A Guide for Teacher Grades 6-10, pg. 2)
behind the name, Quantities and Relationships
Why is the Module named they explore how well a linear function fits the
the mathematics Topic
Searching for Patterns?
1 Overview
pattern of a data set.
being developed, Students have been searching for patterns
How is Quantities What andis the mathematics return toof the scenarios from the first lesson
the connections to in math class since kindergarten. They have
Relationships organized?Searching for Patterns?
and define each in terms of function family and
recognized patterns in lists, learned to extend
prior learning, the a pattern beyond a given list, and In Quantities
applied and Relationships,
a rule Searching students
graphical behavior.
for Patterns contains three topics:
connections to future
encounter different scenarios representing
to determine an arbitrary value well beyond Quantities and Relationships, Sequences, At theand
end of Quantities and Relationships,
the functions they will study throughout the
the given list. This module extends students’ Linear Regressions. students create a graphic organizer with the
learning, and the understanding of functions to explore
course. The intent is merely to introduce these
specific providing an overview but
new functions,
equation representation and graphical behavior
pacing information. function families, including linear, exponential,

not a deep understandingIn Quantities and Relationships,
at this point. The
of each
students function family studied in this course:
begin
linear, exponential, quadratic, and linear
quadratic, and absolute value. topic is designed to helpto recognize
students and identify the key characteristics
recognize
absolute value.
that different function offamilies
different have different
function families. Students search
 Topic Overview Throughout the module, studentskey arecharacteristics.
searching In later study—both
for patterns in
in equations and graphs, analyzing
What is the entry point
this course and in future
theircourses—they
structure andwill
A Topic Overview for, recognizing, and defining patterns in
formalize their understanding of the defining
relationships between quantities. In the first
shape. They use these
patterns to classify functions into one of four
for students?
describes how the characteristics of each type of function.
topic, students explore a variety of functions, function types: linear, linear absolute Throughout
value, middle school, students explored
relationships between quantities. In grade 6,
topic is organized, presented as graphs and equations, and exponential, and quadratic.
Students begin by analyzing real-world students defined independent and dependent
investigate their differentiating characteristics.
the entry point Once they recognize patterns in the
scenarios. These scenarios move beyond the
graphs
linear Sequences builds on
relationships familiar from middle school students’
variables and used them to write equations
vast
andexperience
create tables and graphs for various
for students, and equations, they sort the functions
connect
with recognizing and
into various nonlinear functions. Students
to include
the scenarios to corresponding
extending patterns.
relationships. In grade 8, students defined a
their corresponding function families. In the They learn to write recursive and explicit
function and used linear functions to model the
how a student second topic, students search for graphs.
patternsThey examine the graphical
formulas behavior and geometric
for arithmetic relationship between two quantities. Students
will demonstrate of
in sequences of numbers. They recognize different function types by exploring
variety of graphs. Students search for patterns
a wide
sequences. Students consider patterns have written
in linear functions in slope-intercept
form and should be able to identify the slope
that while all sequences are functions, real-world scenarios, write the patterns
understanding, why in the graphs’ shape and structure, and then
arithmetic sequences are linear functions and as sequences and as tables of values, and
sort them according to defined characteristics.
and y-intercept in the equation. Quantities
and Relationships introduces formal function
the mathematics is some geometric sequences are exponential then connect the scenarios to equations
notation as a natural extension of the informal
functions. Finally, students searchStudents
for patterns and graphs. They learn that all sequences
important, how the in data. They recognize that linear domain,
functions
review the definition of function,
are functions
and range. Building on theirandknowledge
expression evaluation mastered in grades 6
how to classifythrough
graphs 8.of In grade 8, students learned that a
activities promote can be used to model certain datafrom sets,middle

and school, theysequences
formalizeby their
their shape. graph of a function is the set of ordered pairs
representations of functions by writing consisting of an input and the corresponding
expertise in the equations in function notation. They use output. They characterized graphs as functions
practice standards, graphical behavior and the structure

corresponding equations to classify each
MODULE 1: Searching forusing
of the Patterns • 1 increasing, decreasing, constant,
the terms
discrete, continuous, linear, and nonlinear.
descriptions of the function according to its function family. Finally, In Quantities and Relationships, students
with a more thorough understanding of the key build on these characteristics to define new
learning individually
A1_M01_Module Overview.indd 1 4/8/21 8:50 PM
characteristics of graphs of functions, students function families.
opportunities,
and more detailed TOPIC 1: Quantities and Relationships • 1
information to help
with pacing. A1_M01_T01_Topic Overview.indd 1 4/10/21 1:13 PM
FM-80 • Facilitating Student Learning

Facilitation Notes
For each lesson, you are provided with detailed facilitation
notes to fully support your planning process. This valuable
resource provides point-of-use support that serves as your
primary resource for planning, guiding, and facilitating
student learning.
1. Materials
Materials required
1 for the lesson are

identified.
Is There a MATERIALS
None
1 2. Lesson Overview
The Lesson Overview
Pattern Here? sets the purpose

and describes
Recognizing Patterns and Sequences the overarching
mathematics of the
lesson, explaining how
the activities build and
2 Lesson Overview
Students begin by exploring various patterns in Pascal’s triangle. Sequence and term of a sequence are
how the concepts are
defined. Given ten geometric patterns or contexts, students write a numeric sequence to represent developed.
each problem. They are guided to represent each sequence as a table of values and conclude
that all sequences are functions. Students then organize the sequences in a table, state whether 3. TEKS Addressed
each sequence is increasing or decreasing, and describe the sequence using a starting value and
The focus TEKS for
operation. They determine that all sequences have a domain that includes only positive integers.
Infinite sequence and finite sequence are defined and included as another characteristic for students to
each lesson are listed.
consider as they write sequences. Carnegie Learning
recognizes that
3 Algebra 1
modeling is not done
Exponential Functions and Equations
(9) The student applies the mathematical process standards when using properties of in isolation but instead
exponential functions and their related transformations to write, graph, and represent in relationship to other
in multiple ways exponential equations and evaluate, with and without technology, the TEKS. You will see
reasonableness of their solutions. The student formulates statistical relationships and
these TEKS interleaved
evaluates their reasonableness based on real-world data. The student is expected to:
(A) determine the domain and range of exponential functions of the form f(x) 5 ab x and throughout the
represent the domain and range using inequalities. course, indicated by
Number and Algebraic Methods an asterisk (*).
(12) The student applies the mathematical process standards and algebraic methods to
write, solve, analyze, and evaluate equations, relations, and functions. The student is 4. ELPS Addressed
expected to: The English Language
(A) decide whether relations represented verbally, tabularly, graphically, and symbolically
define a function.
Proficiency Standards
(D) write a formula for the n th term of arithmetic and geometric sequences, given the value of for each lesson are
several of their terms. listed. As you plan,
4 ELPS consider these ELPS
1.A, 1.C, 1.E, 1.F, 1.G, 2.C, 2.E, 2.I, 3.D, 3.E, 4.B, 4.C, 5.B, 5.F, 5.G and determine
LESSON 1: Is There a Pattern Here? • 1
the instructional
strategies that you
will use to meet
A1_M01_T02_L01_Lesson Overview.indd 1 29/03/21 2:31 PM these ELPS.

5. Essential Ideas reasonableness of their solutions. The student formulates statistical relationships and
These statements evaluates their reasonableness based on real-world data. The student is expected to:
are derived from the (D) graph exponential functions that model growth and decay and identify key features,
standards and state including y-intercept and asymptote, in mathematical and real-world problems.
the concepts students ELPS

will develop. 1.A, 1.C, 1.E, 1.F, 1.G, 2.C, 2.E, 2.I 3.D, 3.E, 4.B, 4.C, 5.B, 5.F, 5.G
6. Lesson Structure 5 Essential Ideas

• There are two quantities that change in problem situations.
This section highlights
• When one quantity depends on another, it is said to be the dependent quantity. The quantity that
how the parts of the the dependent quantity depends upon is called the independent quantity.
lesson fit within the • The independent quantity is used to label the x-axis. The dependent quantity is used to label
instructional design: the y-axis.
• The domain includes the values that make sense for the independent quantity. The range
Engage, Develop,
includes the values that make sense for the dependent quantity.
and Demonstrate. • Graphs can be used to model problem situations.
A summary of each
activity included.
6 Lesson Structure and Pacing: 1 Day 7
7. Pacing Day 1
Lessons often span
Engage
more than one
Getting Started: What Comes First?
45-minute class Students read descriptions of relationships between two quantities and identify which is
period. Suggested independent and which is dependent.
pacing is provided for Develop
Activity 1.1: Connecting Scenarios and Their Graphs
each lesson so that Students are presented with six different scenarios. For each scenario, they identify the
the entire course can independent and dependent quantities and match a graph. Students then scale the axes and
be completed in a determine the domain and range for each scenario.
school year. Day 2
Activity 1.2: Comparing and Contrasting Graphs
Students make basic observations about the similarities and differences in the graphs from the
previous activity. They then look more deeply at pairs of scenarios along with their graphs to focus
on key characteristics, such as intercepts, increasing and decreasing intervals, and maximum and
minimum points.
Demonstrate
Talk the Talk: A Writer and a Mathematician
Students create a scenario based upon a possible trip to school. They then sketch a graph
to model their scenario. Students share their work with classmates and note similarities
and differences.
A1_M01_T01_L01_Lesson_Overview.indd 2 3/24/21 4:59 PM

Getting Started: What Comes First? ENGAGE 8. Facilitation
Notes by Activity
8 Facilitation Notes
In this activity, students read descriptions of relationships between A detailed set of
two quantities and identify which is the independent and which is
the dependent.
guidelines walks
Ask a student to read the introduction before Question 1 aloud.
the teacher through
Review the definitions of dependent quantity and independent quantity implementing the
as a class.
Getting Started,
Have students work with a partner or in a group to complete Questions 1
and 2. Share responses as a class. Activities, and Talk
As students work, look for
Strategies and phrases they use to determine which quantity depends
the Talk portions of
on the other. the lesson. These
Questions to ask
• Which quantity forces the other quantity to change?
guidelines include
• Which quantity depends on the other quantity? Misconception an activity overview,
• What information is determined first, the number of movie tickets
Students may confuse the independent variable with the dependent
purchased or the total cost of the tickets? variable. For example, they could think the number of movie tickets is grouping strategies,
• Does the number of movie tickets purchased dependdetermined
of the cost of
the tickets, or does the cost of the tickets depend on $22.50,
the number
by the total cost of the tickets (if the cost of three tickets is
then each ticket must have been $7.50). Just because the value of
guiding questions,
of movie tickets purchased? one variable can be determined using the value of a second variable, this possible student
• What information is determined first: the number of eggs
doesused or
not signify dependence or independence.
the number of cakes baked? misconceptions,
• Does the number of students in attendance at school
the number of lunches served or vice versa?
Summary
determine
differentiation
There are two quantities that change in problem situations. When one
• Does the time driven determine the number of miles to a depends on another, it is said to be the dependent quantity.
quantity strategies, student
destination, or does the number of miles to a destination
determine the time driven?
The quantity that the dependent quantity depends upon is called the
independent quantity.
look fors, and an
• Does the number of minutes the swimming pool is being filled
depend on the number of gallons of water, or does the number of
activity summary.
gallons of water depend on the number of minutes the swimming
pool is being filled with water?
Differentiation strategy Activity 1.1
9. Activity
DEVELOP
To scaffold support when identifying which variable isConnecting
dependent or Scenarios and Their Graphs Overview
independent, provide arbitrary numbers relevant to the situation.
Facilitation Notes
For example, ask students “If one movie ticket costs $7.50, what Each set of Facilitation
In this activity, students are presented with eight different scenarios. For
is the cost of two movie tickets? Three movie tickets? Four movie
9
each scenario, they identify the independent and dependent quantities and
tickets?” Use a follow up question similar to “Which value depends on
Notes begins with
match a graph. Students then scale the axes and determine the domain
the other, or which value is used to determine the other value?”
and range for each scenario.
an overview that
Ask a student to read the introduction before Question 1 aloud. As a class,
highlights how
LESSON 1: A Picture Is Worth a Thousand Words • 3
discuss the directions to this task because it has several parts and includes students will actively
cutting out and gluing graphs next to their scenario descriptions.
engage with the
Have students work with a partner or in3/24/21
a group to complete Question 1.
A1_M01_T01_L01_Lesson_Overview.indd 3
Share responses as a class.
4:59 PM
task to achieve the
• Characteristics of the graphs that students use to connect them to
learning goals.
the scenarios.
• Clues students use in the scenarios to determine the scale.
Differentiation strategy
10. Differentiation
10 As an alternative grouping method, use the jigsaw strategy for scaling Strategies
the axes for each scenario. This strategy is meant to save time while
providing a brief recall of scaling, but the sharing part is necessary so that To scaffold instruction,
students can use the information to determine the domain and range for
each problem.
suggestions are
provided on additional
scaffolding or
4 • TOPIC 1: Quantities and Relationships alternative methods
of instruction to help
A1_M01_T01_L01_Lesson_Overview.indd 4 3/24/21 4:59 PM struggling students
fully engage in
Note the lesson.
Differentiation strategies are provided that will ensure all students acquire the
knowledge of the activity. These strategies provide flexibility within the lesson
to allow for varying student acquisition and demonstration of learning. These
strategies provide suggestions for all students, including those with learning
strengths or learning gaps.

11. Grouping ENGAGE Getting Started: Name That Function!
Strategies Facilitation Notes
Suggestions appear In this activity, students are given one or two characteristics of a graph
to help chunk and determine whether the function could be a member of the linear,
exponential, quadratic, and/or linear absolute value function family.
each activity into Differentiation strategy
manageable pieces and 11 To scaffold support, prior to beginning the lesson, review the four
function families as a class: linear, exponential, quadratic, and linear
establish the cadence absolute.
of the lesson. Have students work with a partner or in a group to complete Questions
1 and 2. Share responses as a class.
Questions to ask
Learning is social. • What does the graph of a smooth curve look like? Not a
smooth curve?
Whether students • What does the graph of a function that increases over the entire
work in pairs or in domain look like?

• What does the graph of a function that decreases over the entire
groups, the critical domain look like?Activity 4.1
Categorizing Scenarios DEVELOP
• What does the graph of a function that hasinto Their Function
an absolute maximum Families
element is that they are look like? Facilitation Notes
engaged in discussion. • Can the graph of a function have more than one maximum?
In this activity, students revisit the scenarios and their graphs from the
Absolute maximum?
first lesson of the topic to complete a table naming the function family
Carnegie Learning • What does a graph that has symmetry look like?
associated with each scenario, identifying the domain, and describing the
believes, and research Summary

graphical behavior as increasing, decreasing, constant or both increasing
and decreasing.
supports, that student- Graphs described as straight lines may be associated with a linear
Have students
function or linear absolute work with
value function, a partner
while those or in a group
described as to complete Questions 1
to-student discourse smooth curves mayand be 2. Share responses
associated as a class. or quadratic
with an exponential
function. The graph ofQuestions
a linear orto ask
exponential function is either increasing
is a motivating or decreasing, while the•graph
Whatofisaaquadratic
function? function or a linear absolute
factor; it increases • Howwhere

value function has an interval
it is decreasing.
can you
function?
it istell from a scenario
increasing whetherwhere
and an interval or not it represents a
student learning and • How can you tell from the scenario that Graph B represents an
exponential rather than half of the graph of a quadratic function?
supports ongoing • How many of the scenarios are associated with an exponential
formative assessment. function? How did you tell them apart?

• How can you tell from the scenario that it is associated with an
Additionally, it absolute value function?
• How can you tell from the scenario whether the domain should be
provides students continuous or discrete?
with opportunities to • How many of the scenarios contain an absolute maximum?

Absolute minimum?
have mathematical • How many of the scenarios can be described as increasing?
As decreasing?
authority. Misconception
Students may think the graphs are incorrect because they all are
Working collaboratively continuous, while some of the scenarios have domains that are discrete.
Discuss the fact that the graphs relate to functions that are mathematical
can, when done well, models of the scenarios; the scenarios require an interpretation of the
necessary components of the mathematical model.
encourage students
Summary
to articulate their A scenario and its graph provide the necessary characteristics to determine
thinking (resulting the function family to which it belongs.
in self-explanation)
and also provides
metacognitive feedback
(by reviewing other LESSON 4: Function Families for 2000, Alex • 5
students' approaches
and receiving feedback
on your own).
The student discussion Note: Alternative Grouping Strategies

Differentiation strategies will also provide More information
is then transported to
a classroom discussion other grouping strategies, such as whole class about grouping
facilitated by the participation and the jigsaw method, are sometimes strategies is available
teacher to guarantee all recommended for specific activities. These are listed
as Differentiation Strategies. online in the Texas
necessary mathematics
is addressed, one Support Center at www.
again, with the same CarnegieLearning.com/
benefits of discussion.
texas-help.com.

• Why is the Baton Twirling graph a smooth curve, while the Jelly Bean
Challenge graph includes straight lines?
12. Summary
The summary brings
Summary
the activity to closure.
12 Key characteristics of graphs, such as intercepts, increasing and decreasing
intervals, and maximum and minimum points are used to interpret This statement
scenarios and differentiate graphs.
encapsulates the big
mathematical ideas of
DEMONSTRATE
Talk the Talk: A Writer and a the particular activity.
Mathematician
Facilitation Notes
In this activity, students create a scenario based upon a possible trip to
13. Differentiation
school. They then sketch a graph to model their scenario. They share their
work with classmates and note similarities and differences.
Strategies
To assist all students,
and 2. Share responses as a class. instructional strategies
Questions to ask
ENGAGE Getting Started: Name That Function! are provided that
• What are your independent and dependent variables?
• What units of measure were used to describe your variables?
Facilitation Notes benefit the full range
• What do the values on the x-axis represent with respect to the
problem situation? In this activity, students are given one or two characteristics of a graph of learners.
and determine
• What do the values on the y-axis represent whether
with respect the function could be a member of the linear,
to the
problem situation? exponential, quadratic, and/or linear absolute value function family.
What x- and y-values make sense in this
• Differentiation strategy
problem situation? 14. Questions to Ask
•
Can your graph be described as increasing 13
To scaffold support, prior to beginning the lesson, review the four
or decreasing?
function families as a class: linear, exponential, quadratic, and linear The overarching
•
Is your graph curved or linear in nature?
•
Does your graph contain any horizontal absolute.
line segments? If so, what questioning strategies
does this represent in the scenario?
Have students work with a partner or in a group to complete Questions
• How many different pieces are on your graph?
throughout each lesson
• Does your graph contain any parallel line segments? What does this
imply with respect to the scenario?
Questions to ask promote analysis and
14
• What does the graph of a smooth curve look like? Not a
• If your graph contains a line segment having a negative slope, what
smooth curve? higher-order thinking
would this imply with respect to the scenario?
• What does the graph of a function that increases over the entire
• What point on your graph represents your home?
domain look like?
skills beyond simple yes
• What point on your graph indicates that you arrived at school?
Differentiation strategies
• What does the graph of a function that decreases over the entire or no responses.
domain look like?
• To support students who struggle when setting up their graph, ask
• What does the graph of a function that has an absolute maximum
them questions about the significance of points on the x-axis, on the
y-axis, and at the origin.
look like? These questions can
• Can the graph of a function have more than one maximum?
Absolute maximum?
be used to gather
8 • TOPIC 1: Quantities and Relationships • What does a graph that has symmetry look like? information, probe
Summary thinking, make the
Graphs described as straight lines may be associated with a linear
3/24/21 4:59 PM
function or linear absolute value function, while those described as
mathematics explicit,
smooth curves may be associated with an exponential or quadratic and encourage
function. The graph of a linear or exponential function is either increasing
or decreasing, while the graph of a quadratic function or a linear absolute reflection and
value function has an interval where it is increasing and an interval where
it is decreasing.
justification as students
are working together or
when they are sharing
responses as a class.
These questions are an
embedded formative
assessment strategy
to provide feedback as
students are actively
engaged in learning.

15. Misconceptions 15 Misconception
Common student variable. For example, they could think the number of movie tickets is
determined by the total cost of the tickets (if the cost of three tickets is
misconceptions are $22.50, then each ticket must have been $7.50). Just because the value of
provided in places one variable can be determined using the value of a second variable, this
does not signify dependence or independence.
where students
Summary
may overgeneralize There are two quantities that change in problem situations. When one
mathematical quantity depends on another, it is said to be the dependent quantity.
relationships or independent quantity.
have confusion
over the vocabulary
used. Suggestions DEVELOP
Activity 1.1
Connecting Scenarios and Their Graphs
are provided to
Facilitation Notes
Summary
address the given In this activity, students are presented
Graphs can be usedwith
toeight
modeldifferent scenarios.
scenarios. KnowingFor
the independent and
misconception. each scenario, they identify

match a graph. Students
the independent
dependent variables, as and
then scale
connections the axes
between
well dependent
and
the determine
scenario
quantities
as the domain
and the domain
its graph.
and is helpful in making
and range,
16. As Students Ask a student to read the introduction before Question 1 aloud. As a class,
Work, Look For discuss the directions to this task because it has several parts and includes
Activity 1.2
These notes provide Comparing and Contrasting Graphs

Have students work with a partner or in a group to complete Question 1.
specific language, Share responses as aFacilitation

As students work,
class. Notes
Inlook for
this activity, students make basic observations about the similarities
strategies, and/or • Characteristics of the
and graphs that
differences students
in the graphs use
fromtothe
connect them
previous to
activity. They then look
errors to look and the scenarios.more deeply at pairs of scenarios along with their graphs to focus on key
characteristics, such as intercepts, increasing and decreasing intervals, and
listen for you as you Differentiation strategy
maximum and minimum points.
As an alternative grouping method, use the jigsaw strategy for scaling
circulate and monitor Have students work with a partner or in a group to complete Questions 1
through 5. Share responses as a class.
students working in providing a brief recall of scaling, but the sharing part is necessary so that
students can use theAs students to
information work, look for
determine the domain and range for
pairs or groups. You 16
each problem. • Mathematical terms used to describe similarities and differences in
the graphs.
can incorporate these • Instances where students would benefit from an increased
mathematical vocabulary to describe graphical characteristics.
ideas when students Questions to ask
share their responses • Is the independent quantity always located on the same axis?
Which axis?
with the class. • Is the dependent quantity always located on the same axis?
Which axis? 3/24/21 4:59 PM
• Which graphs contain straight lines? Curves?

• Which graphs could be described as increasing from left to right?
• Which graphs could be described as decreasing from left to right?
• Could any graphs be considered both increasing and decreasing?
• Is it possible for a graph to be both increasing and decreasing?
• Can the curves on the graph be described as smooth curves? Are all
curves considered smooth curves?
• Which graphs have a maximum value? A minimum value?
• Do both the Something’s Fishy and It’s Magic graphs decrease?
• Why is the Something’s Fishy graph a straight line, while the It’s Magic
graph is a smooth curve?
• Do both the Baton Twirling and Jelly Bean Challenge graphs increase
and decrease?
Note
Talk the Talk helps you to assess student learning and to make decisions about
helpful connections you need to make in future lessons.

Misconception
variable. For example, they could think the number of movie tickets is
17. Differentiation
$22.50, then each ticket must have been $7.50). Just because the value of
Strategies
one variable can be determined using the value of a second variable, this To extend an activity
for students who are
Summary ready to advance

quantity depends on another, it is said to be the dependent quantity. beyond the scope of
the activity, additional
challenges are
provided.
Activity 1.1
DEVELOP Connecting Scenarios and Their Graphs 18. White Space
Facilitation Notes The white space
each scenario, they identify the independent and dependent quantities and in each margin is
intentional. Use
this space to make
18 discuss the directions to this task because it has several parts and includes additional planning
notes or to reflect on
Share responses as a class. the implementation of
the lesson.
the scenarios.
17 As an alternative grouping method, use the jigsaw strategy for scaling

providing a brief recall of scaling, but the sharing part is necessary so that
each problem.
Position yourself to take full advantage of the richness of the mathematics

addressed in the textbook. The Facilitation Notes provide guidance to reach
each student from their current level of understanding to advance to the next
stage. Place yourself in the position of the student by experiencing the textbook
activities prior to class. Realize your role in the classroom—empower your
students! Step back and let them do the math with confidence in their role
as learner and your role as facilitator of learning.
Janet Sinopoli, Instructional Designer

Supporting English Learners
English learners often face multiple challenges in the
mathematics classroom beyond language development
skills, including a lack of confidence, peer-to-peer
understanding, and building solid conceptual mastery. The
Carnegie Learning Texas Math Solution seeks to support
English Learners (ELs) as they develop skills in both
mathematics and language.
Throughout instruction,
EL tips are placed for Answers
teachers at point-of-use
1a. exponential function or GETTING STARTED
on the mini-lesson quadratic function
page in the TIG. They 1b. linear function or linear Name That Function!
absolute value function
provide additional 1c. linear function or
You have sorted graphs according to their function family. Now, consider
which function families have the given characteristics.
modifications to exponential function
1. Which function families can be described by the characteristic
support this special 1d. quadratic function or
linear absolute value
Function Families
linear
provided? Choose from the given list.
population.
a. The graph is a b. The graph is made up of
function exponential
smooth curve. one or more straight lines.
quadratic
2a. quadratic function
These tips: 2b. linear function

c. The graph increases or d. The graph has an absolute
2c. exponential function
• Inform teachers of decreases over the
entire domain.
maximum or minimum.
2d. linear absolute value

potential learning function
obstacles specific to 2. One or more characteristics have been added to the
the lesson.
graphical description of each function. Name the possible
function families.
• Provide engaging a. The graph has an absolute minimum or absolute maximum

and is a smooth curve.
activities for learning b. The graph either increases or decreases over the entire
domain and is a straight line.
and assessment. c. The graph is a smooth curve, and either increases or
• Reinforce newly decreases over the entire domain.

d. The graph has either an absolute minimum or an absolute
acquired mathematic maximum, has symmetry, and is made up of 2 straight lines.
language to gain an
increasing level of Each function family has certain graphical behaviors, with some behaviors
common among different function families. Notice, the more specific
comprehension of characteristics that are given, the more specifically you can name
that function!
English.
• Introduce students
to language needed
to understand a
specific context. A1_M01_T01_L04_Student_Lesson.indd 2 3/8/21 8:29 PM
Students internalize
new content language ELL Tip
by using and reusing it Review the difference between behaviors of functions and characteristics of functions. Discuss
in meaningful ways in as a class the characteristics of a person compared to the behaviors of a person. Help students
a variety of different make the connection that characteristics are usually nouns and behaviors are usually verbs. Create
a list of words that are characteristics of a function and a list of words that can be described as
speaking activities
behaviors of a function. Have students add to the list as they come across the different functions.
that build concept and
language attainment.
A1_M01_T01_L04_TIG.indd 10 3/18/21 6:09 PM
For More Support

Visit the Texas Support Center for many more resources to support you and your
students who are English Learners.

Assessments
Both formative and summative assessments are an integral
part of information gathering. Formative assessment tools are
provided throughout each lesson and workspace, providing you
with ongoing feedback of student performance and encouraging
students to monitor their own progress. Ongoing formative
assessment underlies the entire learning experience, driving
real-time adjustments, next steps, insights, and measurements.
End of Topic summative assessments are provided to measure
student performance on a clearly denoted set of standards. For
certain Topics that extend longer than four instructional weeks, a
standardized Mid-Topic Assessment is also provided.
End of Topic
SEQUENCES Assessment
Multiple choice
End of Topic Assessment questions help
Name Date students prepare
for standardized
1. Which statement describes the pattern shown?
tests. All items are
multiple choice.
a. Each figure has 3 fewer squares than the one before it.
b. Each figure has 6 fewer squares than the one before it.
c. Each figure has 3 more squares than the one before it.
d. Each figure has 6 more squares than the one before it.
2. Which explicit formula is represented by 3. Determine if the sequence 0.2, 1, 5, 25,…

the graph? is arithmetic or geometric. Then identify
y the next term in the sequence.
12 a. arithmetic; 75
10
8 b. arithmetic; 125
Term Value
6
4 c. geometric; 75
2
1 2 3 4 5 6 7 8 9 x d. geometric; 125
0
−2
−4
Term Number
a. an = − 4 + 3(n − 1)
b. an = 3 − 4(n − 1)
c. an = − 6 + 3(n − 1)
d. an = − 4 + 2(n − 1)
SEQUENCES: Standardized Test • 1
A1_AS_MC_M01_T02_for Lumina.indd 1 6/10/21 11:34 AM
A1_FM_TIG_Vol 1.indd 89 6/10/21 11:40 AM

Assessing Student Learning
in MATHia
MATHia provides easy-to-use reports for you to have insight into
APLSE
your class and individual student’s progress. Data from these reports
The Adaptive
create action, whether determining how many students are mastering
Personalized Learning
standards, to grouping your students into smaller learning groups, and
ScorE (APLSE) Report
teacher-student conferencing.
is a predictive report
that displays class
and student progress Carnegie Learning
over time. The APLSE https://www.carnegielearning.com/…

Report takes all Hello, Jane Doe
aspects of a class or
REPORTS 
student's work into APLSE Report Session Report Standards Report Student Detail Report
consideration and APLSE Report: All Students Export Print
provides each class DATE RANGE KEY Proficient Approaching Proficiency Needs Remediation
and student with an From 09/08/17 To 05/08/18
APLSE Score.
4 STUDENTS ON TRACK 1 STUDENT APPROACHING 3 STUDENTS OFF-TRACK
APLSE OVER TIME Current Projected AVERAGE APLSE as of 05/08/18
 Class View: 991

800
The class view of the
APLSE Report provides
600
400
38%
insight into the current 200 SCORE DISTRIBUTION
0
overall progress of 9/0
8
0/0
8
11/
08 2/0
8
1/0
8
2/0
8
3/0
8
4/0
8
5/0
8
0 1 1 0 0 0 0 0 50% 12.5% 37.5%
the entire class as
well as the current AVERAGE WORKSPACES AVERAGE IMPROVEMENT AVERAGE HINTS AND AVERAGE PACE
projection to year-end
COMPLETED ERRORS
performance 41% 75%

On-Track On-Track On-Track
©2017 Carnegie Learning Inc
 Student View:
The student view of
the APLSE Report
Carnegie Learning
displays the student’s https://www.carnegielearning.com/…
current APLSE Score, Hello, Jane Doe

REPORTS 
and whether or not
the student is on APLSE Report Session Report Standards Report Student Detail Report
APLSE Report: Sam Stevens Export Print

track to complete the
curriculum by the end DATE RANGE
KEY Proficient Approaching Proficiency Needs Remediation
From 02/10/18 To 06/02/18
of the class.
SHOWING FILTERED DATE RANGE: 03/10/17–03/16/17 RESET
APLSE OVER TIME Current Projected CURRENT APLSE as of 03/24/18

1000
800
600
400 71%
200
0 On-Track
10 24 10 24 07 21 05 19 02 COMPARED TO CLASS MEAN: 38%
02/ 02/ 03/ 03/ 04/ 04/ 05/ 05/ 06/
WORKSPACES COMPLETED IMPROVEMENT HINTS AND ERRORS PACE
6% 34%
On-Track Approaching Approaching

Session Report
Carnegie Learning The Session Report is
https://www.carnegielearning.com/…
designed to give you
a day-to-day view of
Hello, Jane Doe
REPORTS  work being completed
by students.
APLSE Report Session Report Standards Report Student Detail Report
Session Report: All Students Export Print
DATE RANGE
From 06/15/18 To 06/26/18
Reset Go 
 Class View:
The class view of this
AVERAGE MINUTES  AVERAGE PROBLEMS COMPLETED  AVERAGE WORKSPACES COMPLETED  report gives you a
20 6 1 clear view of student
work completed during
Student Name Duration Problems Completed Workspaces Completed Total Hints Requested Total Errors Total Sessions
a single class period, a
Steve Allen 0m 0s 0 0 0 0 0 week in the lab, or up
to a five-week stretch.
Peter Curry 51m 34s 18 2 4 16 2
Daphne Hall 35m 2s 9 1 4 8 1
Scott Jones 27m 59s 4 0 0 9 1

Steve Palmer 0m 0s 0 0 0 0 0
Jennifer Prince 0m 0s 0 0 0 0 0
Bob Rothstein 54m 6s 16 2 1 5 3
Annette Smith 0m 0s 0 0 0 0 0
Sara Zatara 10m 16s 9 1 2 14 2
 Student View:
All the metrics from

the Class Session
Report are the same
for the Student Session
Carnegie Learning
Report, except instead
of class averages, you
see actual individual
REPORTS
Hello, Jane Doe
 student metrics for the
selected date range.
Session Report: Bob Rothstein Export Print
Reset Go 
DATE RANGE
From 06/15/18 To 06/26/18
TOTAL MINUTES  TOTAL PROBLEMS  TOTAL WORKSPACES COMPLETED 
55 16 2
Select a row to display more detail
Date Session Start Time Duration Problems Completed Workspaces Completed Total Hints Requested Total Errors
06/22/18 8:45:19 AM 9m 52s 5 1 0 1

06/24/18 3:08:36 PM 24m 39s 9 1 0 3
06/26/18 10:48:18 AM 20m 5s 2 0 1 1

Standards Report
The Standards Report
is designed to provide
an easy view into how Hello, Jane Doe
REPORTS 
well students are
mastering, or have APLSE Report Session Report Standards Report Student Detail Report
mastered, specific Standards Report: All Students Export Print
standards.
KEY Proficient Approaching Proficiency Needs Remediation Not Started
PROGRESS
OF ASSIGNED STANDARDS COMPLETED 36 PROFICIENT
4 APPROACHING
PROFICIENCY 19 NEEDS
REMEDIATION
 Class View: 14% 59 OF 429 STANDARDS COMPLETED
The class view of the

Standards Report STANDARD DETAIL Click Domain to Expand Expand All
displays summary- Domain / Standard Performance Progress (% of Workspaces)
level data for progress 6.G Geometry Not Started 0.00%
6.RP Ratios and Proportional Relationships 80.00%

and performance 6.NS The Number System 66.67%
on the standards 6.EE Expressions and Equations

6.SP Statistics and Probability Not Started
65.63%
0.00%
assigned in the 7.G Geometry Not Started 0.00%
curriculum.
7.RP Ratios and Proportional Relationships
7.EE Expressions and Equations Not Started 0.00%
HSS.ID Interpreting Categorical and Quantitative Data Not Started 0.00%
 Student View:
The Student
Standards Report
displays progress and Hello, Jane Doe
performance data
REPORTS 
on the standards APLSE Report Session Report Standards Report Student Detail Report
assigned in the Standards Report: Bob Rothstein Export Print
curriculum.
KEY Proficient Approaching Proficiency Needs Remediation Not Started
PROGRESS
OF ASSIGNED STANDARDS COMPLETED 10 PROFICIENT
0 APPROACHING
PROFICIENCY 0 NEEDS
REMEDIATION
30% 10 OF 33 STANDARDS COMPLETED
STANDARD DETAIL Click Domain to Expand Expand All
Domain / Standard Performance Progress (% of Workspaces)
6.G Geometry Not Started 0.00%
6.RP Ratios and Proportional Relationships Proficient 80.00%
6.NS The Number System Proficient 33.33%

6.EE Expressions and Equations Proficient 67.33%
6.SP Statistics and Probability Not Started 0.00%
7.G Geometry Not Started 0.00%
7.RP Ratios and Proportional Relationships Proficient
7.EE Expressions and Equations Not Started 0.00%
HSS.ID Interpreting Categorical and Quantitative Data Not Started 0.00%

Carnegie Learning
Student Detail
Report
The Student Detail
REPORTS
Hello, Jane Doe
 Report provides
detailed information
APLSE Report Session Report Standards Report Student Detail Report about the class and
Student Detail Report: All Students Export Print student progress
and performance
Student Name % Syllabus Average Performance Current Module
Time on Task Modules
Student Usage Totals
Units Workspaces
at the module, unit,
and workspace levels
Complete Score (out of 100) (in minutes) Completed Completed Completed
in MATHia.
Adams, Janet 76 100 One-Step Equations … 637 4 10 56
Baker, Lindsey 44 88 Numeric and Algebraic … 90 3 6 37
Bartlett, Michael 53 77 Numeric and Algebraic … 707 3 8 39
Franklin, Sam 45 78 Numeric and Algebraic … 422 3 6 33
Harrison, Sara 49 61 Numeric and Algebraic … 566 3 6 36
Jacobs, Beth 35 92 Ratios, Rates, and Percents … 551 2 5 26
Ming, Jo
Peterson, Phillip
32
0
90
0
Ratios, Rates, and Percents …
Not Started
300
0
2
0
5
0
24
0
 Class View:
Ruiz, Marco 36 87 Ratios, Rates, and Percents … 101 2 5 27 The class summary
Numeric and Algebraic …
view of the Student
Trazzoli, Kim 49 100 96 3 7 36
Tresport, Jacob 4 100 One-Step Equations and … 8 1 1 3
Williams,Shania
Zeller, Trevor
5
1
100
99
Fraction and Decimal …
Pre-Launch Protocol
27
1
0
0
0
0
4
1
Detail Report monitors
class-level progress
through the software.
The data shows
the current module
placement for all
students in the class,
displaying totals for
percentage of the
syllabus completed,
time spent on task,
Carnegie Learning
and completed
https://www.carnegielearning.com/… modules, units, and
Hello, Jane Doe workspaces.
REPORTS 
 Student View:
The Student Detail
Student Detail Report: Sam Stevens Export Print
Report monitors
Syllabus Status 55% Complete student progress
Module: Pre-Launch Protocol 100% Complete and efforts in very
Unit 1: Pre-Launch Protocol specific content areas.
The report identifies
Complete!
Workspace Step-by-Step Performance Time Completion Status

(out of 100)
student progress
Check for Understanding - 100 0m 15s Complete
Pre-Launch Protocol - 100 3m 8s Complete across the entire

Module: Fraction and Decimal Operations 100% Complete
syllabus, including
Unit 1: Fraction Division
syllabus, module,
Complete!
unit, and workspace
completion status,
Workspace Step-by-Step Performance Time Completion Status
(out of 100)
Check for Understanding - 95 0m 19s Complete

Complete
total time spent
Representing Fraction Division - 100 2m 2s
Interpreting Remainders Using Models 0 of 1 100 7m 19s Complete in each unit, and
Developing the Fraction Division Algorithm - 100 2m 23s Complete
Complete
performance scores
Multiplying and Dividing Rational Numbers 0 of 2 100 5m 55s
for each completed
Unit 2: Decimal Operations
Complete! workspace.

Reporting Scenarios
Additional reports are Each time students log into MATHia, each student’s data
available. The full set is constantly recorded and assessed while the software
of MATHia reports are is also adapting programmatically to the mastery level of
located in the Teachers each individual student. You can use our reporting system
Toolkit in MyCL. to continually assess this progress and use the results to
create individualized, data-driven learning plans.
The table shown describes how MATHia reports can be used at the individual
student or class level.
IF YOU WOULD LIKE TO … … THEN, RUN THIS REPORT: CLASS OR STUDENT VIEW
Identify current student placement in

Student Detail Report Class View
a class
Prepare for parent conferences or APLSE Progress Report or

Student View
IEP meetings Student Detail Report
Locate class-level summary data helpful

APLSE Progress Report Student View
for grading
Group students according to

Standards Report Class View
standards progress
Summarize class progress in

Student Detail Report Class View
the curriculum
View a summary of how a student is

Student Detail Report Student View
progressing in the software
Identify a student's most recent session Session Report Student View
Session Report or
Summarize student usage data Student View
Student Detail Report

GETTING READY
Carnegie Learning recognizes that it is the classroom teachers

who make the material come alive for students, transforming
the way math is taught. Implementation requires integrating
learning together and learning individually.
Prepare for Learning Together PREPARE

The most important first step you can take in preparing to teach with these YOURSELF
instructional materials is to become comfortable with the mathematics.
• Read through the Module 1 Overview and the Topic 1 Overview.

• Do the math of the first Topic, and consider the facilitation notes.
• Prepare team building activities to intentionally create a student-
centered environment.
Prepare for Learning Individually

Plan how you will introduce students to MATHia. Explain to them the benefits of
working individually and why practice is important.
• Test out the computers or tablets that your students will be using.
• Set up classes in Teacher's Toolkit.
• Assign yourself to your class so you can work through the math, too.
Prepare for Connecting the Text

and MATHia
Think about strategies to help students make connections between the two
learning experiences.
• Structure both environments similarly (e.g., warm-up, student work

time, and closure). Provide closure around the mathematical concepts
encountered each day in either environment to ensure a smooth
transition. Additionally, use this time to celebrate student successes.
• As students work in the textbook, specifically ask, “Remember doing this
in MATHia?” or “How would you answer this in MATHia?”
• As students work on the software, specifically ask, “How did we solve this
in the textbook?” or “Does this look similar to a problem that we’ve done
in the textbook?”
Getting Ready • FM-95

PREPARE
Prepare the Environment
YOUR CLASSROOM The classroom is often considered the third teacher. Consider how to create a
learning environment that engages students and fosters a sense of ownership.
The use of space in your classroom should be flexible and encourage open
sharing of ideas.
• Consider how your students are going to use the consumable book. It is the
student’s record of their learning. Many teachers have students move an
entire topic to a three-ring binder as opposed to carrying the entire book.
• Arrange your desks so students can talk and collaborate with each other.
• Prepare a toolkit for groups to use as they work together and share their
reasoning (read the materials list in each Topic Overview).
• Consider where you will display student work, both complete and
in-progress.
• Create a word wall of key terms used in the text and MATHia.
PREPARE Prepare the Learners

YOUR STUDENTS If you expect students to work well together, they need to understand what it
means to collaborate and how it will benefit them. It is important to establish
classroom guidelines and structure groups to create a community of learners.
• Facilitate team building activities and encourage students to learn each

others' names.
• Set clear expectations for how the class will interact:
° Their text is a record of their learning and is to be used as a
reference for any assignments or tests you give.
° They will be doing the thinking, talking, and writing in your
classroom.
° They will be working and sharing their strategies and reasoning with
their peers.
° Mistakes and struggles are normal and necessary.
PREPARE
Prepare the Support
GUARDIANS • Prepare a letter to send home on the first day.
• Encourage guardians to read the introduction of the student book or visit
our website at www.carnegielearning.com.
• Ensure that guardians receive the Family Guide at the start of the first
topic and each subsequent topic.
• Consider a Family Math Night some time within the first few weeks of the
school year.
• Encourage guardians to explore the Students & Caregivers Portal on
the Texas Support Center at www.CarnegieLearning.com/texas-help.
FM-96 • Getting Ready

Home Connection
Research has proven time and again that family engagement
greatly improves a student’s likelihood of success in school.
The Students & Caregivers Portal on the Texas Support Center provides:
• Getting to Know Carnegie Learning video content to provide an introduction
to the instructional materials and research.
• Getting Started Guide with system requirements for MATHia.
• Articles and quick tip videos offering strategies for how guardians can support
student learning. Visit the Texas Support Center regularly to access
new content and resources for students and caregivers as they learn
mathematics in a variety of environments outside of the classroom.
FAMILY GUIDES
Each topic contains a Family Guide that overviews the mathematics of the
topic, how that math is connected to what students already know, and how that
knowledge will be used in future learning. It also incorporates an illustration of
math from the real-world, a sample standardized test question, and a few of
the key terms that students will learn.
We recognize that learning outside of the classroom is crucial to students’
success at school. While we don’t expect parents to be math teachers, the
Family Guides are designed to assist caregivers as they talk to their students
about what they are learning. Our hope is that both the students and their
parents will read and benefit from the guides.
Carnegie Learning Family Guide Algebra I

TOPIC 1: QUANTITIES AND Where have we been? Functions Are Everywhere. Google It.
RELATIONSHIPS In previous grades, students defined a
In this topic, students explore a variety of Every time you open a web page, you are calling hundreds, if not
function and used linear functions to model
different functions. The intent is merely to thousands, of functions. At the time of this writing, there were 88
the relationship between two quantities.
introduce these new functions, providing functions mentioned in the background on the homepage of a popular
They have written linear functions in slope-
an overview but not a deep understanding search engine, which contains just a name and a search box.
intercept form and should be able to identify
at this point. The topic is designed to help the slope and y-intercept in the equation. Functions that programmers write are very similar to the functions students study in
students recognize that different function Students have also characterized graphs mathematics. They take inputs and produce outputs. And they are often written in the same way
families have different key characteristics. as functions using the terms increasing, too—with a function name and an input variable in parentheses, like f(x). Search functions take
In later study in this course, they will decreasing, constant, discrete, continuous, linear, in search terms as inputs and output hundreds of thousands or millions of results. Mathematical
formalize their understanding of the defining and nonlinear. functions can only output one result for each input.
characteristics of each type of function.
Where are we going? Talking Points Key Terms

The study of functions is a main focus of high Functions are an important topic to know
increasing function
school mathematics. This topic builds the about for college admissions tests.
If a function increases across the entire
foundation for future, more in-depth study by Here is a sample question:
domain, then the function is called an
familiarizing students with the concept of a
increasing function.
function. Students will continue to use formal For the function f(x) 5 2x2 2 3x, what is the
decreasing function
function notation throughout this course and value of f(25)?
If a function decreases across the entire
in higher-level math courses.
domain, then the function is called a
To solve this, students need to know that the
decreasing function.
input 25 is substituted for x in the equation:
Function Notation function family
The linear equation y 5 8x 1 15 can be written to represent a relationship between the variables f(25) 5 2(25)2 2 3(25) A function family is a group of functions
x and y. You can write this linear equation as a function with the name f to represent it as a 5 2(25) 1 15 that all share some characteristics.
mathematical object that has a specific set of inputs (the domain of the function) and a specific 5 50 1 15 x-intercept
set of outputs (the range of the function). 5 65 The x-intercept is the point where a graph
The point (25, 65) is on the graph of the crosses the x-axis.
f(x) 5 8x 1 15 function. y-intercept

The y-intercept is the point where a graph
name of function crosses the y-axis.
independent variable
The input of the function, x, is represented by a single variable, but this variable often represents
a whole collection of values.
TOPIC 1: Family Guide • 1 2 • TOPIC 1: Quantities and Relationships
A1_M01_T01_Family Guide.indd 1 3/8/21 3:33 PM A1_M01_T01_Family Guide.indd 2 3/8/21 3:33 PM
Getting Ready • FM-97

YOU MIGHT
BE WONDERING . . .
Why do we believe in our brand of blended: learning together and

learning individually?
There has been lots of research on the benefits of learning collaboratively.
Independent practice is necessary for students to become fluent and automatic
in a skill. A balance of these two pieces provides students with the opportunity
to develop a deep conceptual understanding through collaboration with their
peers, while demonstrating their understanding independently.
Why don’t we have a Worked Example at the start of every lesson?

In all aspects of the Texas Math Solution, we provide worked examples. Sweller
and Cooper (1985) argue that worked examples are educationally efficient
because they reduce working memory load. Ward and Sweller (1990) found that
alternating between problem solving and viewing worked examples led to the
best learning. Students often read worked examples with the intent to confirm
that they understand the individual steps. However, the educational value of
the worked example often lies in thinking about how the steps connect to each
other and how particular steps might be added, omitted or changed, depending
on context.
CUSTOMER Where are the colorful graphics to get students’ attention?

SUPPORT
Our instructional materials have little extraneous material; we do not use
The Carnegie Learning illustrations unless they are essential to helping students understand the
Texas Support Team is material. This approach follows from research showing that “seductive details”
available to help with used to spice up the presentation of material often have a negative effect on
any issue. student learning (Mayer et al., 2001; Harp & Meyer, 1998). Students may not
know which elements of an instructional presentation are essential and which
Monday–Friday are intended simply to provide visual interest. So, we focus on the essential
8:00 am–8:00 pm CST material. While we strive to make our educational materials attractive and
via email, phone, or engaging to students, research shows that only engagement based on the
live chat mathematical content leads to learning.
Our expert team

provides support Why is the book so big?
for installations,
networking, and Along with MATHia, the Student Edition contains all of the resources students
technical issues, need to complete the course. Students are to actively engage in this textbook,
and can also topic-by-topic, creating a record of their learning as they go. There is room to
help with general record answers, take notes, draw diagrams, and fix mistakes.
questions related to
pedagogy, classroom
management, content,
and curricula.
FM-98 • Getting Ready

Notes
If you have questions, reach out to us for support. Our team of master practitioners have been
where you are. We made mistakes and we learned from them. We want to help you. We have
many professional development options. Whether we come to your school for a workshop, join
you in your classroom for modeling or coaching, or you join us online for a webinar or an entire
course, our goal is to make sure you feel supported and prepared to use the tasks you’ll find in
this book to their fullest!
Kasey Bratcher, Senior VP of Professional Learning
Notes • FM-99

MODULE 1
Topic 1 Quantities and Relationships 3

Topic 2 Sequences 81
Topic 3 Linear Regressions 161
A1_M01_Module Intro.indd 1 5/27/21 5:16 PM

A1_M01_Module Intro.indd 2 5/27/21 5:16 PM
Module 1 Overview
Searching for Patterns
“Critical to algebraic thinking is the capacity to recognize patterns and organize data to represent
situations in which input is related to output by well-defined functional rules.” (Fostering Algebraic
Thinking: A Guide for Teacher Grades 6-10, pg. 2)
Why is the Module named they explore how well a linear function fits the
Searching for Patterns? pattern of a data set.
Students have been searching for patterns

hat is the mathematics of
W
in math class since kindergarten. They have
Searching for Patterns?
recognized patterns in lists, learned to extend
a pattern beyond a given list, and applied a rule Searching for Patterns contains three topics:
to determine an arbitrary value well beyond Quantities and Relationships, Sequences, and
the given list. This module extends students’ Linear Regressions.
understanding of functions to explore specific
function families, including linear, exponential, In Quantities and Relationships, students begin
quadratic, and absolute value. to recognize and identify the key characteristics
of different function families. Students search
Throughout the module, students are searching for patterns in equations and graphs, analyzing
for, recognizing, and defining patterns in their structure and shape. They use these
relationships between quantities. In the first patterns to classify functions into one of four
topic, students explore a variety of functions, function types: linear, linear absolute value,
presented as graphs and equations, and exponential, and quadratic.
investigate their differentiating characteristics.
Once they recognize patterns in the graphs Sequences builds on students’ vast experience
and equations, they sort the functions into with recognizing and extending patterns.
their corresponding function families. In the They learn to write recursive and explicit
second topic, students search for patterns formulas for arithmetic and geometric
in sequences of numbers. They recognize sequences. Students consider patterns in
that while all sequences are functions, real-world scenarios, write the patterns
arithmetic sequences are linear functions and as sequences and as tables of values, and
some geometric sequences are exponential then connect the scenarios to equations
functions. Finally, students search for patterns and graphs. They learn that all sequences
in data. They recognize that linear functions are functions and how to classify graphs of
can be used to model certain data sets, and sequences by their shape.
MODULE 1: Searching for Patterns • 1A

In Sequences, students are introduced to the Students now learn a more extensive list of
modeling process: Notice and Wonder, Organize key characteristics, including the domain and
and Mathematize, Predict and Analyze, and range, intervals of increasing or decreasing,
Test and Interpret. Through these four steps, maximums and minimums, and intercepts.
students learn a framework for approaching These characteristics are important for analyzing
and solving problems that they encounter in the and classifying more complicated functions
real world. Students practice this process in this throughout this course.
topic and will use it throughout the remainder of
the course. Students are also familiar with recognizing and
extending numeric patterns. In this module,
Linear Regressions requires students to analyze students categorize patterns based on specific
patterns of data and consider whether a linear characteristics and write algebraic rules to
model is a good fit for the data. They formalize define them. Also in this module, students use
their understanding of lines of best fit and technology to write a linear regression and
use technology to determine a regression line. they learn to assess the fit of a line using the
They use the patterns they recognize in graphs, correlation coefficient.
along with the correlation coefficient, to decide
whether a given linear model is a reasonable fit hen will students use the
W
for a data set. knowledge from Searching
for Patterns in future
learning?
ow is Searching for Patterns
H
The concept of a function is the underpinning
connected to prior learning?
for the study of algebra in high school
Students have been reasoning with quantities in
mathematics. Students will explore three of the
middle school and are familiar with independent
function families introduced in Searching for
and dependent quantities. In this module,
Patterns—linear, exponential, and quadratic—
students consider how these quantities can be
in more detail throughout the remainder of
used to describe more complicated situations.
the course. It is not expected that students
In their study of linear relationships, students
have complete understanding of the functions
identified the slope and y-intercept in an
presented in this module at its completion. The
equation or graphical representation.
remaining modules in this course are focused
1B • MODULE 1: Module Overview

on building a deep conceptual understanding In the next module, Exploring Constant
of each function type and making connections Change, students will use their understanding
between all of the function families. Students of arithmetic sequences to launch their study
will extend their library of functions of linear functions. Likewise, in Investigating
when examining polynomial, trigonometric, and Growth and Decay, they will build from their
logarithmic functions in later courses. knowledge of geometric sequences to explore
exponential functions.
Recognizing that function families have equations
of the same form and graphs with the same key Finally, patterns are important in the study of
characteristics helps students to identify and statistics and the development of geometric
use appropriate functions to model scenarios. relationships. As they build a larger library of
In later modules, students will formalize their functions, students will be able to recognize
understanding of a graph’s key characteristics patterns in more complicated data and use
and learn to interpret them in terms of the regressions to model nonlinear data.
function it models. These characteristics are also
critical as students develop strategies to solve
equations for given values.
MODULE 1: Searching for Patterns • 1C

TOPIC 1
Quantities and Relationships
The amount of sand in the lower bulb of an hourglass is directly proportional to the time since the glass was
turned over.
Lesson 1
A Picture Is Worth a Thousand Words
Understanding Quantities and Their Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lesson 2
A Sort of Sorts
Analyzing and Sorting Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson 3
F of X
Recognizing Functions and Function Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson 4
Function Families for 2000, Alex
Recognizing Functions by Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
A1_M01_T01_Topic Introduction.indd 3 5/27/21 4:48 PM

Quantities and Relationships
Topic 1 Overview
ow is Quantities and
H return to the scenarios from the first lesson
Relationships organized? and define each in terms of function family and
graphical behavior.
In Quantities and Relationships, students
encounter different scenarios representing
At the end of Quantities and Relationships,
the functions they will study throughout the
students create a graphic organizer with the
course. The intent is merely to introduce these
equation representation and graphical behavior
new functions, providing an overview but
of each function family studied in this course:
not a deep understanding at this point. The
linear, exponential, quadratic, and linear
topic is designed to help students recognize
absolute value.
that different function families have different
key characteristics. In later study—both in
this course and in future courses—they will hat is the entry point
W
formalize their understanding of the defining for students?
characteristics of each type of function. Throughout middle school, students explored
relationships between quantities. In grade 6,
Students begin by analyzing real-world students defined independent and dependent
scenarios. These scenarios move beyond the variables and used them to write equations
linear relationships familiar from middle school and create tables and graphs for various
to include various nonlinear functions. Students relationships. In grade 8, students defined a
connect the scenarios to corresponding function and used linear functions to model the
graphs. They examine the graphical behavior relationship between two quantities. Students
of different function types by exploring a wide have written linear functions in slope-intercept
variety of graphs. Students search for patterns form and should be able to identify the slope
in the graphs’ shape and structure, and then and y-intercept in the equation. Quantities
sort them according to defined characteristics. and Relationships introduces formal function
notation as a natural extension of the informal
Students review the definition of function, expression evaluation mastered in grades 6
domain, and range. Building on their knowledge through 8. In grade 8, students learned that a
from middle school, they formalize their graph of a function is the set of ordered pairs
representations of functions by writing consisting of an input and the corresponding
equations in function notation. They use output. They characterized graphs as functions
graphical behavior and the structure of the using the terms increasing, decreasing, constant,
corresponding equations to classify each discrete, continuous, linear, and nonlinear.
function according to its function family. Finally, In Quantities and Relationships, students
with a more thorough understanding of the key build on these characteristics to define new
characteristics of graphs of functions, students function families.
TOPIC 1: Quantities and Relationships • 3A
A1_M01_T01_Topic Overview.indd 1 5/27/21 4:38 PM

ow does a student
H different representations and to generalize
demonstrate understanding? patterns across function families. As students
How does a student
demonstrate understanding? explore linear, piecewise, absolute value,
Students will demonstrate understanding of the
exponential, and quadratic functions in future
standards in Quantities and Relationships if they can:
topics, the background acquired in Quantities
• Choose appropriate scale and origin for graphs.
and Relationships will help them to recognize and
• Identify the appropriate unit of measure for
differentiate among mathematical relationships,
each variable or quantity.
and to compare and contrast the key
• Analyze a graph and state the key
characteristics of graphs and equations. Students
characteristics of the graph.
will continue to use formal function notation
• Use a problem situation to explain what
throughout this course and in higher-level math
the key features of a graph mean in
courses. Facility with this notation helps students
real-world context.
to see relationships between a function’s input, x,
• Decide whether relations represented
and its corresponding output, f(x).
verbally, tabularly, graphically, and
symbolically define a function.
Ultimately, searching for patterns in graphs is
• Recognize a linear, exponential, quadratic, or
critical as students learn to recognize, generalize,
linear absolute value function by its equation
and use patterns that exist in numbers, in
or graph.
shapes, and in the world around them. This
• Evaluate functions, expressed in function
work helps students to become better problem
notation, given one or more elements in
solvers and make sense of the mathematics.
their domain.
• Determine the domain and range and the
independent and dependent quantities How do the activities in Quantities
in a relationship. and Relationships promote student
expertise in the mathematical
Why is Quantities and process standards?
Relationships important? All Carnegie Learning topics are written with
The study of functions is a main focus of high the goal of creating mathematical thinkers
school mathematics. This topic builds the who are active participants in class discourse,
foundation for future, more in-depth study by so elements of the mathematical process
familiarizing students with the concept of a standards should be evident in all lessons.
function. With a function approach, students Students are expected to make sense of
see functions as objects that can be represented problems and work towards solutions, reason
by scenarios, equations, tables, and graphs. using concrete and abstract ideas, and
Recognizing patterns and structure in these communicate their thinking while providing a
representations will allow them to connect critical ear to the thinking of others.
3B • TOPIC 1: Topic Overview

Throughout Quantities and Relationships, Materials Needed
students search for patterns in tables,
Glue
equations, and scenarios. They examine the
Graphing technology
structure of these function representations to
Scissors
identify common characteristics of function
types. They should notice that the equations
of graphs in the same family all take the same
general form.
New Notation
An equation representing a function can be written using function notation. The function notation
f(x) is read as “f of x” and indicates that x is the independent variable.
f(x) 5 8x 1 15
name of function
In the function shown, the cost, defined by f, is a function of x, the number of shirts ordered. The
name of the function is f. It is not a variable.
TOPIC 1: Quantities and Relationships • 3C

Learning Together
ELPS: 1.A, 1.C,1.E, 1.F, 1.G, 2.C, 2.E, 2.I, 3.D, 3.E, 4.B, 4.C, 5.B, 5.F, 5.G
Lesson Lesson Name TEKS Days Highlights
1 A Picture Is Worth a A.3C 2 Students are presented with various scenarios

Thousand Words A.7A and identify the independent and dependent
A.9D quantities for each. They then match a graph to
Understanding
the appropriate scenario, label the axes using
Quantities and
the independent and dependent quantities, and
Their Relationships
create the scale for the axes. Students make
basic observations about the similarities and
differences in the graphs. They then look more
deeply at pairs of scenarios along with their
graphs to focus on characteristics of the graphs,
such as intercepts, increasing, and decreasing
intervals, and maximum and minimum points.
The lesson concludes with students creating their
own scenario and a sketch of a graph to model
the scenario.
2 A Sort of Sorts A.3C 1 Students begin this lesson by cutting out 17

A.7A different graphs. They sort the graphs into
Analyzing and
A.9D different groups based on their own rationale,
Sorting Graphs
compare their groupings with their classmates’
and discuss the reasoning behind their choices.
Next, four different groups of graphs are given,
and students analyze the groupings and explain
possible rationales behind the choices made.
Students explore different representations of
relations. Students need to keep their graphs as
they will be used in lessons that follow.
3D • TOPIC 1: Topic Overview

3 F of X A.2A 3 The definitions function and function notation are

A.3C introduced in this lesson. For the remainder of
Recognizing
A.6A the lesson, students use graphing technology to
Functions and
A.7A connect equations written in function forms to
Function Families
A.9A its graph and then identify the function family
A.9D to which they belong. The terms increasing
A.12A function, decreasing function, and constant function
are defined, and students sort the graphs
from the previous lesson into these groups
and a group labeled for functions that include
a combination of increasing, decreasing, and
constant intervals. The terms function family,
linear function, and exponential function are
then defined, and students sort the increasing
constant and decreasing functions into one of
these families. Next, the terms absolute minimum
and absolute maximum are defined, as well as
the terms quadratic function and linear absolute
value function. Students sort the functions with
an absolute minimum or absolute maximum into
one of these families. Students then complete a
graphic organizer for each function family that
describes the graphical behavior and displays
graphical examples. In the final activity, students
use their knowledge of the function families to
demonstrate how the families differ with respect
to their x- and y-intercepts. Graphing technology
is necessary to help students connect some
equations and their graphs.
4 Function Families A.2A 3 Given characteristics describing the graphical

for 2000, Alex A.3C behavior of specific functions, students name
A.6A the possible function family/families that fit each
Recognizing
A.7A description. Students revisit the scenarios and
Functions by
A.9A graphs from the first lesson, name the function
Characteristics
A.9D family associated with each scenario, identify
A.12A the domain, and describe the graph. Students
then write equations and sketch graphs to
satisfy a list of characteristics. They conclude by
determining that a function or equation, not just
a list of characteristics, is required to generate a
unique graph.
TOPIC 1: Quantities and Relationships • 3E

Suggested Topic Plan
*1 Day Pacing 5 45 min. Session
Day 1 Day 2 Day 3 Day 4 Day 5

TEKS: A.3C, A.7A, A.9D LESSON 1 continued TEKS: A.3C, A.7A, A.9D
ACTIVITY 2
LESSON 1 LESSON 2
TALK THE TALK
A Picture is Worth a A Sort of Sorts
Thousand Words GETTING STARTED
GETTING STARTED ACTIVITY1
Use LiveLab and Use LiveLab and
ACTIVITY 1 Reports to monitor TALK THE TALK Reports to monitor
students’ progress students’ progress

TEKS: A.2A, A.3C, LESSON 3 continued LESSON 3 continued TEKS: A.2A, A.3C,
A.6A, A.7A, A.9A, ACTIVITY 2 ACTIVITY 4 A.6A, A.7A, A.9A,
A.9D, A.12A A.9D, A.12A
ACTIVITY 3 ACTIVITY 5
LESSON 3 LESSON 4
TALK THE TALK
F of X Function Families
GETTING STARTED Use LiveLab and for 2000, Alex
ACTIVITY 1 Reports to monitor GETTING STARTED
students’ progress
ACTIVITY 1
Day 11 Day 12 Day 13

LESSON 4 continued END OF TOPIC ASSESSMENT
ACTIVITY 2
TALK THE TALK
Use LiveLab and

Reports to monitor
Assessments
There is one assessment aligned to this topic: End of Topic Assessment.
3F • TOPIC 1: Topic Overview


TOPIC 1: QUANTITIES AND Where have we been?
RELATIONSHIPS In previous grades, students defined a
In this topic, students explore a variety of function and used linear functions to model
different functions. The intent is merely to the relationship between two quantities.
introduce these new functions, providing They have written linear functions in slope-
an overview but not a deep understanding intercept form and should be able to identify
at this point. The topic is designed to help the slope and y-intercept in the equation.
students recognize that different function Students have also characterized graphs
families have different key characteristics. as functions using the terms increasing,
In later study in this course, they will decreasing, constant, discrete, continuous, linear,
formalize their understanding of the defining and nonlinear.
characteristics of each type of function.
Where are we going?

The study of functions is a main focus of high
school mathematics. This topic builds the
foundation for future, more in-depth study by
familiarizing students with the concept of a
function. Students will continue to use formal
function notation throughout this course and
in higher-level math courses.
Function Notation
The linear equation y 5 8x 1 15 can be written to represent a relationship between the variables
x and y. You can write this linear equation as a function with the name f to represent it as a
mathematical object that has a specific set of inputs (the domain of the function) and a specific
set of outputs (the range of the function).
f(x) 5 8x 1 15
name of function
The input of the function, x, is represented by a single variable, but this variable often represents
a whole collection of values.
TOPIC 1: Family Guide • 5
A1_M01_T01_Family Guide.indd 5 5/27/21 4:39 PM

Functions Are Everywhere. Google It.
Every time you open a web page, you are calling hundreds, if not
thousands, of functions. At the time of this writing, there were 88
functions mentioned in the background on the homepage of a popular
search engine, which contains just a name and a search box.
Functions that programmers write are very similar to the functions students study in
mathematics. They take inputs and produce outputs. And they are often written in the same way
too—with a function name and an input variable in parentheses, like f(x). Search functions take
in search terms as inputs and output hundreds of thousands or millions of results. Mathematical
functions can only output one result for each input.
Talking Points Key Terms

Functions are an important topic to know
increasing function
about for college admissions tests.
If a function increases across the entire
Here is a sample question:
domain, then the function is called an
For the function f(x) 5 2x2 2 3x, what is the
decreasing function
value of f(25)?
If a function decreases across the entire
domain, then the function is called a
To solve this, students need to know that the
input 25 is substituted for x in the equation:
function family
f(25) 5 2(25) 2 3(25)
2 A function family is a group of functions
5 2(25) 1 15 that all share some characteristics.
5 50 1 15 x-intercept
5 65 The x-intercept is the point where a graph
The point (25, 65) is on the graph of the crosses the x-axis.
function. y-intercept
The y-intercept is the point where a graph
crosses the y-axis.

1
x
A Picture Is Worth MATERIALS
Glue sticks
a Thousand Words
Scissors
Understanding Quantities and Their

Relationships
Lesson Overview
Students are presented with various scenarios and identify the independent and dependent
quantities for each. They then match a graph to the appropriate scenario, label the axes using the
independent and dependent quantities, and create the scale for the axes. Students make basic
observations about the similarities and differences in the graphs. They then look more deeply at pairs
of scenarios along with their graphs to focus on characteristics of the graphs, such as intercepts,
increasing and decreasing intervals, and maximum and minimum points. The lesson concludes with
students creating their own scenario and a sketch of a graph to model the scenario.
Algebra 1
Linear Functions, Equations, and Inequalities
(3) The student applies the mathematical process standards when using graphs of linear
functions, key features, and related transformations to represent in multiple ways and
solve, with and without technology, equations, inequalities, and systems of equations.
The student is expected to:
(C) graph linear functions on the coordinate plane and identify key features, including
x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems.
Quadratic Functions and Equations

(7) The student applies the mathematical process standards when using graphs of
quadratic functions and their related transformations to represent in multiple ways
and determine, with and without technology, the solutions to equations. The student is
expected to:
(A) graph quadratic functions on the coordinate plane and use the graph to identify key
attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum
values, vertex, and the equation of the axis of symmetry.

(9) The student applies the mathematical process standards when using properties of
exponential functions and their related transformations to write, graph, and represent
in multiple ways exponential equations and evaluate, with and without technology, the
LESSON 1: A Picture Is Worth a Thousand Words • 7A
A1_M01_T01_L01_Lesson Overview.indd 1 5/27/21 4:40 PM

(D) graph exponential functions that model growth and decay and identify key features,
including y-intercept and asymptote, in mathematical and real-world problems.
ELPS
1.A, 1.C, 1.E, 1.F, 1.G, 2.C, 2.E, 2.I 3.D, 3.E, 4.B, 4.C, 5.B, 5.F, 5.G
Essential Ideas
• There are two quantities that change in problem situations.
• When one quantity is determined by another, it is said to be the dependent quantity. The
quantity that the dependent quantity is determined from is called the independent quantity.
• The independent quantity is used to label the x-axis. The dependent quantity is used to label
the y-axis.
• The domain includes the values that make sense for the independent quantity. The range
includes the values that make sense for the dependent quantity.
• Graphs can be used to model problem situations.
Lesson Structure and Pacing: 1 Day

Day 1
Engage
Getting Started: What Comes First?
Students read descriptions of relationships between two quantities and identify which is
independent and which is dependent.
Develop
Activity 1.1: Connecting Scenarios and Their Graphs
Students are presented with six different scenarios. For each scenario, they identify the
independent and dependent quantities and match a graph. Students then scale the axes and
determine the domain and range for each scenario.
Day 2
Activity 1.2: Comparing and Contrasting Graphs
Students make basic observations about the similarities and differences in the graphs from the
previous activity. They then look more deeply at pairs of scenarios along with their graphs to focus
on key characteristics, such as intercepts, increasing and decreasing intervals, and maximum and
minimum points.
Demonstrate
Talk the Talk: A Writer and a Mathematician
Students create a scenario based upon a possible trip to school. They then sketch a graph
to model their scenario. Students share their work with classmates and note similarities
and differences.
7B • TOPIC 1: Quantities and Relationships

Getting Started: What Comes First? ENGAGE
Facilitation Notes
In this activity, students read descriptions of relationships between
two quantities and identify which is the independent and which is
the dependent.
Ask a student to read the introduction before Question 1 aloud.

Review the definitions of dependent quantity and independent quantity
as a class.

and 2. Share responses as a class.
Strategies and phrases they use to determine which quantity depends
on the other.
Questions to ask
• Which quantity forces the other quantity to change?
• Which quantity depends on the other quantity?
• What information is determined first, the number of movie tickets
purchased or the total cost of the tickets?
• Does the number of movie tickets purchased depend of the cost of
the tickets, or does the cost of the tickets depend on the number
of movie tickets purchased?
• What information is determined first: the number of eggs used or
the number of cakes baked?
• Does the number of students in attendance at school determine
the number of lunches served or vice versa?
• Does the time driven determine the number of miles to a
destination, or does the number of miles to a destination
determine the time driven?
• Does the number of minutes the swimming pool is being filled
depend on the number of gallons of water, or does the number of
gallons of water depend on the number of minutes the swimming
pool is being filled with water?
To scaffold support when identifying which variable is dependent or
independent, provide arbitrary numbers relevant to the situation.
For example, ask students “If one movie ticket costs $7.50, what
is the cost of two movie tickets? Three movie tickets? Four movie
tickets?” Use a follow up question similar to “Which value depends on
the other, or which value is used to determine the other value?”
LESSON 1: A Picture Is Worth a Thousand Words • 7C

Misconception
variable. For example, they could think the number of movie tickets is
$22.50, then each ticket must have been $7.50). Just because the value of
one variable can be determined using the value of a second variable, this
Summary
quantity is determined by another, it is said to be the dependent quantity.
The quantity that the dependent quantity is determined from is called the
Activity 1.1
DEVELOP Connecting Scenarios and Their Graphs
Facilitation Notes
each scenario, they identify the independent and dependent quantities and

discuss the directions to this task because it has several parts and includes

the scenarios.
As an alternative grouping method, use the jigsaw strategy for scaling
providing a brief recall of scaling, but the sharing part is necessary so that
each problem.
7D • TOPIC 1: Quantities and Relationships

Misconception
Students confuse the concepts of domain and range. Ask students to
explain the difference between the terms domain and range.
Questions to ask for Music Club
• How is the number of songs measured?
• How is the cost measured?
• What is the cost for zero songs? One song? Five songs?
• Does the number of songs determine the cost, or does the cost
determine the number of songs?
• Can this scenario be described using a rate of change?
• Is this an increasing or decreasing function?
• What is the meaning of the point located on the x-axis?
Questions to ask for Something’s Fishy
• How is time measured?
• How is water measured?
• How many gallons of water are drained from the aquarium in one
minute? Two minutes? Three minutes?
• Does the amount of time determine the number of gallons of
water emptied, or does the gallons of water emptied determine the
amount of time?
• What is the rate of change in this situation? Is it a constant rate
of change?
• What does a constant rate of change look like on a graph?
Questions to ask for Smart Phone, but Is It a Smart Deal?
• How is interest measured?
• How much interest will you pay if you borrow the money for one
week? Two weeks? Three weeks? Four weeks? Five weeks?
• Does the amount of time the money was borrowed determine
the amount of interest paid, or does the amount of interest paid
determine the amount of time the money was borrowed?
of change?
• What does this increasing rate of change look like on a graph?
Questions to ask for It’s Magic
• How is the length of the pieces of rope measured?
• What is the length of the rope after the first cut? Second cut? Third
cut? Fourth cut?
• Does the number of cuts in the rope determine the length of each
piece of rope, or does the length of each piece of rope determine
the number of cuts in the rope?
LESSON 1: A Picture Is Worth a Thousand Words • 7E

of change?
• What does this decreasing rate of change look like on a graph?
Questions to ask for Baton Twirling
• How is the height of the baton measured?
• What is the height of the baton after 0.5 seconds? 1 second?
1.5 seconds? 2 seconds?
• Does the amount of time elapsed determine the height of the
baton, or does the height of the baton determine the amount of
time elapsed?
• Can this scenario be described using a rate of change?
• Can a function have intervals that increase and decrease?
• Does the function contain a minimum value or a maximum value?
What is that value?
• What does a function that is both increasing and decreasing look like
on a graph?
• If Jill wants to twirl around more times, what impact will it have on
the maximum height of the baton?
Questions to ask for Jelly Bean Challenge
• What information does Mr. Wright record?
• Does Mr. Wright determine the number of jelly beans guessed, or
the number of jelly beans each guess is off by?
• Does the number of jelly beans guessed determine the number of
jelly beans the guess is off by, or does the number of jelly beans the
guess is off by determine the number of jelly beans guessed?
• What is the meaning of the point located on the x-axis?
Questions to ask for all six scenarios
• What units of measure are used?
• Why did you decide to use this graph to describe this scenario?
• What words in the scenario helped you to decide the
appropriate graph?
• Could more than one graph model this scenario? Why or why not?
• Is there any scenario that cannot be modeled using one of
the graphs?
• How did you decide the label for the x-axis of the graph?
• How did you decide the label for the y-axis of the graph?
• Is the independent quantity located on the x-axis or the y-axis? Does
it make a difference? Explain.
• Is the dependent quantity located on the x-axis or the y-axis? Does it
make a difference? Explain.
7F • TOPIC 1: Quantities and Relationships

Summary
Graphs can be used to model scenarios. Knowing the independent and
dependent variables, as well as the domain and range, is helpful in making
connections between the scenario and its graph.
Activity 1.2
Comparing and Contrasting Graphs
Facilitation Notes
In this activity, students make basic observations about the similarities
and differences in the graphs from the previous activity. They then look
more deeply at pairs of scenarios along with their graphs to focus on key
characteristics, such as intercepts, increasing and decreasing intervals, and
maximum and minimum points.

• Mathematical terms used to describe similarities and differences in
the graphs.
• Instances where students would benefit from an increased
mathematical vocabulary to describe graphical characteristics.
Questions to ask
• Is the independent quantity always located on the same axis?
Which axis?
• Is the dependent quantity always located on the same axis?
Which axis?
• Which graphs contain straight lines? Curves?
• Which graphs could be described as increasing from left to right?
• Which graphs could be described as decreasing from left to right?
• Could any graphs be considered both increasing and decreasing?
• Is it possible for a graph to be both increasing and decreasing?
• Can the curves on the graph be described as smooth curves? Are all
curves considered smooth curves?
• Which graphs have a maximum value? A minimum value?
• Do both the Something’s Fishy and It’s Magic graphs decrease?
• Why is the Something’s Fishy graph a straight line, while the It’s Magic
graph is a smooth curve?
• Do both the Baton Twirling and Jelly Bean Challenge graphs increase
and decrease?
LESSON 1: A Picture Is Worth a Thousand Words • 7G

• Why is the Baton Twirling graph a smooth curve, while the Jelly Bean
Challenge graph includes straight lines?
Summary
Key characteristics of graphs, such as intercepts, increasing and decreasing
intervals, and maximum and minimum points are used to interpret
scenarios and differentiate graphs.
DEMONSTRATE
Talk the Talk: A Writer and a
Mathematician
Facilitation Notes
In this activity, students create a scenario based upon a possible trip to
school. They then sketch a graph to model their scenario. They share their
work with classmates and note similarities and differences.

Questions to ask
• What are your independent and dependent variables?
• What units of measure were used to describe your variables?
• What do the values on the x-axis represent with respect to the
problem situation?
• What do the values on the y-axis represent with respect to the
problem situation?
• What x- and y-values make sense in this problem situation?
• Can your graph be described as increasing or decreasing?
• Is your graph curved or linear in nature?
• Does your graph contain any horizontal line segments? If so, what
does this represent in the scenario?
• How many different pieces are on your graph?
• Does your graph contain any parallel line segments? What does this
imply with respect to the scenario?
• If your graph contains a line segment having a negative slope, what
would this imply with respect to the scenario?
• What point on your graph represents your home?
• What point on your graph indicates that you arrived at school?
• To scaffold support when setting up their graph, ask them questions
about the significance of points on the x-axis, on the y-axis, and at
the origin.
7H • TOPIC 1: Quantities and Relationships

• To extend the activity, have students create a scenario and trade
papers with a partner. Then have the partner draw a graph for the
scenario. Have partners discuss if the graph drawn was the intent of
the writer of the scenario.
Misconception
Students can confuse the domain and range of the problem situation
with the domain and range of the algebraic function representing the
situation. It is important to emphasize that the graph of a function
may contain points that do not make sense with respect to the
problem situation.
Summary
A graph is an efficient way to model and interpret a scenario.
LESSON 1: A Picture Is Worth a Thousand Words • 7I

NOTES
7J • TOPIC 1: Quantities and Relationships

Warm Up Answers
1
1. x-axis: Time (days)
y-axis: Time Playing
Game (hours)
2. The highest point, (3, 4),
A Picture Is Worth
represents that Emma
played video games for
4 hours on the 3rd day.
a Thousand Words The lowest point, (7, 0),
represents that Emma
Understanding Quantities and Their Relationships did not play video games
on the 7th day.
Warm Up Learning Goals

Emma bought a new video game. The • Understand quantities and their relationships with
graph shown describes the number of each other.
hours Emma spent playing the game • Identify the independent and dependent quantities
over a period of 7 days. for a scenario.
• Match a graph with an appropriate scenario.
y
• Use a reasonable scale for a graph modeling
7 a scenario.
6
• Identify key characteristics of graphs.
5
4 • Describe similarities and differences between pairs
3 of graphs and scenarios.
2
1
0
x
Key Terms
1 2 3 4 5 6 7
• dependent quantity
1. Label the axes. • independent quantity
2. What does the highest point on
the graph represent with respect
to the scenario? The lowest point?
You have analyzed graphs of relationships and identified important features such as intercepts
and slopes. How can the key characteristics of a graph tell a story?
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Answers
1. GETTING STARTED
• the number of movie
tickets purchased and What Comes First?
the total cost
Have you ever planned a party? You may have purchased ice, gone grocery
• the number of eggs shopping, selected music, made food, or even cleaned in preparation. Many
used and the number of times, these tasks depend on another task being done first. For instance,
cakes baked you wouldn’t make food before grocery shopping, now would you?
• the number of students When one quantity

Consider the two quantities that are changing in each relationship.
in attendance at school is determined by
and the number of another in a problem
• the number of movie tickets purchased and the total cost
situation, it is said to
lunches served
be the dependent
• the number of eggs used and the number of cakes baked
• the number of hours quantity. The
driven and the number quantity it is
• the number of students in attendance at school and the number of
determined
of miles to a vacation lunches served
from is called the
destination independent
• the number of hours driven and the number of miles to a
quantity.
vacation destination
• the number of minutes a
swimming pool is filled • the number of minutes a swimming pool is filled with water and the
with water and the number of gallons of water in the swimming pool
number of gallons of
water in the swimming 1. Circle the independent quantity and underline the dependent
pool quantity in each relationship.
2. The independent
quantity is the one
that is necessary to
know first. It effects the 2. Describe how you can determine which quantity is independent
dependent quantity. and which quantity is dependent in any problem situation.
ELL Tip
The terms independent and dependent are cognates in many
languages and may be easily identified by English Learners. Review the
verb depend with students and discuss how it is related to independent
and dependent. Give them the following sentence frame to practice
sentence structure and independent/dependent identification. “
_________ depend(s) on _________ to _________.
_________ is dependent and _________ is independent.”
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Answers
Music Club
AC T I V I T Y
Connecting Scenarios and Graph E
1.1 Their Graphs
Independent Quantity:
number of songs
While a person can describe the monthly cost to operate a business,
or talk about a marathon pace a runner ran to break a world record,
x-axis: Number of Songs;
graphs on a coordinate plane enable people to see the data. Graphs relay interval of 1
information about data in a visual way.
Dependent Quantity:
You can use lines or smooth curves to represent relationships between cost (dollars)
points on a graph. In some problem situations, all the points on the line
y-axis: Cost (dollars)
will make sense. In other problem situations, not all the points will make
sense. So, when you model a relationship with a line or a curve, it is up interval of 1
to you to consider the situation and interpret the meaning of the data
Origin: (0 songs, 0 dollar
values shown.
cost)
This activity includes six scenarios and six graphs that are located at the
Think
end of the lesson.
about:
1. Read each scenario. Determine the independent and
dependent quantities. Then match each scenario to its Be sure to include
the appropriate units
corresponding graph. Glue the graph next to the scenario. of measure for each
For each graph, label the x- and y-axis with the appropriate quantity.
quantity and a reasonable scale, and then interpret the
meaning of the origin.
Music Club
Jermaine loves music. He can lip sync almost any song at a moment’s
notice. He joined Songs When I Want Them, an online music store. By
becoming a member, Jermaine can purchase just about any song he
wants. Jermaine pays $1 per song.
• independent quantity:
• dependent quantity:
ELL Tip
Students who understand the concept of independent and
dependent quantities may be unable to show their knowledge if
they lack the linguistic or cultural understanding required to identify
the variables used in the activity. Ensure students have a clear
understanding of all variables before they begin.
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Answers
Something’s Fishy Something’s Fishy

Ask Candice is a building manager for the Crowley Enterprise office building.
Graph A One of her responsibilities is cleaning the office building’s 200-gallon
yourself: aquarium. For cleaning, she must remove the fish from the aquarium
and drain the water. The water drains at a constant rate of 10 gallons
time (minutes) What strategies
per minute.
will you use to match
x-axis: Time (minutes); each graph with one
of the eight scenarios? • independent quantity:
interval of 1
Dependent Quantity: water
(gallons)
y-axis: Water (gallons); • dependent quantity:
interval of 20
Origin: (0 minutes, 0 gallons
of water)
Smart Phone, but Is It a

Smart Phone, but Is It a Smart Deal?
Smart Deal? You have your eye on an upgraded smart phone. However, you currently do
Graph B not have the money to purchase it. Your cousin will provide the funding, as
long as you pay him back with interest. He tells you that you only need to pay
Independent Quantity: $1 in interest initially, and then the interest will double each week after that.
time (weeks) You consider his offer and wonder if this really is a good deal.
x-axis: Time (weeks);

• independent quantity:
interval of 1
Dependent Quantity:
interest (dollars)
y-axis: Interest (dollars); • dependent quantity:
interval of 10
Origin: (0 weeks, 0 dollars
of interest)
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Answers
It’s Magic It’s Magic
The Amazing Aloysius is practicing one of his tricks. As part of this trick,
he cuts a rope into many pieces and then magically puts the pieces of Graph D
rope back together. He begins the trick with a 20-foot rope and then cuts
it in half. He then takes one of the halves and cuts that piece in half. He
repeats this process until he is left with a piece so small he can no longer
number of cuts
cut it. x-axis: Number of Cuts;
• independent quantity: interval of 1
Dependent Quantity:
length of each piece of
rope (feet)
• dependent quantity: y-axis: Length of Each Piece
of Rope (feet);
interval of 2
Origin: (0 cuts, 0 feet of
rope)
Baton Twirling
Baton Twirling
Jill is a drum major for the Altadena High School marching band. For the
finale of the halftime performance, Jill tosses her baton in the air so that Graph F
it reaches a maximum height of 22 feet. This gives her 2 seconds to twirl
around twice and catch the baton when it comes back down.
time (seconds)
• independent quantity: x-axis: Time (seconds);
interval of 0.25
Dependent Quantity:
• dependent quantity:
height of baton (feet)
y-axis: Height of Baton
(feet): interval of 3
Origin: (0 seconds, height
of 0 feet)
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Answers
Jelly Bean Challenge Jelly Bean Challenge

Mr. Wright judges the annual Jelly Bean Challenge at the summer fair. Every
Graph C year, he encourages the citizens in his town to guess the number of jelly
beans in a jar. He records all the possible guesses and the number of jelly
Answers may vary for
beans that each guess was off by.
intervals, sample answers
provided. • independent quantity:
number of jelly beans
guessed
x-axis: Possible Number of • dependent quantity:
Jelly Beans;
possible interval of 100
Dependent Quantity:
number of jelly beans
the guess is off by
y-axis: Number of Jelly
Beans the Guess is
Off by
ossible interval of 100
p
(same a x-axis scale)
Origin: (0 jelly beans,
0 jelly beans the guess
is off by)
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Answers
AC T I V I T Y
Comparing and Contrasting 1. Sample answer.
activity_H1
x.x
1.2 Graphs • The independent
quantity is graphed
Now that you have matched a graph with the appropriate problem on the x-axis while the
situation, let’s go back and examine all the graphs. dependent quantity
is graphed on the
1. What similarities do you notice in the graphs?
y-axis.
Think
• All the graphs are
about: continuous.
Look closely when
analyzing the graphs. 2. Sample answer.
What do you see?
2. What differences do you notice in the graphs? • Some graphs contain
straight lines, while
some contain curves.
• Some graphs seem
to move up as they
go from left to right,
3. How did you label the independent and dependent quantities in some move down
each graph? from left to right.
• Some graphs are
made of pieces that
go up, go down, or
stay constant from
4. Analyze each graph from left to right. Describe any graphical
left to right.
characteristics you notice.
3. I labeled the
independent quantity
on the x-axis and the
dependent quantity on
the y-axis in each graph.
4. Sample answer.
• Some graphs only
increase.
• Some graphs only
LESSON 1: A Picture Is Worth a Thousand Words • 13 decrease.
• Some graphs
both increase and
decrease.
• Some graphs have
ELL Tip a minimum or
maximum value.
Provide additional vocabulary support by giving students illustrated
• Some graphs
examples of the following terms: increase, decrease, straight, curved, increase or decrease
maximum, minimum. Using one of the graphs in the assignment, at a constant rate.
point to a portion of the graph and call on students to describe it with
one of the illustrated terms.
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Answers
5a. Sample answer. 5. Compare the graphs for each pair of scenarios given and describe
Think any similarities and differences you notice.
• Both graphs
increase from left about: a. Smart Phone, but Is It a Smart Deal? and Music Club
to right. What do the points on
• The graph of the each graph represent?
Smart Phone, but

is it a Smart Deal?
situation is a smooth
curve, but the
graph of the Music
Club situation
is a straight line.
5b. Sample answer. b. Something’s Fishy and It’s Magic
• Both graphs
decrease from left
to right.
• The graph of the
Something’s Fishy
situation is a straight
line, but the graph
of the It’s Magic
curve.
c. Baton Twirling and Jelly Bean Challenge
5c. Sample answer.
• The graphs have
either a minimum
or a maximum
value, Both graphs
increase and
decrease.
• The graph of the
Baton Twirling
curve, but the graph
of the Jelly Bean 14 • TOPIC 1: Quantities and Relationships
Challenge situation
is made up of two
straight lines.
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Answers
1. Answers will vary.
NOTES 2. Sample answer.
TALK the TALK
Each point on the
A Writer and a Mathematician graph represents
possible times and the
1. Write a scenario and sketch a graph to describe a possible corresponding distances.
trip to school.
Scenario Graph
2. Describe the meaning of the points, or smooth curve,

represented by your graph.
3. Compare your scenario and sketch with your classmates’

scenarios and sketches. What similarities do you notice?
What differences do you notice?
ELL Tip
Ask students what they think of when they hear the word respect.
After asking “What do the values on the x-axis represent with respect
to the problem situation,” ask whether the word respect has the
same meaning in that sentence. Based on context, ask students to
determine the meaning of the phrase with respect to.
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A1_M01_T01_L01_TIG.indd 16 5/27/21 6:52 PM

Graph Cutouts
Graph A Graph B
y y
x x
Graph C Graph D
y y
x x
Graph E Graph F
y y
x x
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A1_M01_T01_L01_TIG.indd 18 5/27/21 6:52 PM
Assignment
Answers
Assignment LESSON 1: A Picture Is Worth a Thousand
Words Write
Write Remember Answers will vary.
Describe how you can When one quantity is determined by another in a problem situation,
distinguish between an
independent quantity and a
it is said to be the dependent quantity. The quantity it is determined
from is called the independent quantity. The independent quantity is
Practice
dependent quantity. Use an represented on the x-axis and the dependent quantity is represented
example in your description. on the y-axis.
1a. Endangered Species
IQ: time (years)
DQ: number of turtles
Practice
1. Read each scenario and identify the independent and dependent quantities. Graph D
Be sure to include the appropriate units of measure. Then analyze each graph
x-axis: Time (years)
and determine which of the provided scenarios it models. For each graph,
label the x- and y-axis with the appropriate quantity and unit of measure. y-axis: Number of
a. Endangered Species b. Video Games Turtles
The Elkwood Aquatic Society is working Gillian is playing video games at an arcade.
with various reptile species to increase their Gillian starts with $40 and is playing games 1b. Video Games
populations. The initial population of 450 that cost 50 cents per game. IQ: number of games
endangered turtles tripled each year for the d. Cooling Tea
played
past five years. A freshly made cup of tea is served at a
c. Sales Commission temperature of about 180°F. The tea cools DQ: money (dollars)
Julian works as a salesman. He receives a rapidly at first, and then slows down gradually
Graph C
monthly salary of $3000 as well as a 10% as it approaches room temperature.
commission on the amount of sales. x-axis: Number of
e. Commuter Flight Games Played
A commuter flight between two cities in
y-axis: Money (dollars)
Oregon takes about 40 minutes. The plane
increases its altitude for the first half of 1c. Sales Commission
the flight until it gets to 18,000 feet, and
then it descends for the second half of the IQ: monthly sales
flight. The plane ascends and descends at a (dollars)
constant rate of 900 feet per minute.
DQ: m onthly earnings
A. y B. y C. y (dollars)
Graph B
x-axis: Monthly Sales
(dollars)
x x x y-axis: Monthly
Earnings (dollars)

1d. Cooling Tea
IQ: time (minutes)
DQ: temperature
(degrees F)
Graph E
x-axis: Time (minutes)
y-axis: Temperature
(degrees F)
1e. Commuter Flight

IQ: time (minutes)
DQ: altitude (feet)
Graph A
x-axis: Time (minutes)
y-axis: Altitude (feet)
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Assignment
Answers
Practice
2. Sample answer. D. y E. y
Both graphs are

increasing. One graph
is a curve, the other is a
line.
x x
Stretch 2. Compare the pair of graphs and describe any similarities and differences you notice.
y y
1. independent quantity:
mass (grams)
dependent quantity:
number of swings
2. The time will stay the x x
same, and he will need

to use one mass so
that he can test several Stretch
different string lengths. Read the scenario and identify the independent and dependent quantities. Be sure to include the
Review appropriate units of measure.

1. A student performs several experiments in which he swings a pendulum for a 20-second duration.
He uses a string that is 27 cm long, and he tests pendulum masses of different sizes, varying from
1. x 5 6 2 to 12 grams. He records the number of swings each pendulum makes in 20 seconds.
2. 1 2. The student then decides to make a second graph showing the string length (in cm) as the
independent quantity. What changes must the student make to his experiment?
Review
1. Solve the equation 22x 1 8 5 23x 1 14.
2. Evaluate the expression x2 2 3y 1 12 for x 5 22 and y 5 5.

2
A Sort of Sorts MATERIALS
Scissors
Analyzing and Sorting Graphs
Lesson Overview
Students begin this lesson by cutting out 17 different graphs. They sort the graphs into different
groups based on their own rationale, compare their groupings with their classmates, and discuss
the reasoning behind their choices. Next, four different groups of graphs are given, and students
analyze the groupings and explain possible rationales behind the choices made. Students explore
different representations of relations. Students need to keep their graphs as they will be used in
lessons that follow.
Algebra 1

(7) The student applies the mathematical process standards when using graphs of
quadratic functions and their related transformations to represent in multiple ways
and determine, with and without technology, the solutions to equations. The student is
expected to:
attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum
values, vertex, and the equation of the axis of symmetry.
LESSON 2: A Sort of Sorts • 21A

ELPS
Essential Ideas
• A relationship between two quantities can be graphed on the coordinate plane.
• Graphical behaviors can reveal important information about a relationship.
• A graph of a relationship can have a minimum or maximum or no minimum or maximum. A graph
can pass through one or more quadrants. A graph can exhibit vertical or horizontal symmetry.
A graph can be increasing, decreasing, neither increasing nor decreasing, or both increasing and
decreasing.
Lesson Structure and Pacing: 1 Day

Engage
Getting Started: Let’s Sort Some Graphs
Students cut out 17 graphs and sort the graphs into different categories based on their own
rationale. They then compare their categorizations with their classmates’ choices and explain their
reasoning. The emphasis is on the variety of ways to correctly categorize these graphs.
Develop
Activity 2.1: Identifying Graphical Behaviors
Four different scenarios that show groups of graphs are given, and students explain the rationale
behind the groups and the errors in the reasoning behind a grouping. Rationales for groups
include graphs being discrete, having vertical symmetry, existing in only two quadrants, and not
being a function.
Demonstrate
Talk the Talk: Compare and Contrast
Students use the graphs they cut out and sorted at the beginning of the lesson to create a list of
all the different types graphical behaviors.

Getting Started: Let’s Sort Some Graphs ENGAGE
Facilitation Notes
In this activity, students cut out 17 graphs and sort the graphs into
different categories based on their own rationale. They then compare
their categorizations with their classmates’ choices and explain their
reasoning. The emphasis is on the variety of ways to correctly categorize
these graphs.
Ask a student to read the introduction aloud and discuss the activity as a
class. Provide scissors and the time necessary to cut out each of the
17 graph cards.
Have students work with a partner or in a group to complete the

activity. Student responses will be shared in the Talk the Talk at the end of
the lesson.
• Conflicts and reasoning about the best way to group the graphs.
• Creative strategies, such as Venn diagrams, to deal with more
than one graphical characteristic at a time.
To scaffold support, reduce the number of graphs that they must sort.
Questions to ask
• How many different categories of graphs do you have?
• How did you decide which graphs to include in each category?
• Do any of your categories contain a single graph?
• Did you and your group members disagree about any particular
categorization?
• Were there any graphs that didn’t fit into any category?
Misconception
Students may not realize the significance of the arrowheads included on
various graphs in terms of continuation. In these situations, you could
suggest that they visualize these graphs beyond the viewable window.
Summary
Graphs of relationships have a variety of characteristics.
LESSON 2: A Sort of Sorts • 21C

DEVELOP
Activity 2.1
Identifying Graphical Behaviors
Facilitation Notes
In this activity, four different scenarios that show groups of graphs are
given, and students explain the rationale behind the groups and the errors
in the reasoning behind a grouping. Rationales for categorizations include
graphs being discrete, having vertical symmetry, existing in only two
quadrants, and not being a function.
At this point, students are not required to use the terms discrete and
continuous. These terms will be defined in the next lesson.
Have students work with a partner or in a group to complete this activity.

Questions to ask
• How are Matthew’s graphs different than other graphs you may
have seen?
• Which of Matthew’s graphs appear to be linear? Non-linear?
• What kind of scenarios can you think of for each of
Matthew’s graphs?
• Is the y-axis the axis of symmetry in all of Ashley’s graphs? Explain.
• What graphs have a horizontal axis of symmetry? What does
that mean?
• Are Duane’s graphs only what they appear to be, or is only part of
each graph visible? Explain.
• How are Judy’s graphs different from other graphs you have seen?
• For each x-value on one of Judy’s graphs, how many y-values
are there?
• Will graphs that have a horizontal axis of symmetry always represent
non-functions? Why or why not?
Misconception
Students may think the term axis of symmetry implies that the axis of
symmetry must be the x-axis or y-axis. Use graphs Q and S to disprove
this claim. If helpful, use the term line of symmetry rather than the term
axis of symmetry.
• To scaffold support for Question 4, remind students of the Vertical
Line Test and have them label points that have the same x-value
but different y-values. Revisit graphs of functions to emphasize the
difference.
• To extend the activity, ask students to sketch other graphs that could
belong in the groups.

Summary
Graphs of relationships can exhibit symmetry and can represent functions
and non-functions.
Talk the Talk: Compare and Contrast DEMONSTRATE

Facilitation Notes
In this activity, students use the graphs they cut out and sorted at the
beginning of the lesson to create a list of different graphical behaviors.
Remind students to keep their graph cutouts. They will need them for the
next two lessons.

Questions to ask
• How many different categories of graphs do you have?
• How did you decide which graph to include in each category?
• Do any of your categories contain a single graph?
• Did you and your group members disagree about any particular
categorization?
• Are there any graphs that don’t fit into any category?
• Would you prefer to change your groupings after seeing other
groupings? Why or why not?
• Is there a way you could creatively group the graphs so that they
may identify with more than one graphical characteristic at a time?
• What mathematical term could you use to identify that
characteristic?
Summary
Graphs of relationships have a variety of characteristics.
LESSON 2: A Sort of Sorts • 21E

NOTES

Warm Up Answers
2
Point A: (5,2) Quadrant I
Point B: (2,0) on the x-axis
Point C: (1,24) Quadrant IV
Point D: (25,2) Quadrant II
A Sort of Sorts Point E: (0,6) on the y-axis

Point F: (28,28) Quadrant III
Analyzing and Sorting Graphs

1. Write the coordinates of each point • Review and analyze graphs and graphical behavior.
and name the quadrant or axis • Determine similarities and differences among
where the point is located. various graphs.
• Sort graphs and give reasons for the similarities and
y
differences between the groups of graphs.
8
E
6
4
D A
2
B
–8 –6 –4 –2 2 4 6 8 x
–2 C
–4
–6
F
–8
You have used graphs to analyze the relationship between independent and dependent
quantities. Do the graphs of certain types of relationships share any characteristics?
LESSON 2: A Sort of Sorts • 21
A1_M01_T01_L02_TIG.indd 21 5/27/21 6:53 PM

Answers
1. Answers will vary. GETTING STARTED
Let’s Sort Some Graphs

Mathematics is the science of patterns and relationships. Looking for
patterns and sorting patterns into different groups based on similarities
and differences can provide valuable insights. In this lesson, you will analyze
many different graphs and sort them into various groups.
1. Cut out the 17 graphs at the end of the lesson. Then analyze and
sort the graphs into at least 2 different groups. You may group
the graphs in any way you feel is appropriate.
Record the following information for each of your groups.

• Name each group of graphs.
• List the letters of the graphs in each group.
• Provide a rationale for why you created each group.
Keep your graphs, you

will need them in the
next lesson.
ELL Tip
Allow students time to identify vocabulary and create basic
descriptions for each group of graphs to prepare for classroom
discussions. As you ask groups members for their grouping decisions,
encourage students to orally contribute with the help of their
prepared descriptions.
A1_M01_T01_L02_TIG.indd 22 5/27/21 6:53 PM

Answers
1. Sample answer.
AC T I V I T Y
Identifying Graphical The graphs have points
x.x
2.1 Behaviors that are not connected.
In this activity, consider the different ways the graphs are grouped.
1. Matthew grouped these graphs together. Why do you think

Matthew put these graphs in the same group?
E I
y y
10 10
x x
–10 0 10 –10 0 10
–10 –10
L A
y y
10 10
x x
–10 0 10 –10 0 10
–10 –10
A1_M01_T01_L02_TIG.indd 23 5/27/21 6:53 PM

Answers
2a. Each of the graphs can 2. Consider Ashley’s correct grouping.
be divided in half by
drawing a vertical line. Ashley
C y I grouped these graphs together because they all have

a vertical axis of symmetry. If I draw a vertical line
10
through the middle of the graph, the image is the same
on both sides.
x
–10 0 10
C E J
y y y
10 10 10
–10
E y
10 –10 0 10
x
–10 0 10
x
–10 0 10
x
x –10 –10 –10
–10 0 10
Q P
y y
–10 10 10
J y
10
x x
–10 0 10 –10 0 10
x
–10 0 10 –10 –10
a. Show why Ashley’s reasoning is correct.

–10
y
Q 10 b. If possible, identify other graphs that have a vertical axis
of symmetry.
x
–10 0 10
–10
y
P 10
ELL Tip
Have students define each term as needed with an illustration:
x
0
symmetry, horizontal, vertical, linear. Provide connections with familiar
–10 10
terms, such as horizon/horizontal and line/linear.
–10
2b. Graphs B, D, H, N, A
A1_M01_T01_L02_TIG.indd 24 5/27/21 6:53 PM

Answers
3. Consider Duane’s incorrect grouping. 3a. Even though it is
not visible, Graph Q
Duane continues into the first
I grouped these graphs together because each graph goes quadrant. Therefore,
through only two quadrants. the graph goes through
three quadrants. Each
of the other graphs C, J,
C J and M satisfy Duane’s
y y
10 10 reasoning.
3b. Graphs A, F, H, I, K, O
x x
–10 0 10 –10 0 10
–10 –10
M Q y
y
10 10
x x
0 –10 0 10
–10 10
–10 –10
a. Explain why Duane’s reasoning is not correct.
b. If possible, identify other graphs that go through only

two quadrants.
A1_M01_T01_L02_TIG.indd 25 5/27/21 6:53 PM

Answers
4a. Sample answer. 4. Judy grouped these graphs together, but did not provide
any rationale.
In each graph, for at
least one value of x, D K
y y
there is more than one
10 10
value of y. Each of these
graphs has a horizontal
axis of symmetry.
x x
4b. Sample answer. –10 0 10 –10 0 10
The graphs are not

functions. –10 –10
O
y
10
x
–10 0 10
–10
a. What do you notice about the graphs?
b. What rationale could Judy have provided?
A1_M01_T01_L02_TIG.indd 26 5/27/21 6:53 PM

Answers
Sample answers.
NOTES Possible graphical
TALK the TALK
behaviors:
Compare and Contrast • always increasing from
left to right
1. Compare your groups with your classmates’ groups. Create
a list of the different graphical behaviors you noticed.
• always decreasing from
left to right
• the graph both
increases and
decreases
• straight lines
• smooth curves
• discrete data values
• the graph has a
maximum value
• the graph has a
minimum value
• the graph is a function
• the graph is not a
function
• the graph goes through
Ask the origin
yourself: • the graph forms a U

shape
Are any of the
graphical behaviors • the graph forms a V
shared among your shape
groups? Or, are they
unique to each group?
A1_M01_T01_L02_TIG.indd 27 5/27/21 6:54 PM

A1_M01_T01_L02_TIG.indd 28 5/27/21 6:54 PM

Graph Cards
A y B y
10 10
x x
–10 0 10 –10 0 10
–10 –10
C y D y
10 10
x x
–10 0 10 –10 0 10
–10 –10
E y F y
10 10
x x
–10 0 10 –10 0 10
–10 –10
A1_M01_T01_L02_TIG.indd 29 5/27/21 6:54 PM

A1_M01_T01_L02_TIG.indd 30 5/27/21 6:54 PM

G y H y
10 10
x x
–10 0 10 –10 0 10
–10 –10
I y J y
10 10
x x
–10 0 10 –10 0 10
–10 –10
K y L y
10 10
x x
–10 0 10 –10 0 10
–10 –10
A1_M01_T01_L02_TIG.indd 31 5/27/21 6:54 PM

A1_M01_T01_L02_TIG.indd 32 5/27/21 6:54 PM

M y N y
10 10
x x
–10 0 10 –10 0 10
–10 –10
O y P y
10 10
x x
–10 0 10 –10 0 10
–10 –10
Q y
10
x
–10 0 10
–10
A1_M01_T01_L02_TIG.indd 33 5/27/21 6:54 PM

A1_M01_T01_L02_TIG.indd 34 5/27/21 6:54 PM
Assignment
Answers
Assignment LESSON 2: A Sort of Sorts
Write
Write Remember Sample answer.
Describe the Graphs of relationships between quantities have characteristics that can
importance of graphical give you important information about the relationship. For example, a
Graphs provide a visual
representations. graph can be increasing, decreasing, neither increasing nor decreasing, or representation of a
both increasing and decreasing. A graph can have straight lines or smooth function. They provide a
curves, a maximum or minimum, or no maximum or minimum, and so on. model to see and interpret
key features.
Practice
1. Record the letter of each graph with the given characteristic. Practice
a. has a vertical axis of symmetry
b. has a horizontal axis of symmetry
1a. B, C, D
c. passes through exactly 1 quadrant
d. passes through all 4 quadrants 1b. D, E
1c. A, D
A. y B. y C. y
1d. B, F
x x x
D. y E. y F. y
x x x

Assignment
Answers
Stretch
1. passes through 2 Stretch
quadrants Describe characteristics of each graph, including whether or not it has a vertical or horizontal axis of
symmetry and the number of quadrants it passes through.
2. passes through 2 1. diagonal line through the origin that increases from left to right
quadrants 2. diagonal line through the origin that decreases from left to right
3. diagonal line that does not pass through the origin
3. passes through 3
4. horizontal line below the origin
quadrants 5. vertical line to the right of the origin
4. vertical axis of
symmetry, passes
Review
through 2 quadrants 1. Read the scenario and identify the independent and dependent quantities. Be sure to include the
5. horizontal axis of appropriate units of measure. Then determine which graph models the scenario.
symmetry, passes Henry is cooking a turkey for his family. His recipe says to cook the turkey for 15 minutes per pound.
through 2 quadrants Graph A Graph B
y y
Review
1. Independent quantity:
Weight of Turkey
(pounds)
x x
Dependent quantity:
Time (minutes) 2. Solve the equation 8y 1 13 5 29.
3. Evaluate the expression 6z 1 5(22z 2 7) for z 5 21.
Graph B
2. y 5 2
3. 231

3
F of X MATERIALS
Graphs from A Sort
of Sorts
Recognizing Functions and Function Graphing technology
Families Glue sticks
Lesson Overview
The definition of relation, function, function notation, domain, and range are introduced in this lesson. For
the remainder of the lesson, students use graphing technology to connect equations written in function
form to their graph and then identify the function family to which they belong. The terms Vertical Line Test,
continuous graph, and discrete graph are defined, and students sort the graphs from the previous lesson
into functions and non-functions. Then, the terms Vertical Line Test, increasing function, decreasing function,
constant function, discrete function and continuous function are defined, and students sort the graphs from
the previous lesson into these groups and a group labeled for functions that include a combination of
increasing and decreasing intervals. The terms function family, linear function, and exponential function are
then defined, and students sort the increasing, constant, and decreasing functions into one of these
families. Next, the terms absolute minimum and absolute maximum are defined, as well as the terms
quadratic function and linear absolute value function. Students sort the functions with an absolute minimum
or absolute maximum into one of these families. Finally, students recall the definition of x-intercept and
y-intercept. Students then complete a graphic organizer for each function family that describes the
graphical behavior and displays graphical examples. In the final activity, students use their knowledge
of the function families to demonstrate how the families differ with respect to their x- and y-intercepts.
Graphing technology is necessary to help students connect some equations and their graphs.
Algebra 1
linear functions to write and represent in multiple ways, with and without technology,
linear equations, inequalities, and systems of equations. The student is expected to:
(A) determine the domain and range of a linear function in mathematical problems;
determine reasonable domain and range values for real-world situations, both continuous
and discrete; and represent domain and range using inequalities.
solve, with and without technology, equations, inequalities, and systems of equations. The
student is expected to:
LESSON 3: F of X • 37A

quadratic functions to write and represent in multiple ways, with and without technology,
quadratic equations. The student is expected to:
(A) determine the domain and range of quadratic functions and represent the domain and
range inequalities.
(7) The student applies the mathematical process standards when using graphs of quadratic
functions and their related transformations to represent in multiple ways and determine,
with and without technology, the solutions to equations. The student is expected to:
attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values,
vertex, and the equation of the axis of symmetry.
(A) determine the domain and range of exponential functions of the form f(x) 5 abx and represent
the domain and range using inequalities.
Number and Algebraic Methods
(12) The student applies the mathematical process standards and algebraic methods to write,
solve, analyze, and evaluate equations, relations, and functions. The student is expected to:
(A) decide whether relations represented verbally, tabularly, graphically, and symbolically define
a function.
ELPS
Essential Ideas
• A function is a relation that assigns to each element of the domain exactly one element of the range.
• The family of linear functions includes functions of the form f(x) 5 ax 1 b, where a and b are
real numbers.
• The family of exponential functions includes functions of the form f(x) 5 a ? b x 1 c, where a, b,
and c are real numbers, and b is greater than 0 but is not equal to 1.
• The family of quadratic functions includes functions of the form f(x) 5 ax2 2 bx 1 c, where a, b,
and c are real numbers, and a is not equal to 0.
• The family of linear absolute value functions includes functions of the form f(x) 5 a|x 1 b| 1 c,
where a, b, and c are real numbers, and a is not equal to 0.

Lesson Structure and Pacing: 3 Days
Day 1
Engage
Getting Started: Odd One Out
Students are presented with four numberless graphs of relations and decide which of the graphs
does not belong with the others. This activity solicits students’ prior knowledge related to the
characteristics of graphs, which they explored in the previous lesson. This activity has no correct
answer. There are a variety of reasons related to graphical behavior to explain why each of the
four graphs does not belong with the others.
Develop
Activity 3.1: Functions and Non-Functions
Students are provided the definitions of the terms relation, domain, range, function, and function
notation. Multiple representations of relations are shown and then analyzed to determine which
relations are functions. Students are given an equation written in function notation that models a
scenario. They identify which expression in the function equation represents the domain and range
and then determine the possible domain and range of the function in the context of the scenario.
The Vertical Line Test is reviewed as a visual method used to determine whether a relation represented
as a graph is a function, and the terms discrete graph and continuous graph are defined. Additional
relations are analyzed to determine which are functions. Students then sort the graphs from the
previous lesson into function and non-function groups.
Day 2
Activity 3.2: Domain and Range of a Function
Students revisit the graphs from the previous lesson and use different notations, including words
and inequalities, to describe the domain and range of each graph.
Activity 3.3: Linear, Constant, and Exponential Functions
Students use a sorting activity and the graphs from the previous lesson to distinguish among
increasing, decreasing, and constant functions, and functions that show a combination of increasing
and decreasing behaviors. Next, focusing only on the graphs of increasing, decreasing, and
constant functions, they match each graph with the appropriate equation written in function
notation. They sort these graphs again into two groups based on the equation of each function.
The terms function family, linear functions, and exponential functions are described, and students
identify which group is best represented using these terms.
Day 3
Activity 3.4: Quadratic and Absolute Value Functions
Students sort the graphs that are both increasing and decreasing into three groups: having the
characteristics of absolute minimum, having the characteristics of absolute maximum, and having
no absolute minimum or absolute maximum. Focusing only on the graphs containing absolute
minimums or absolute maximums, they match each graph with the appropriate equation written
in function notation, and then sort these graphs again into two groups based on the feature of an
absolute minimum or an absolute maximum. The terms quadratic functions and linear absolute value
functions are defined, and students identify which graphs are best represented using these terms.
LESSON 3: F of X • 37C

Activity 3.5: Function Families
If they have not done so already, students paste their equations and linear, exponential,
quadratic, and linear absolute value into appropriate graphic organizers. Students then describe
the graphical behavior of each function.
Demonstrate
Talk the Talk: Interception!
Students recall the definitions of x-intercept and y-intercept. They then use their knowledge about
functions and function families to draw functions on numberless graphs, given only the x- and
y-intercepts of the functions. This activity is designed to solicit students’ reasoning about the
possibilities for the graphs of functions.

Getting Started: Odd One Out ENGAGE
Facilitation Notes
In this activity, students are presented with four numberless graphs
of relations and decide which of the graphs does not belong with the
others. This activity solicits students’ prior knowledge related to the
characteristics of graphs, which they explored in the previous lesson. This
activity has no correct answer. There are a variety of reasons related to
graphical behavior to explain why each of the four graphs does not belong
with the others.
Have students complete this activity independently or with a partner.

• Identification of different graphs as not belonging with the others.
• Use of math terminology related to the characteristics of
the graphs.
Questions to ask
• The graph of the relation passes through how many
different quadrants?
• How would you describe the x-values in this relation?
The y-values?
• Does each individual point on the graph of the relation have
a different x-value or do two or more points share the
same x-value?
• Does each individual point on the graph of the relation have
a different y-value or do two or more points share the
same y-value?
• For each x-value, is there only one y-value or more than
one y-value?
• For each y-value, is there only one x-value or more than
one x-value?
• What characteristic did you use that applies to three of the graphs
but not the fourth?
Summary
Graphical behaviors can help distinguish one type of relation
from another.
LESSON 3: F of X • 37E

DEVELOP
Activity 3.1
Functions and Non-Functions
Facilitation Notes
In this activity, the terms relation, domain, range, function and function
notation are defined. Multiple representations of relations are shown
and then analyzed to determine which relations are functions. Students
are then given an equation written in function notation that models
a scenario. They identify which expression in the function equation
represents the domain and range and then determine the possible
domain and range in the context of the scenario. The Vertical Line Test
is reviewed as a visual method used to determine whether a relation
represented as a graph is a function, and the terms discrete graph
and continuous graph are defined. Additional relations are analyzed to
determine which are functions. Students then sort the graphs from the
previous lesson into function and non-function groups.
Have a student read the definition of relation aloud. As a class, discuss the
six different representations of a relation provided.
Questions to ask
• What are the input values for this relation?
• What are the output values for this relation?
• Which relations have a limited number of values? An unlimited
number of values?
Ask a student to read the definition of function.

Questions to ask
• Explain what a function is in your own words.
• What is the difference between a relation and a function?
Have students work independently or with a partner to complete

Questions 1 through 3. Share responses as a class.
Questions to ask
• What are the elements of the domain in this representation?
• What are the elements of the range in this representation?
• Does each element in the domain correspond to exactly one
element in the range?
To extend the activity, have students create tables, mappings, and
verbal representations that are functions. Then, ask students to modify
each function to create a non-function.
Misconception
Students may connect the math term relation to its common usage as
relationship; however, the math term function is more restrictive than

its common usage. As an alternative method of understanding, address
the fact that calculators can only perform operations involving functions;
each input can only have one output.
Have a student read the information and definition following Question 3

aloud. Complete Questions 4 and 5 as a class.
Questions to ask
• Is the f(x) the same as x or y in an equation?
• What is the advantage of using function notation?
• How can you tell the independent and dependent variable in the
notation C(s)?
To extend the activity, provide an equation, such as y 5 3x 1 2. Ask
students to rewrite the statement using function notation.
• What is the value of the function when x 5 5?
• What is the value of x when the function equals 10?
Have a student read the definitions of Vertical Line Test, discrete graph, and
continuous graph aloud. Discuss as a class.
Questions to ask
• Why does the Vertical Line Test work?
• Why do you use a vertical line rather than a horizontal line?
To assist all students, place a non-function on a coordinate plane. Have
students identify coordinate pairs that demonstrate that it does not fit
the definition of a function.

Questions to ask
• Do you have to graph the ordered pairs to apply the Vertical Line Test?
• Do you have to graph the equation to apply the Vertical Line Test?
• How could you rewrite Question 8, part (b) so that it is not a function?
• For each x-value, is there a unique y-value?
• How can you tell the relation represented as a table is not
a function?
• How can you tell the relation represented as a mapping is not
a function?
• Do Judy’s graphs pass or fail the Vertical Line Test?
• For each x-value on one of Judy’s graphs, how many y-values
are there?
• After applying the Vertical Line Test, how many graphs did you sort
into the function group? Non-function group?
LESSON 3: F of X • 37G

• Did all of the graphs fit into one of the two groups or is there
another category?
• How would you describe the graph of a non-function? A function?
• Are all curved graphs always non-functions?
• Sketch the curved graph that is a function and a curved graph that
is not a function.
• Are all linear graphs considered functions?
• Sketch the graph of a line that is not a function.
Summary
A function is a relation that assigns to each element of the domain exactly
one element of the range.
Activity 3.2
Domain and Range of a Function
Facilitation Notes
In this activity, students revisit their graphs from the previous lesson and
use different notations, including words and inequalities, to describe the
domain and range of each graph.
Have students work independently to complete Question 1. Share

responses as a class. Discuss the worked example as a class.
Questions to ask
• How do the words relate to the graph?
• How do the inequalities relate to the graph?
• How is the inequality written differently when the graph has
an arrow?
To scaffold support, connect the symbols in the graphs and inequalities
to those used with number lines and inequalities.
Misconception
Students may think that the range for h(x) is 22 # y # 8. Have them
extend the arrow in the graph to see that the y-values extend beyond 22.

Students using the correct inequality symbols when writing the domain
and range in interval notation.

Questions to ask
• How did you decide which inequality symbols to use when writing
the domain and range?
• What inequality symbols should you use if the domain or range
includes negative or positive infinity?
To extend the activity, introduce students to interval notation. An interval
is defined as the set of real numbers between two given numbers. To
describe an interval, use this notation:
• A closed interval [a, b] describes the set of all numbers between a
and b, including the endpoints a and b. Graphically, a closed interval
is indicated by closed-circle endpoints.
• An open interval (a, b) describes the set of all numbers between a
and b, but not including the endpoints a and b. Graphically, an open
interval is indicated by open-circle endpoints.
• A half-closed or half-open interval (a, b] describes the set of all
numbers between a and b, including b but not including a. Or, [a, b)
describes the set of all numbers between a and b, including a but
not including b.
Summary
The domain and range of a function can be represented in words or
using inequalities.
Activity 3.3
Linear, Constant, and Exponential Functions
Facilitation Notes
In this activity, students use a sorting activity and the graphs from the
previous lesson to distinguish among increasing and decreasing behaviors
and functions that show a combination of increasing and decreasing
behaviors. Next, focusing only on the graphs of increasing, decreasing, and
constant functions, they match each graph with the appropriate equation
written in function notation. They sort these graphs again into two groups
based on the equation of each function. The terms function family, linear
functions, and exponential functions are described, and students identify
which group is best represented using these terms.
Ask a student to read the introduction and definitions aloud. Discuss

the behaviors of increasing functions, decreasing functions, and constant
functions as a class.
LESSON 3: F of X • 37I

Questions to ask
• How would you describe the graphic behaviors of an
increasing function?
• Are some graphs increasing at a faster rate than others? What
does that look like?
• How would you describe the graphic behaviors of a
decreasing function?
• Are some graphs decreasing at a faster rate than others? What
does that look like?
• How would you describe the graphic behavior of a
constant function?
• How many of your graphs are considered graphs of increasing
functions? Decreasing functions? Constant functions?
• When entering the functions into your graphing technology, which
functions require the use of parentheses? Explain why.
• What criteria did you use to sort the graphs into two groups?
Ask a student to read the definitions following Question 3 aloud. Discuss

the definitions as a class.

Questions to ask
• What do a linear function and a constant function have in
common? What are the differences?
• What do a linear function and an exponential function have in
common? What are the differences?
• Is f(x) 5 ax 1 b a constant function when a 5 0? a 5 1?
• Is f(x) 5 ax 1 b a constant function when b 5 0? b 5 1?
• What kind of function is f(x) 5 a ? bx 1 c when b 5 1?
Summary
The family of linear functions includes functions of the form f(x) 5 ax 1 b,
where a and b are real numbers. The family of exponential functions
includes functions of the form f(x) 5 a ? bx 1 c, where a, b, and c are real
numbers, and b is greater than 0 but is not equal to 1.
37J • TOPIC 1: Quantities and Relationships

Activity 3.4
Quadratic and Absolute Value Functions
Facilitation Notes
In this activity, students sort the graphs that are both increasing and
decreasing into two groups based on the characteristics of absolute
minimum and absolute maximum. They match each graph with the
appropriate equation written in function notation, and then sort these
graphs again into two groups based on the equation of each function. The
terms quadratic functions and linear absolute value functions are defined, and
students identify which graphs are best represented using these terms.
Ask a student to read the definitions aloud. Discuss as a class.

• To support students who struggle, have them connect the
mathematical meaning of the terms minimum and maximum to the
common usage of the terms, such as in mini dress and maxi dress.
• To extend the activity, discuss why absolute is used as an adjective
for minimum and maximum. While there is not a current need to
understand relative minimum or maximum, it may help students
make better sense of why absolute is used. For an example that
includes both a relative and absolute maximum, have students
graph f (x) 5 20.5(x 2 3)(x 1 1)(x 2 1)(x 1 2).

Questions to ask
• What impact does the negative sign in front of the leading term have
on the graph of the function?
• When entering the functions into your graphing technology, which
functions require the use of parentheses? Explain why.
• What criteria did you use to sort the graphs into two groups?
Ask a student to read the definitions following Question 3 aloud, then

complete Question 4 as a class.
Questions to ask
• How would you describe the graph of a quadratic function?
• How would you describe the graph of an absolute value function?
• What kind of function is f(x) 5 ax2 1 bx 1 c when a 5 0?
• What kind of function is f(x) 5 a|x 1 b| 1 c when a 5 0?
LESSON 3: F of X • 37K

Summary
The family of quadratic functions includes functions of the form
f(x) 5 ax2 1 bx 1 c, where a, b, and c are real numbers, and a is not
equal to 0. The family of linear absolute value functions includes
functions of the form f(x) 5 a|x 1 b| 1 c where a, b, and c are real
numbers, and a is not equal to 0.
Activity 3.5
Function Families
Facilitation Notes
In this activity, students paste their equations and linear, exponential,
quadratic, and linear absolute value graphs into graphic organizers. They
then describe the graphical behavior of each function.

Questions to ask
• Which families of functions contain straight lines?
• Does a linear function contain an absolute minimum or
absolute maximum?
• Does an exponential function contain an absolute minimum or
absolute maximum?
Summary
Functions can be classified as linear, exponential, quadratic, and linear
absolute value.
37L • TOPIC 1: Quantities and Relationships

Talk the Talk: Interception!
DEMONSTRATE
Facilitation Notes
In this activity, students review the definitions of x-intercept and y-intercept.
They then use their knowledge about function families to draw functions on
numberless graphs given only the x- and y-intercepts of the functions.

Questions to ask
• How does your function compare to the functions of others?
• What is another way to draw the function?
• When is a relation not a function?
• Can a function have more than one x-intercept? y-intercept? Explain.
• Do all functions have to have an x-intercept? y-intercept? Explain.
Summary
Different function families can have different numbers of x-intercepts and at
most one y-intercept.
LESSON 3: F of X • 37M

NOTES
37N • TOPIC 1: Quantities and Relationships

Warm Up Answers
3
1. Domain: 23, 22, 21, 0, 1
Range: 26, 24, 22, 0, 2
y 5 22x
2. Domain: 23, 22, 21, 0,
F of X 1, 2
Range: 9, 4, 1, 0
Recognizing Functions and Function Families y 5 x2
3. Domain: 23, 22, 21, 0,
1, 2
Range: 3, 2, 1, 0, 21, 22
y 5 2x

Identify the domain and range • Define a function as a relation that assigns each element of
of the relation described by the domain to exactly one element of the range.
each set of ordered pairs. • Write equations using function notation.
Write an equation using the • Recognize multiple representations of functions.
variables x and y that could • Determine and recognize characteristics of functions.
map the domain to the range. • Determine and recognize characteristics of
function families.
1. {(23, 26), (22, 24), (21, 22),
(0, 0), (1, 2)} Key Terms
• relation • function family
• domain • linear functions
2. {(23, 9), (22, 4), (21, 1), (0, 0), • range • exponential functions
(1, 1), (2, 4)} • function • absolute minimum
• function notation • absolute maximum
• Vertical Line Test • quadratic functions
3. {(23, 3), (22, 2), (21, 1), (0, 0), • discrete graph • linear absolute value
(1, 21), (2, 22)} • continuous graph functions
• increasing function • x-intercept
• decreasing function • y-intercept
• constant function
You have sorted graphs by their graphical behaviors. How can you describe the common
characteristics of the graphs of the functions?
LESSON 3: F of X • 37
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Answers
Odd One Out

1. Which of the graphs shown does not belong with the others?
Explain your reasoning.
Graph A Graph B
y y
x x
Graph C Graph D
y y
x x
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AC T I V I T Y
Functions and Non-Functions

3.1
A relation can be represented in the following ways.
A relation is the
mapping between a
Ordered Pairs Equation
2 set of input values
{(22, 2), (0, 2), (3, 24), (3, 5)} y 5 __
3 x 21 called the domain
and a set of output
values called the
range.
Verbal Mapping
The relation between students
2
in your school and each 1
student’s birthday. 5
4
−5
2
0
Domain Range
Graph Table
y
8 Domain Range
6
21 1
4
2 0
2
5 25
−8 −6 −4 −2 0 2 4 6 8 x
6 25
−2
−4 7 28
−6
−8
ELL Tip
Ask students to identify what the prefix non- means in non-function.
Follow up with additional examples of words with the prefix non-
including nonsmoking, nonstop, and nonfat. Define these words and
highlight the connection between the prefix non- and the words not and
no. Encourage students to remember this connection to assist them in
comprehension when they come across a word with this prefix.
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Answers
1. Yes. Each element in the A function is a relation that assigns to each element of the domain
domain has exactly one Think exactly one element of the range. Functions can be represented in a
number of ways.
element in the range. about:
2. No. An element in the 1. Analyze the relation represented as a table. Is the relation a
So all functions function? Explain your reasoning.
domain maps to more are relations, but
than one element in only some relations
are functions.
the range.
3. Yes. Each student
has one and only
one birthday.
2. Analyze the relation represented as a mapping. Is the relation a

function? Explain your reasoning.
3. Analyze the relation represented verbally. Is the relation a

function? Explain your reasoning.
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Answers
You can write an equation representing a function using function notation.
Function notation is
4a. The expression s
Let’s look at the relationship between an equation and function notation.
a way of representing represents the domain
Consider this scenario. U.S. Shirts charges $8 per shirt plus a one-time
functions of the function.
algebraically. The
charge of $15 to set up a T-shirt design.
function notation f(x)
4b. The expressions 8s 1 15
is read as “f of x” and and C(s) each represent
The equation y 5 8x 1 15 can be written to model this situation. The
indicates that x is the the range of the
independent variable x represents the number of shirts ordered, and the
dependent variable y represents the total cost of the order, in dollars.
independent variable. function.
5. T
he domain is the set
This is a function because for each number of shirts ordered
of whole numbers.
(independent value) there is exactly one total cost (dependent value)
associated with it. Because this relationship is a function, you can write
The range is the
y 5 8x 1 15 in function notation. corresponding set
f(x) 5 8x 1 15
of whole numbers
that result from
name of function substituting values
independent variable into the expression
The cost, defined by f, is a function of x, defined as the number of
8s 1 15. The range
shirts ordered.
If f is a function and can be interpreted
x is an element of
to either include the
its domain, then f(x)
You can write a function in a number of different ways. You could write
denotes the output of
value at C 5 15 or not
the T-shirt cost function as C(s) 5 8s 1 15, where the cost, defined as C, is
f corresponding to the depending on whether
a function of s, the number of shirts ordered.
input x. the design was set
4. Consider the U.S. Shirts function, C(s) 5 8s 1 15. What
but no T-shirts were
expression in the function equation represents: ordered yet.
a. the domain of the function?
b. the range of the function?
5. Describe the possible domain and range for this situation.
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Answers
6. A set of ordered pairs The Vertical Line Test is a visual method used to determine whether a
relation represented as a graph is a function. To apply the Vertical Line
represents a function
Test, consider all of the vertical lines that could be drawn on the graph of
when each x-value in the a relation. If any of the vertical lines intersect the graph of the relation at
set maps to exactly one more than one point, then the relation is not a function.
y-value.
7. An equation represents
a function when you
can solve for y and get
only one y-value for any
given x-value. function not a function
The Vertical Line Test applies for both discrete and continuous graphs.
A discrete graph is
a graph of isolated
6. How can you determine if a relation represented as a set of
points. A continuous
ordered pairs is a function? Explain your reasoning.
graph is a graph
of points that are
connected by a
line or smooth curve
on the graph.
Continuous graphs
have no breaks.
7. How can you determine if a relation represented as an equation

is a function? Explain your reasoning.
ELL Tip
Review with students the difference between continuous and discrete
functions. Create an anchor chart, and as a class, brainstorm different
real-world functions that can be modeled either by a continuous
function or by a discrete function.
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Answers
8. Determine which relations represent functions. If the relation 8a. The relation is a
is not a function, state why not.
function.
a. y 5 3x b. For every house, there is 8b. The relation is a
one and only one street function.
address.
8c. The relation is not a
function; the domain
value of 0 has more
than one range value.
8d. The relation is not a
function; the domain
value of 2 has more
c. d. Domain Range than one range value.
Domain Range
2 7
8e. The relation is a
21 4 4 9 function.
0 0
6 2
3 22
8f. The relation is a
8 20 function.
0 4
e. {(27, 5), (25, 5), (2, 22), (3, 5)} f. y
−8 −4 0 4 8 x
−4
−8
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Answers
9. N
o. The graphs do not 9. Analyze the three graphs Judy grouped together in the
previous lesson, graphs D, K, and O. Are the graphs she grouped
pass the Vertical Line NOTES
functions? Explain your conclusion.
Test.
10. Functions: A, B, C, E, F,
G, H, I, J, L, M, N, P, Q,
R, S
Non-Functions: D, K, O,
10. Use the Vertical Line Test to sort the graphs in the previous
lesson into two groups: functions and non-functions. Record
your results by writing the letter of each graph in the
appropriate column in the table shown.
Functions Non-Functions
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Answers
1a. Domain: the possible

AC T I V I T Y
Domain and Range values that make sense
3.2 of a Function as the independent
quantities.
You have identified the domain and range of a function given its equation. Range: the possible
values that make sense
1. Explain how you can identify the domain and range of a as the dependent
function given: quantities.
a. a verbal statement. b. a graph. 1b. Domain: the set of
x-values represented
by the graph
Worked Example
Range: the set of
There are different ways to write the domain and range of a function given its graph.
y-values represented
by the graph
y y
8 8
6
g(x) 6
h(x)
2. Graph B
4 4
2 2
Domain: all real
−8 −6 −4 −2 0 2 4 6 x
−6 −4 −2 0 2 4 6 8 x
numbers
−2
Range: y # 2
−2
−4 −4
−6 −6
Graph C
Domain: all real
Domain Range
numbers
g(x) h(x) g(x) h(x)
Range: y $ 0
The domain is The domain The range is all real The range
all real numbers is the set numbers greater is all real Graph F
In Words greater than or of all real than or equal to 22 numbers less
equal to 27 and numbers. and less than or than or equal Domain: all real
less than 6. equal to 8. to 8. numbers
Using Notation 27 # x , 6 2` , x , ` 22 # y # 8 y#8
Range: all real numbers
Graph G
2. Consider the Graph Cards from the previous activity that
include continuous functions. Label each of these cards with Domain: all real
the appropriate domain and range. numbers
Range: y . 25
Graph H
Domain: all real
LESSON 3: F of X • 45 numbers
Range: y # 0
Graph J
Domain: all real
Graph N Graph Q numbers
Domain: all real Domain: all real Range: y $ 0
numbers numbers
Graph M
Range: y # 4 Range: y $ 24
Domain: all real
Graph P numbers
Domain: all real Range: y . 0
numbers
Range: y $ 22
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Answers
1. See table below.

AC T I V I T Y
Linear, Constant, and
3.3 Exponential Functions
Gather all of the graphs that you identified as functions.
A function is described as increasing when the value of the dependent

variable increases as the value of the independent variable increases. If a
When determining
function increases across the entire domain, then the function is called an
whether a graph
is increasing or
decreasing, read the
A function is described as decreasing when the value of the dependent
graph from left to
variable decreases as the value of the independent variable increases. If a
right.
function decreases across the entire domain, then the function is called a
If the value of the dependent variable of a function remains constant over

the entire domain, then the function is called a constant function.
1. Analyze each graph from left to right. Sort all the graphs into
one of the four groups listed.
• increasing function
• decreasing function
• constant function
• a combination of increasing and decreasing
Record the function letter in the appropriate column of the

table shown.
Combination of
Increasing Decreasing Constant
Increasing and
Function Function Function
Decreasing
1.
Increasing Decreasing Constant Combination of Increasing and
Function Function Function Decreasing
F, I G, L, M A B, C, E, H, J, N, P, Q
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Answers
2. Each function shown represents one of the graphs in the 2. f(x) 5 x: Graph F
increasing function, decreasing function, or constant function
f(x) 5 (   2  )x 2 5:
1
categories. Use graphing technology to determine the shape of __
its graph. Then match the function to its corresponding graph by
Graph G
writing the function directly on the graph that it represents.
• f(x) 5 x
f(x) 5 2x, where x is an
Think integer: Graph I
f(x) 5 (__
2)
1 x
•
f(x) 5 2x 1 3, where x is
about:
f(x) 5 (__ an integer: Graph L
2) 2 5
1 x
•
f(x) 5 (   2 )x : Graph M
1
Be sure to correctly
interpret the domain __
• f(x) 5 2, where x is an integer
of each function. Also,
remember to use f(x) 5 2 where x is an
• f(x) 5 2 x, where x is an integer parentheses when integer: Graph A
entering fractions into
• f(x) 5 2x 1 3, where x is an integer your calculator. 3a.
3. Consider the six graphs and functions that are increasing Group 1 Group 2
functions, decreasing functions, or constant functions.
F, L, A G, I, M
a. Sort the graphs into two groups based on the equations
representing the functions and record the function letter in
the table. 3b. Sample answer.
Group 1 represents
Group 1 Group 2
lines. Group 2
represents smooth
curves that are
either increasing or
decreasing.
b. What is the same about all the functions in each group?
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Answers
4. You have just sorted the graphs into their own function families. A
Ask function family is a group of functions that share certain characteristics.
Group 1 Group 2
yourself: The family of linear functions includes functions of the form
f(x) 5 ax 1 b, where a and b are real numbers.
F, L, A What other variables
G, I, M have you used to
Linear/ Exponential represent a linear The family of exponential functions includes functions of the form
Constant function? f(x) 5 a ? bx 1 c, where a, b, and c are real numbers, and b is greater than
0 but not equal to 1.
5. If a 5 0 and b is any 4. Go back to your table in Question 3 and identify which group
real number, then the represents linear and constant functions and which group
result will be a constant represents exponential functions.
function.
5. If f(x) 5 ax 1 b represents a linear function, describe the a and

b values that produce a constant function.
Place these two

groups of graphs off
to the side. You will
need them again.
ELL Tip
Ensure that students understand the term function family. Because much
of the focus of this lesson is on increasing, decreasing, and constant
functions, students may think that all functions that are decreasing are
part of the same function family. Display a graph of a decreasing linear
function and a graph of a decreasing exponential function. Ask whether
the functions belong to the same function family because they are both
decreasing, and have students explain their answers.
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Answers
1. See table below.

AC T I V I T Y
Quadratic and Absolute
activity_H1
x.x
3.4 Value Functions
A function has an absolute minimum if there is a point on the graph of

the function that has a y-coordinate that is less than the y-coordinate of
every other point on the graph. A function has an absolute maximum if
there is a point on the graph of the function that has a y-coordinate that is
greater than the y-coordinate of every other point on the graph.
1. Sort the graphs from the combination of increasing and

decreasing category in the previous activity into one of the
two groups listed.
• those that have an absolute minimum value
• those that have an absolute maximum value
Then record the function letter in the appropriate column of the

table shown.
Absolute Absolute
Minimum Maximum
1.
Absolute Absolute
Minimum Maximum
C, J, P, Q B, E, H, N
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Answers
2. f(x) 5 x2 1 8x 1 12: 2. Each function shown represents one of the graphs with an
absolute maximum or an absolute minimum value. Use graphing
Graph Q
technology to determine the shape of its graph. Then match
f(x) 5 |x 2 3| 2 2: the function to its corresponding graph by writing the function
Graph P directly on the graph that it represents.
• f(x) 5 x2 1 8x 1 12 • f(x) 5 2|x|

f(x) 5 x2: Graph J
f(x) 5 |x|: Graph C
• f(x) 5 |x 2 3| 2 2 • f(x) 5 23x2 1 4, where x is integer
f(x) 5 2|x|: Graph H
f(x) 5 23x2 1 4, where x • f(x) 5 x2 •
1
f(x) 5 2 __
2 x 1 2x
2
is integer: Graph E
1
f(x) 5 2  __
2  x 1 2x:
2
• f(x) 5 |x| • f(x) 5 22|x 1 2|1 4
Graph B
f(x) 5 22|x 1 2| 1 4: 3. Consider the graphs of functions that have an absolute minimum
Graph N or an absolute maximum.
3a. a. Sort the graphs into two groups based on the equations
representing the functions and record the function letter in
Group 1 Group 2 the table.
B, E, J, Q C, H, N, P Group 1 Group 2
3b. Sample answer.

Group 1 represents
curves or points that
make a U-shape.
Group 2 represents
graphs composed of
2 lines that make a
V-shape. b. What is the same about all the functions in each group?
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Answers
You have just sorted functions into two more function families. 4.
The family of quadratic functions includes functions of the form
Group 1 Group 2
f(x) 5 ax2 1 bx 1 c, where a, b, and c are real numbers, and a is not
equal to 0. C, H, N, S
B, E, J, Q Linear
The family of linear absolute value functions includes functions of the
form f(x) 5 a|x 1 b| 1 c, where a, b, and c are real numbers, and a is not
Quadratic Absolute
equal to 0. Value
4. Go back to your table in Question 3 and identify which group

represents quadratic functions and which group represents
linear absolute value functions.
ELL Tip
The visual nature of this activity provides a good opportunity to
reinforce the vocabulary needed to describe functions. Write the
words increasing, decreasing, maximum, minimum, curve, and line on the
board. Use the words as you describe the graphs, and have students
point to that feature of the graph to show they understand what you
are saying.
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Answers
1. Check students’ graphic

AC T I V I T Y
organizers.
Function Families
3.5
You have now sorted each of the graphs and equations representing
functions into one of four function families: linear, exponential, quadratic,
and linear absolute value.
1. Glue your sorted graphs and functions to the appropriate

function family graphic organizer located at the end of the
lesson. Write a description of the graphical behavior for each
function family.
You’ve done a lot of work up to this point! You’ve been introduced to linear,
Hang on to your
exponential, quadratic, and linear absolute value functions. Don’t worry—
graphic organizers.
you don’t need to know everything there is to know about these function
They will be a
families right now. As you progress through this course, you will learn more
great resource
about each function family.
moving forward!
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Answers
1a. Answers will vary.

NOTES 1b. Answers will vary.
TALK the TALK
1c. Answers will vary.
Interception! 1d. It is not possible. A
function can have only
Recall that the x-intercept is the point where a graph crosses the one y-value for an
x-axis. The y-intercept is the point where a graph crosses the y-axis.
x-value, but according
1. The graphs shown represent relations with just the x- and
to the graphed points,
y-intercepts plotted. If possible, draw a function that has the when x 5 0 there are
given intercepts. If it is not possible, explain why not. two different y-values.
a. y b. y
x x
c. y d. y
x x
A1_M01_T01_L03_TIG.indd 53 5/27/21 6:57 PM

The family of linear functions includes functions of the form f(x) 5 ax 1 b, where a
and b are real numbers.
Graphs
Linear
Functions
Increasing/Decreasing/Constant: Domain and Range:
Maximum/Minimum: Curve/Line:
Graphical Behaviors
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The family of exponential functions includes functions of the form f(x) 5 a ? bx 1 c,
where a, b, and c are real numbers, and b is greater than 0 but not equal to 1.
Graphs
Exponential
Functions
Graphical Behaviors
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The family of quadratic functions includes functions of the form f(x) 5 ax2 1 bx 1 c
where a, b, and c are real numbers, and a is not equal to 0.
Graphs
Quadratic
Functions
Graphical Behaviors
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The family of linear absolute value functions includes functions of the form
f(x) 5 a|x 1 b| 1 c, where a, b, and c are real numbers, and a is not equal to 0.
Graphs
Linear Absolute
Value Functions
Graphical Behaviors
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A1_M01_T01_L03_TIG.indd 58 5/27/21 6:57 PM
Assignment
Answers
Assignment LESSON 3: F of X
Write
Write 1. function notation

function notation increasing function constant function 2. increasing function
absolute maximum decreasing function absolute minimum
3. absolute maximum
Choose the term that best completes each statement.
1. is a way to represent equations algebraically that makes it more efficient to
4. decreasing function
recognize the independent and dependent variables. 5. constant function
2. When both the independent and dependent variables of a function increase across the entire
domain, the function is called a(n) . 6. absolute minimum
3. A function has a(n) if there is a point on its graph that has a y-coordinate
that is greater than the y-coordinates of every other point on the graph. Practice
4. When the dependent variable of a function decreases as the independent variable increases across
the entire domain, the function is called a(n) .
1. quadratic function
5. If the dependent variable of a function does not change or remains constant over the entire
domain, then the function is called a(n) .
increasing then
6. A function has a(n) if there is a point on its graph that has a y-coordinate that decreasing
is less than the y-coordinate of every other point on the graph.
absolute maximum
smooth curve
Remember
A function is a relation that assigns to each element of the domain exactly one element of the range.
The different function families include linear functions, exponential functions, quadratic functions,
and linear absolute value functions.
Practice
For each scenario, use graphing technology to determine the shape of its
graph. Then identify the function family, whether it is increasing, decreasing,
or a combination of both, has an absolute maximum or absolute minimum,
and whether it is a smooth curve or straight line.
1. A fitness company is selling DVDs for one of its new cardio routines. Each DVD will sell
for $15. Due to fixed and variable costs, the profit that the company will see after selling x
DVDs can be represented by the function P(x) 5 11.5x 2 0.1x2 2 150.

Assignment
Answers
Practice
2. Shari is going to put $500 into an account with The People’s Bank. The bank is offering a 3%
interest rate compounded annually. The amount of money that Shari will have after x years can be
2. exponential function represented by the function A(x) 5 500(1.03) x.
increasing 3. The Ace Calendar Company is going to buy a new 3D printer for $20,000. In order to plan for the
future, the owners are interested in the salvage value of the printer each year. The salvage value
no maximum/minimum after x years can be represented by the function S(x) 5 20,000 2 2000x.
curve 4. An underwater camera has been placed in the center of the 25-meter pool at the Grandtown Aquatic
Center to take pictures of swimmers during a swim meet. The camera will go off at different times
3. linear function depending on the distance of the swimmer to the camera. If the swimmer is moving at a constant
rate of 1.28 meters per second, then the distance the swimmer is from the camera after x seconds
decreasing
can be represented by the function d(x) 5 1.28|x 2 9.77|.
absolute minimum
line
Stretch
4. absolute value function Graph both functions on the same screen using graphing technology. Use reasoning to classify the
decreasing then second function as a new family. Then describe the similarities and differences between the shapes of
the graphs in terms of intervals of increase and decrease, maximums or minimums, and whether they
increasing are curves or lines.
absolute minimum h(x) 5 x2 1 9x 1 14 p(x) 5 |x2 1 9x| 1 14
lines
Stretch Review
1. Identify the axis of symmetry each graph has, if any, and identify the number of quadrants it
Similarities and passes through.
Differences: a. b.
Sample answer.
The graphs are very similar
in shape. Both decrease at
the same rate on the left
and increase at the same
rate on the right. In the
quadratic absolute value
2. Solve the equation 18n 1 40 5 14n 1 16.
function, the parabola 3x 2 8(y + 2)
2
3. Evaluate the expression ____________ for x 5 8 and y 5 22.

shape flips vertically at 2y
approximately y 5 14.
Review
1a. Vertical axis of A1_M01_T01_L03_Assignment SE.indd 60 5/22/21 1:36 PM
symmetry, passes
through all 4 quadrants
1b. No axis of symmetry,
passes through 3
quadrants
2. n 5 26
3. 248

4
Function MATERIALS
None
Families for
2000, Alex
Recognizing Functions by Characteristics
Lesson Overview
Given characteristics describing graphical behavior, students name the possible function family or
families that fit each description. Using the scenarios and their graphs from the first lesson of the
topic, they complete a table by naming the function family associated with each scenario, identifying
the domain, and describing the graphical behavior as increasing, decreasing, constant, or both
increasing and decreasing. Students then work with a partner and write equations and sketch
graphs to satisfy different lists of characteristics. They conclude the lesson by creating their own list
of characteristics, providing two graphs that include those characteristics, and determining that an
equation, not just a list of characteristics, is required to generate a unique graph.
Algebra 1
Linear functions, Equations, and Inequalities
linear functions to write and represent in multiple ways, with and without technology,
linear equations, inequalities, and systems of equations. The student is expected to:
(A) determine the domain and range of a linear function in mathematical problems;
determine reasonable domain and range values for real-world situations, both continuous
and discrete; and represent domain and range using inequalities.
(6) The student applies the mathematical process standards when using properties
of quadratic functions to write and represent in multiple ways, with and without
technology, quadratic equations. The student is expected to:
(A) determine the domain and range of quadratic functions and represent the domain and
range using inequalities.
LESSON 4: Function Families for 2000, Alex • 61A

(7) The student applies the mathematical process standards when using graphs of quadratic
functions and their related transformations to represent in multiple ways and determine,
with and without technology, the solutions to equations. The student is expected to:
attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values,
vertex, and the equation of the axis of symmetry.
(A) determine the domain and range of exponential functions of the form f(x) 5 abx and represent
the domain and range using inequalities.
(12) The student applies the mathematical process standards and algebraic methods to write,
solve, analyze, and evaluate equations, relations, and functions. The student is expected to:
define a function.
ELPS
Essential Ideas
• The graph of an exponential or quadratic function is a curve.
• The graph of a linear or linear absolute value function is a line or pair of lines, respectively.
• The graph of a linear or exponential function is either increasing or decreasing.
• The graph of a quadratic function or a linear absolute value function has intervals where it is
increasing and intervals where it is decreasing. Each function also has an absolute maximum or
absolute minimum.
• Key characteristics of graphs help to determine the function family to which it belongs.

Day 1
Engage
Getting Started: Name that Function!
Students are given one or two characteristics of a graph and determine whether the function could
be a member of the linear, exponential, quadratic, and/or linear absolute value function family.
Develop
Activity 4.1: Categorizing Scenarios Into Their Function Families
Students revisit the scenarios and their graphs from the first lesson of the topic to complete a table
naming the function family associated with each scenario, identifying the domain, and describing
the graphical behavior as increasing, decreasing, constant, or both increasing and decreasing.
Day 2
Activity 4.2: Building Graphs From Characteristics
Students write equations and sketch graphs to satisfy different lists of characteristics. They then create
their own function and describe characteristics of the function so that another person can sketch the
graph. They exchange descriptions with a partner and sketch their partner's function.
Demonstrate
Talk the Talk: Trying to Be Unique
Students create their own list of characteristics, provide two graphs that include those characteristics,
and determine that an equation, not just a list of characteristics, is required to generate a unique graph.
LESSON 4: Function Families for 2000, Alex • 61C

ENGAGE Getting Started: Name That Function!
Facilitation Notes
In this activity, students are given one or two characteristics of a graph
and determine whether the function could be a member of the linear,
exponential, quadratic, and/or linear absolute value function family.
To scaffold support, prior to beginning the lesson, review the four
function families as a class: linear, exponential, quadratic, and linear
absolute.
Have students work with a partner or in a group to complete Questions

Questions to ask
• What does the graph of a smooth curve look like? Not a
smooth curve?
• What does the graph of a function that increases over the entire
domain look like?
• What does the graph of a function that decreases over the entire
domain look like?
• What does the graph of a function that has an absolute maximum
look like?
• Can the graph of a function have more than one maximum?
Absolute maximum?
• What does a graph that has symmetry look like?
Summary
Graphs described as straight lines may be associated with a linear
function or linear absolute value function, while those described as
smooth curves may be associated with an exponential or quadratic
function. The graph of a linear or exponential function is either increasing
or decreasing, while the graph of a quadratic function or a linear absolute
value function has an interval where it is increasing and an interval where
it is decreasing.

Activity 4.1
Categorizing Scenarios into Their Function Families DEVELOP
Facilitation Notes
In this activity, students revisit the scenarios and their graphs from the
first lesson of the topic to complete a table naming the function family
associated with each scenario, identifying the domain, and describing the
graphical behavior as increasing, decreasing, constant or both increasing
and decreasing.

Questions to ask
• What is a function?
• How can you tell from a scenario whether or not it represents a
function?
• How can you tell from the scenario that Graph B represents an
exponential rather than half of the graph of a quadratic function?
• How many of the scenarios are associated with an exponential
function? How did you tell them apart?
• How can you tell from the scenario that it is associated with an
absolute value function?
• How can you tell from the scenario whether the domain should be
continuous or discrete?
• How many of the scenarios contain an absolute maximum?
Absolute minimum?
• How many of the scenarios can be described as increasing?
As decreasing?
Misconception
Students may think the graphs are incorrect because they all are
continuous, while some of the scenarios have domains that are discrete.
Discuss the fact that the graphs relate to functions that are mathematical
models of the scenarios; the scenarios require an interpretation of the
necessary components of the mathematical model.
Summary
A scenario and its graph provide the necessary characteristics to determine
the function family to which it belongs.
LESSON 4: Function Families for 2000, Alex • 61E

Activity 4.2
Building Graphs from Characteristics
Facilitation Notes
In this activity, students write equations and sketch graphs to satisfy
different lists of characteristics. They then create their own function and
describe characteristics of the function so that another person can sketch
the graph. They exchange descriptions with a partner and sketch their
partner's function.

To scaffold support, have students complete Question 1 with a partner.
Decide who begins with part (a) and who begins with part (b), then create
an equation based on the given criteria. Have students swap equations
with their partner, check each other’s equations, and together correct any
errors. Then, have students graph the equation written by their partner,
then swap graphs and check for correctness again. Repeat this process
with parts (c) and (d). Both partners should write an equation for part (e),
and graph their partner’s equation.
As student work, look for
• Students who efficiently create a correct equation and graph on
their first attempt.
• Students who must self-correct as they attempt to create an
equation and graph.
• Students who reorder the characteristics prior to creating a graph.
• Students who attempt to graph first and then write the equation
from the graph.
Questions to ask
• If the equation is described as a function, what does that imply?
• If the equation is described an exponential function, what does that
imply? As a continuous function? As a decreasing function?
• Is there more than one correct equation and graph that fits this list
of criteria?
• If the equation described contains a minimum, what does that imply?
• If the equation described is discrete, what does that imply?
• If the equation is described as a linear absolute value function, what
does that imply?
• If the equation is described as linear, what does that imply?
Is it a function?
• If the equation is described as increasing, what does that imply?

• If the equation is described as continuous, what does that imply? Is it
a function?
• If the equation is described as quadratic, what does that imply?
• How many characteristics did you list for your function?
• Is it possible to compose a list of characteristics that do not describe
a function?
• Do any of the characteristics on your list contradict each other?
• What is an example of two characteristics that contradict each other?
• Is there more than one correct sketch that matches all of the
characteristics on your list?
• How is your list of characteristics different than your partner’s list
of characteristics?
Summary
A list of characteristics can be used to write an equation and the equation
can then be used to generate a graph.
Talk the Talk: Trying to Be Unique DEMONSTRATE

Facilitation Notes
In this activity, students create their own list of characteristics, provide two
graphs that include those characteristics, and determine that an equation, not
just a list of characteristics, is required to generate a unique graph.

Questions to ask
• Did you include the characteristic function or non-function?
• Did you include the characteristic continuous or discrete?
• Did you include the characteristic smooth curve or straight line?
• Did you include the characteristic absolute minimum or
absolute maximum?
Summary
An equation, not just a list of characteristics, is required to generate a
unique graph.
LESSON 4: Function Families for 2000, Alex • 61G

NOTES

Warm Up Answers
4
1a. Sample answer.
f(x) 5 22x 1 1
1b. Sample answer.
f(x) 5 3x
Function Families
for 2000, Alex
Recognizing Functions by Characteristics

1. Sketch a graph and write an equation for • Recognize similar characteristics
each function. among function families.
a. decreasing linear b. increasing • Recognize different characteristics
function exponential function among function families.
y y
• Determine function types given
8 8 certain characteristics.
6 6
4 4
2 2
−8 −6 −4 −2 0 2 4 6 8 x −8 −6 −4 −2 0 2 4 6 8 x
−2 −2
−4 −4
−6 −6
−8 −8
You have identified key characteristics of graphs. How can the key characteristics help you sketch
the graph of a function?
LESSON 4: Function Families for 2000, Alex • 61
ELL Tip
Create an anchor chart to identify the various characteristics of functions. Ask students what
they think of when they hear the word characteristics. Compare and contrast characteristics of a
person to characteristics of a function. Ask students to sketch examples of graphs that represent
different types of functions and label the graphs with the characteristics of each function.
A1_M01_T01_L04_TIG.indd 61 5/27/21 6:58 PM

Answers
1a. exponential function or GETTING STARTED

quadratic function
1b. linear function or linear Name That Function!
absolute value function
You have sorted graphs according to their function family. Now, consider
1c. linear function or which function families have the given characteristics.
exponential function
1. Which function families can be described by the characteristic
1d. quadratic function or Function Families
provided? Choose from the given list.
linear absolute value linear
a. The graph is a b. The graph is made up of
function exponential
smooth curve. one or more straight lines.
quadratic
2a. quadratic function
2b. linear function
c. The graph increases or d. The graph has an absolute
2c. exponential function decreases over the maximum or minimum.
entire domain.
2d. linear absolute value
function
2. One or more characteristics have been added to the
graphical description of each function. Name the possible
function families.
a. The graph has an absolute minimum or absolute maximum
b. The graph either increases or decreases over the entire
domain and is a straight line.
c. The graph is a smooth curve, and either increases or
decreases over the entire domain.
d. The graph has either an absolute minimum or an absolute
maximum, has symmetry, and is made up of 2 straight lines.
Each function family has certain graphical behaviors, with some behaviors
common among different function families. Notice, the more specific
characteristics that are given, the more specifically you can name
that function!
ELL Tip
Review the difference between behaviors of functions and characteristics of functions. Discuss
as a class the characteristics of a person compared to the behaviors of a person. Help students
make the connection that characteristics are usually nouns and behaviors are usually verbs. Create
a list of words that are characteristics of a function and a list of words that can be described as
behaviors of a function. Have students add to the list as they come across the different functions.
A1_M01_T01_L04_TIG.indd 62 5/27/21 6:58 PM

Answers
1. Each scenario describes

AC T I V I T Y
Categorizing Scenarios a function because
4.1 into Their Function Families there is one unique
output value for each
input value.
You have been introduced to several function families: linear, exponential,
quadratic, and linear absolute value. Let’s revisit the first lesson: A Picture Remember: 2. See answers beside the
Is Worth a Thousand Words. Each of the scenarios in that lesson represents table.
one of these function families.
Each of the graphs

1. Describe how each scenario represents a function.
representing the
scenarios was
drawn with either a
continuous line or a
continuous smooth
curve to model the
problem situation.
2. Complete the table on the following pages to describe

each scenario.
a. Identify the appropriate function family under the

scenario name.
b. Based on the context, identify the domain.
c. Describe the graphical behavior as increasing, decreasing,

constant, or a combination.
A1_M01_T01_L04_TIG.indd 63 5/27/21 6:58 PM

Answers
Music Club: linear, discrete,

increasing
Domain of the Graph of the
Something’s Fishy: linear, Scenario Graphical Behavior
Real-World Situation Mathematical Model
continuous, decreasing
Smart Phone, But Is It a
Smart Deal?: exponential, y
Graph E
discrete, increasing
Music Club
Graph A
y
Something’s Fishy
Graph B
y
Smart Phone, but Is It

a Smart Deal?
A1_M01_T01_L04_TIG.indd 64 5/27/21 6:58 PM

Answers
It’s Magic: exponential,

discrete, decreasing
Domain of the Graph of the
Scenario Graphical Behavior Baton Twirling: quadratic,
Real-World Situation Mathematical Model
continuous, increasing and
decreasing
y
Graph D
Jelly Bean Challenge: linear
absolute value function,
discrete, decreasing and
It’s Magic
increasing
Graph F
y
Baton Twirling
Graph C
y
Jelly Bean Challenge
A1_M01_T01_L04_TIG.indd 65 5/27/21 6:58 PM

Answers
1a. Sample answer.
f(x) 5 3(__
  2  )
1 x AC T I V I T Y
Building Graphs from
4.2 Characteristics
In this activity, you will write equations and sketch a graph based on
given characteristics.
1. Use the given characteristics

Linear Function
to create an equation and
sketch a graph. Use the f(x) 5 ax 1 b
equations given in the box Exponential Function
as a guide. When creating f(x) 5 a • bx 1 c
your equation, use a, b, and Quadratic Function
c values that are any real f(x) 5 ax2 1 bx 1 c
numbers between 23 and 3.
Linear Absolute Value Function
Do not use any functions
f(x) 5 a|x 1 b| 1 c
that were used previously
in this topic.
a. Create an equation and sketch a graph that is:

• a function,
• exponential,
• continuous, and
• decreasing.
Think Equation:
about:
Don’t forget about
the function family
graphic organizers
you created if you
need some help.
A1_M01_T01_L04_TIG.indd 66 5/27/21 6:58 PM

Answers
b. Create an equation and sketch a graph that: 1b. Sample answer.
• has a minimum,
• is discrete, and f(x) 5 2|x|
• is a linear absolute value function.
Ask Domain is set of
Equation: integers.
yourself:
Graph should show
Is the domain the discrete values.
same or different for
each function? 1c. Sample answer.
f(x) 5 2x 2 1
Domain is set of
integers.
Graph should show
discrete values.
c. Create an equation and sketch a graph that is:

• linear,
• discrete,
• increasing, and
• a function.
Equation:
A1_M01_T01_L04_TIG.indd 67 5/27/21 6:58 PM

Answers
1d. Sample answer. d. Create an equation and sketch a graph that:

• is continuous,
f(x) 5 2x2 • has a maximum,
• is a function, and
1e. Sample answer.
• is quadratic.
x53
Equation:
e. Create an equation and sketch a graph that is:

• not a function,
• continuous, and
• a straight line
Equation:
A1_M01_T01_L04_TIG.indd 68 5/27/21 6:58 PM

Answers
2. Create your own function. Describe certain characteristics of the 2. Answers will vary.
function and see if your partner can sketch it. Then sketch your
partner’s function based on characteristics provided.
0 x
A1_M01_T01_L04_TIG.indd 69 5/27/21 6:58 PM

Answers

2. Graphs should match NOTES
TALK the TALK
the response to
Question 1.
Trying to Be Unique
3. Change the directions
to write an equation, Throughout this lesson, you used characteristics to describe graphs.
or provide a specific
1. Write a list of four characteristics to describe a graph.
number of points that lie
on the graph. •
2. Sketch two possible graphs based on your characteristics.
y y
0 x 0 x
3. How could you modify your list of characteristics to describe

a unique graph?
ELL Tip
Ask students what they think of when they hear the word unique. Have them define the term with
examples of how it would be used in their culture. Discuss examples of ways to make objects
unique, and then connect the concept of uniqueness to graphs. Ask for volunteers to discuss how
to make a particular type of graph unique. For example, show a graph of two linear functions, one
with a negative slope and one with a positive slope. Ask students, “Although both of these graphs
represent linear functions, how is each one unique?”
A1_M01_T01_L04_TIG.indd 70 5/27/21 6:59 PM

Assignment
Answers
Assignment LESSON 4: Function Families for 2000, Alex
Write
Write 1. quadratic functions or

Identify the function family or families that are described by the given characteristic(s). Choose from
linear, linear absolute value, exponential, and quadratic functions. functions
1. The graph of this function family has an absolute minimum.
2. linear functions or
2. The graph of this function family is decreasing over the entire domain.
3. The graph of this function family has an increasing interval and a decreasing interval and forms
exponential functions
a U shape. 3. quadratic functions
4. The graph of this function family does not have an absolute maximum or absolute minimum
4. exponential functions
5. The graph of this function family has an absolute maximum or absolute minimum and is made 5. linear absolute value
up of straight lines.
functions
6. The graph of this function family contains straight lines and does not have an absolute maximum
or absolute minimum. 6. linear functions
Practice
Remember
Function families have key characteristics that are common among all functions in the family. Knowing 1. quadratic
these key characteristics is useful when sketching a graph of the function. discrete
decreasing and
increasing
Practice
For each scenario and its graph, identify the appropriate function family.
Then, based on the problem situation, identify whether the data values
represented in the graph are discrete or continuous. Finally, identify the
graphical behavior of the function that models the scenario based on the
characteristics of its function family. y
1. A manufacturing company finds that the 18
daily costs associated with making tennis 16

balls is high if they don’t make enough 14
Daily Cost (dollars)
balls and then becomes high again if

12
they make too many balls. The function
10
graphed models the daily costs of making
8
x tennis balls.
6
2
x
0 2 4 6 8 10 12 14 16 18
Number of Tennis Balls

Assignment
Answers
Practice
2. linear absolute value 2. Greg is training for a mountain bike race. He leaves his
y
continuous car at the beginning of a trail and proceeds to bike 8 18
increasing and miles away and then comes back the same way to his 16
decreasing car. If he bikes at a constant rate, the function graphed 14
Distance from Car (miles)

models the distance he is away from his car after 12
3. exponential x minutes. 10
continuous 8
increasing 6
4. linear
4
discrete
2
decreasing 0 2 4 6 8 10 12
Time (minutes)
14 16 18
3. A local television company determines that the revenue

it gets from running ads doubles each year. The function 9
graphed models the revenue from advertising after 8
x years. 7
Revenue
5
x
0 1 2 3 4 5 6 7 8 9
Time (years)
4. The Redwood Heights Women’s Club is hosting a

summer nighttime party in the park. They are handing 180
out glow sticks to all the children who attend. They 160
start with 200 glow sticks and each child receives 3 140
Number of Glowsticks
glow sticks. The function graphed models the number 120
of glow sticks they have left after x children 100
have entered. 80
60
40
20
x
0 5 10 15 20 25 30 35 40 45
Number of Children

Assignment
Answers
Stretch
Stretch Sample answer.
Write an equation and sketch a graph that has a minimum in Quadrant IV, is continuous, and is a linear f(x) 5 |x 2 4| 2 3
absolute value function.
Review
Review 1. Graph C
1. Choose the graph that represents the function f(x) 5 2x2 1 3x.
2a. increasing
Graph A Graph B Graph C
y y y 2b. a combination of
increasing and
decreasing
3. b 5 25
x x x
4. 223
2. Determine whether each graph represents an increasing function, a decreasing function, a constant
function, or a combination of increasing and decreasing functions.
a. y b. y
x x
3. Solve the equation 68 5 27 2 15b.

4. Evaluate the expression x2 1 5x 2 19 for x 5 24.

Quantities and
Relationships Summary
KEY TERMS
• dependent quantity • discrete graph • absolute maximum
• independent quantity • continuous graph • absolute minimum
• relation • increasing function • quadratic functions
• domain • decreasing function • linear absolute value functions
• range • constant function • x-intercept
• function • function family • y-intercept
• function notation • linear functions
• Vertical Line Test • exponential functions
LESSON
A Picture Is Worth a Thousand Words

1
Many problem situations include two quantities that change. When one quantity depends on
another, it is said to be the dependent quantity. The quantity that the dependent quantity
depends upon is called the independent quantity.
Graphs relay information about data in a visual way. Connecting points on a coordinate plane with
a line or smooth curve is a way to model or represent relationships. The independent quantity is
graphed on the horizontal, or x-axis, while the dependent quantity is graphed on the vertical, or
y-axis. Graphs can be straight lines or curves, and can increase or decrease from left to right.
TOPIC 1: Summary • 75
A1_M01_T01_Topic Summary.indd 75 5/27/21 4:47 PM

y
For example, consider the graph which models the situation
where Pedro is hiking in a canyon. At the start of his hike, he
was at 3500 feet. During the first 20 minutes of the hike, he
descended 500 feet at a constant rate. Then he rested for half
Distance (feet)
an hour before continuing the hike at the same rate.
Time is the independent quantity and distance is the dependent

quantity.
x
Time (hours)
LESSON
A Sort of Sorts
2
Looking for patterns can help when sorting and comparing graphs. Some graphs show vertical
symmetry (if a vertical line were drawn through the middle of the graph, the image is the same on both
sides). Other possible patterns to look for include: only goes through two quadrants, always increasing
from left to right, always decreasing from left to right, straight lines, smooth curves, the graph goes
through the origin, the graph forms a U shape, the graph forms a V shape.
For example, Graph A has vertical symmetry. Graph B is a smooth curve that increases from left
to right.
Graph A Graph B
y y
x x
0 0

LESSON
F of X
3
A relation is the mapping between a set of input values called the domain and a set of output
values called the range.
A function is a relation between a given set of elements, such that for each element in the domain
there exists exactly one element in the range. If each value in the domain has one and only one
range value, then the relation is a function. If any value in the domain has more than one range
value, then the relation is not a function.
The value 22 in the domain has more than Each element in the domain has exactly
one range value. The mapping does not one element in the range. The table
represent a function. represents a function.
Domain Range
–2 –3
2 1
–1 0 6 3
0 1 10 5
3 5 14 7
Domain Range
Functions can be represented in a number of ways. An equation representing a function can be

written using function notation. Function notation is a way of representing functions algebraically.
This form allows you to more efficiently identify the independent and dependent quantities. The
function f(x) is read as “f of x” and indicates that x is the independent variable.
For example, consider the situation in which U.S. Shirts charges $8 per shirt plus a one-time
charge of $15 to set up a T-shirt design. The equation that models the situation, y 5 8x 1 15, where
x represents the number of shirts ordered and y represents the total cost of the order, can be
written in function notation as f(x) 5 8x 1 15. The cost, defined by f, is a function of x, defined as the
number of shirts ordered.

The Vertical Line Test is a visual method used to determine whether a relation represented as
a graph is a function. To apply the Vertical Line Test, consider all of the vertical lines that could be
drawn on the graph of a relation. If any of the vertical lines intersect the graph of the relation at more
than one point, then the relation is not a function. The Vertical Line Test applies to both discrete and
continuous graphs. A discrete graph is a graph of isolated points. A continuous graph is a graph of
points that are connected by a line or smooth curve with no breaks in the graph.
A line drawn vertically through the graph A line drawn vertically through the graph
touches more than one point. The graph does only touches one point. The graph represents
not represent a function. a function.
y y
x
0 x
0
A function is described as increasing when both the independent and dependent variables
are increasing. If a function increases across the entire domain, then the function is called an
increasing function. A function is described as decreasing when the dependent variable
decreases as the independent variable increases. If a function decreases across the entire
domain, then the function is called a decreasing function. If the dependent variable of a
function does not change or remains constant over the entire domain, then the function is
called a constant function.
A function family is a group of functions that share certain characteristics.

The family of linear functions includes The family of exponential functions
functions of the form f(x) 5 ax 1 b, where a and includes functions of the form f(x) 5 a ? bx 1 c,
b are real numbers. where a, b, and c are real numbers, and b is
greater than 0, but not equal to 1.
y y
x
0
x
0
Quadratic and linear absolute value functions have an absolute maximum or an absolute minimum. An
absolute maximum is a point on the graph of the function that has a y-coordinate that is greater than
the y-coordinate of every other point on the graph. An absolute minimum is a point on the graph of
the function that has a y-coordinate that is less than the y-coordinate of every other point on the graph.
The family of quadratic functions includes The family of linear absolute value
functions of the form f(x) 5 ax2 1 bx 1 c, where functions includes functions of the form
a, b, and c are real numbers, and a is not equal f(x) 5 a|x 1 b| 1 c, where a, b, and c are real
to 0. numbers, and a is not equal to 0.
y y
x
0 x
0

LESSON
Function Families for 2000, Alex

4
Function families have key characteristics that y
are common among all functions in the family.
Knowing these key characteristics is useful when
sketching a graph of the function. For example, to
sketch a graph of a continuous quadratic function
with a maximum, the graph should be a smooth,
x
U-shaped curve that increases to point and then 0
decreases again.

TOPIC 2
Sequences
Everyday sequences might include sizes or ages. What other sequences have you noticed today?
Lesson 1
Is There a Pattern Here?
Recognizing Patterns and Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Lesson 2
The Password Is . . . Operations!
Arithmetic and Geometric Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Lesson 3
Did You Mean: Recursion?
Determining Recursive and Explicit Expressions from Contexts . . . . . . . . . . . . . . . . 133
Lesson 4
3 Pegs, N Discs
Modeling Using Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Click here to vie
Sequences
TEKS and ELPS
Topic 2 Overview
ow is Sequences
H for arithmetic and geometric sequences.
organized? Students return to the scenarios from the first
lesson and write an arithmetic or geometric
In Sequences, students progress from
formula for each.
recognizing patterns of numbers, letters,
and shapes to identifying arithmetic and
In the final lesson of the topic, students are
geometric sequences. They explore sequences
introduced to the modeling process. Defined
represented as lists of numbers, in tables
in four steps—Notice and Wonder, Organize
of values, by equations, and as graphs on
and Mathematize, Predict and Analyze, and
the coordinate plane. The intent of this topic
Test and Interpret—the modeling process gives
is to move students from their intuitive
students a structure for approaching real-world
understanding of patterns to a more formal
mathematical problems. Throughout the final
approach of representing sequences as
lesson, students work through the process as
functions. In later modules, they will use the
they model situations using sequences.
connection between arithmetic sequences and
linear functions and between some geometric
sequences and exponential functions to hat is the entry point
W
examine the structure of each function family. for students?
Students have been analyzing and extending
As in Quantities and Relationships, students numeric patterns since elementary school.
begin Sequences by analyzing sequences They have discovered and explained features
presented in scenarios. They infer a rule for of patterns. They have formed ordered pairs
each sequence, identify additional terms, with terms of two sequences and compared
and represent the sequence as a table. They the terms. In middle school, students have
explain why all sequences are functions and connected term numbers and term values as
differentiate between a finite sequence and the inputs and outputs of a function.
an infinite sequence. After articulating the
differences between different sequences, After analyzing and describing patterns in
students define arithmetic sequences as those various equations and graphs in Quantities
with a common difference and geometric and Relationships, they continue the process to
sequences as those with a common ratio. recognize patterns in sequences. In addition
They then match sequences to to describing patterns of numbers as they did in
corresponding graphs. middle school, they will now write recursive and
explicit formulas for relationships. They will use
Once familiar with the structure of sequences, what they know about functions to recognize
students write recursive and explicit formulas that every sequence is a function.
TOPIC 2: Sequences • 81A

ow does a student
H Why is Sequences
demonstrate understanding? important?
How does a student
demonstrate understanding?
Students will demonstrate understanding of the As students deepen their understanding of

standards in Sequences if they can: functions throughout this course and beyond,
• Understand that a sequence represents a recognizing that all sequences are functions
relationship between term numbers (inputs) is an important building block. The study of
and term values (outputs). functions is a major focus throughout high
• State the appropriate domain for a sequence. school mathematics. A rich understanding of
• Distinguish between arithmetic and arithmetic sequences, including their graphical
geometric sequences. and algebraic representations, is the foundation
• Recognize that an arithmetic sequence has for linear functions. Likewise, it is important
a common difference between terms and for students to recognize that some geometric
a geometric sequence has a common ratio sequences represent exponential functions, and
between terms. that their graphs and equations have the defining
• Determine the common difference between characteristics of that function family. Examining
two terms in an arithmetic sequence and patterns in numbers and the structure of
the common ratio between two terms in a their representations will help students to use
geometric sequence represented in tables functions to model real-world phenomena.
and graphs.
• Describe the graph of an arithmetic and Finally, as students gain experience with more
geometric sequence. complex functions, the modeling process will
• Explain that a recursive formula tells you how help them to approach and solve problems that
to determine the next value of a sequence they encounter in the real world. By recognizing
from the previous value. structure in sequences of numbers, they will be
• Explain that an explicit formula tells you how to more aware of the possible functions that can
determine any value given the term number. model a scenario, which in turn allows them to
• Distinguish between explicit and solve more complicated problems.
recursive formulas.
• Write recursive and explicit formulas for any
How do the activities
sequence, including those presented as
in Sequences promote
real-world scenarios.
student expertise in the
How do the activities in XXX promote
• Translate between explicit and

mathematical practice standards?
recursive formulas. mathematical process

• Decide when real-world problems model an standards?
arithmetic or geometric sequence. All Carnegie Learning topics are written with
• Utilize a modeling process to analyze and the goal of creating mathematical thinkers
solve problems. who are active participants in class discourse,

so elements of the mathematical process geometric sequences. They examine the structure
standards should be evident in all lessons. of these sequences to recognize key and defining
Students are expected to make sense of characteristics. Finally, students use the modeling
problems and work towards solutions, reason process to solve a real-world sequence problem.
using concrete and abstract ideas, and
communicate their thinking while providing a Materials Needed
critical ear to the thinking of others.
Glue
Quarters, nickels, and dimes (optional)
Students use tools—tables, graphs, and
Scissors
equations—to model situations as arithmetic and
New Notations
A recursive formula expresses each new term of a sequence based on the preceding term in
the sequence. The recursive formulas to determine the nth term of an arithmetic sequence and a
geometric sequence are shown.
Arithmetic Sequence Geometric Sequence
nth common nth common

term difference term ratio
an 5 an 2 1 1 d gn 5 gn 2 1 ? r
previous previous
term term
The explicit formula represents the sequence as a function. The explicit formulas to determine
the nth term of an algebraic sequence and a geometric sequence are shown.
nth common nth

term difference term previous
term number
an 5 a1 1 d(n 2 1) gn 5 g1 ? r n 2 1
previous common
1st 1st
term number ratio
term term
TOPIC 2: Sequences • 81C

Notice and Wonder
Gather information, notice patterns, and
formulate mathematical questions about
what you notice.
Organize and Mathematize

REPORT
Organize your information and represent
NOTICE | WONDER it using mathematical notation.
Predict and Analyze

ORGANIZE | MATHEMATIZE
Extend the patterns created, complete
operations, make predictions, and
analyze the mathematical results.
Test and Interpret

TEST | INTERPRET Interpret your results and test your
mathematical predictions in the real
world. Make adjustments necessary.
PREDICT | ANALYZE

Learning Together
1 Is There a Pattern A.9A 2 Students begin by exploring various patterns in

Here?: A.12A Pascal’s triangle. Sequence and term of a sequence
A.12D are defined. Given ten geometric patterns or
Recognizing
contexts, students write a numeric sequence
Patterns and
to represent each problem. They are guided to
Sequences
represent each sequence as a table of values
and conclude that all sequences are functions.
Students then organize the sequences in a table,
state whether each sequence is increasing or
decreasing, and describe the sequence using a
starting value and operation. They determine
that all sequences have a domain that includes
only positive integers. Infinite sequence and finite
sequence are defined and included as another
characteristic for students to consider as they
write sequences.
2 The Password Is… A.12A 2 Given 16 numeric sequences, students generate

Operations!: A.12D several additional terms for each sequence and
describe the rule they used for each sequence.
Arithmetic and
They sort the sequences into groups based upon
Geometric
common characteristics of their choosing and
Sequences
explain their rationale. The terms arithmetic sequence,
common difference, geometric sequence, and common
ratio are then defined, examples are provided, and
students respond to clarifying questions. They then
categorize the sequences from the beginning of
the lesson as arithmetic, geometric, or neither and
identify the common difference or common ratio
where appropriate. Students begin to create graphic
organizers, identifying four different representations
for each arithmetic and geometric sequence. In
the first activity, they glue each arithmetic and
geometric sequence to a separate graphic organizer
and label them, and in the second activity, the
corresponding graph is added. The remaining
representations are completed in the following
lessons. This lesson concludes with students
writing sequences given a first term and a common
difference or common ratio and identifying whether
the sequences are arithmetic or geometric.
TOPIC 2: Sequences • 81E

3 Did You Mean: A.12C 2 Scenarios are presented that can be represented
Recursion?: A.12D by arithmetic and geometric sequences. Students
determine the value of terms in each sequence.
Determining
The term recursive formula is defined and used
Recursive and
to generate term values. As the term number
Explicit Expressions
increases, it becomes more time consuming to
from Contexts
generate the term value. This sets the stage for
explicit formulas to be defined and used. Students
practice using these formulas to determine
the values of terms in both arithmetic and
geometric sequences.
4 3 Pegs, N Discs: A.9D 2 Students are introduced to the process of

A.12D mathematical modeling in this lesson, with each
Modeling Using
of the four activities representing a specific step
Sequences
in the process. Students are first presented with
the Towers of Hanoi puzzle game and invited to
play the game, observe patterns, and think about
a mathematical question. Students then organize
their information and pursue a given question
by representing the patterns they notice using
mathematical notation. The third step of the
modeling process involves analyzing recursive and
explicit formulas the students have generated and
using these formulas to make predictions. Finally,
students test their predictions and interpret their
results. They then reflect on the modeling process
and summarize what is involved in each phase.
81F • TOPIC 2: Topic Overview


TEKS: A.9A, A.12A, LESSON 1 continued TEKS: A.12A, A.12D LESSON 2 continued
A.12D ACTIVITY 2 ACTIVITY 2
LESSON 1 LESSON 2
TALK THE TALK TALK THE TALK
Is There a Pattern The Password Is...
Here? Operations!
GETTING STARTED GETTING STARTED
Use LiveLab and
ACTIVITY 1 Reports to monitor ACTIVITY1

MID-TOPIC TEKS: A.12C, A.12D LESSON 3 continued
ASSESSMENT ACTIVITY 3
LESSON 3
TALK THE TALK
Did You Mean:
Recursion?
GETTING STARTED
Use LiveLab and Use LiveLab and
Reports to monitor ACTIVITY 1 Reports to monitor
students’ progress ACTIVITY 2 students’ progress
Day 11 Day 12 Day 13 Day 14

TEKS: A.9D, A.12D LESSON 4 continued END OF TOPIC ASSESSMENT
ACTIVITY 2
LESSON 4
ACTIVITY 3
3 Pegs, N Discs
GETTING STARTED TALK THE TALK
ACTIVITY 1 Use LiveLab and

Reports to monitor
Assessments
There are two assessments aligned to this topic: Mid-Topic Assessment and End of Topic Assessment.
TOPIC 2: Sequences • 81G


TOPIC 2: SEQUENCES Where have we been?
In this topic, students explore sequences Students have been analyzing and extending
represented as lists of numbers, in tables numeric patterns since elementary school.
of values, by equations, and as graphs on They have discovered and explained features
the coordinate plane. Students move from of patterns. They have formed ordered pairs
an intuitive understanding of patterns to with terms of two sequences and compared
a more formal approach of representing the terms. In middle school, students have
sequences as functions. In the final lesson connected term numbers and term values as
of the topic, students are introduced to the inputs and outputs of a function.
the modeling process. Defined in four
steps—Notice and Wonder, Organize and Where are we going?
Mathematize, Predict and Analyze, and Test As students deepen their understanding
and Interpret—the modeling process gives of functions throughout this course and
students a structure for approaching beyond, recognizing that all sequences are
real-world mathematical problems. functions is an important building block. A rich
understanding of arithmetic sequences is the
foundation for linear functions. As students gain
experience with more complex functions, the
modeling process will help them approach and
solve problems they encounter in the real world.
Formulas for Sequences

A formula can be written to determine any number in an arithmetic or geometric sequence. You
just need to know the first number in the sequence, the position of the number in the sequence,
and the common difference or common ratio.
nth common nth previous
term difference term term number
an 5 a1 1 d(n 2 1) gn 5 g1 ? rn21
previous 1st common
1st term term number term ratio
Given the arithmetic sequence 2, 5, 8, 11, 14 . . . , the 10th number is 2 1 3(10 2 1), or 29.
Given the geometric sequence 2, 6, 18, 54, 162 . . . , the 10th number is 2 ? 31021, or 39,366.

The Dress, with Sequence
Not too long ago, a picture of a dress caused a lot of controversy on the internet. Was it white and
gold or blue and black? (Spoiler: It was actually blue and black.) As a result of all the attention, the
company that made the dress saw sales go up nearly 350%.
Public demand for products usually changes much more slowly than this. But still, companies have
to be ready to deliver. So production managers use sequences to determine how much of their
product to have available to meet the demand.
These sequences never match the perfect mathematical sequences you see in math class, but
companies analyze the mathematical sequences to model the actual demand for products and
make predictions and estimates for their inventory.

Sequences are an important topic to know
sequence
about for college admissions tests.
A sequence is a pattern involving an ordered
Here is a sample question: arrangement of numbers, geometric figures,
letters, or other objects.
What is the second term in this geometric
arithmetic sequence
sequence?
An arithmetic sequence is a sequence of
__ 1 1 1
  3 , , ___
  48   , ____
  192   , … numbers in which the difference between any
two consecutive terms is a constant.
To solve this, students need to know that each
term in a geometric sequence is calculated by geometric sequence
A geometric sequence is a sequence of
using the same multiplier, or constant ratio.
numbers in which you multiply each term by a
The multiplier can be determined by dividing a
constant to determine the next term.
term by the term before it.
mathematical modeling
In this case, 192 4 48 5 4. Therefore, Mathematical modeling is explaining patterns
____ 1 1 1 1
  192     4 ___
  48    5 __
  4 . This means the multiplier is __
 4 . in the real world based on mathematical ideas.
The second term can be calculated by
1
multiplying the first term by __
 4 .
1 1 1 1
Because __
  3  3 __
  4  5 ___
  12  ,  the second term is  ___
12  . 
84 • TOPIC 2: Sequences

1
Is There a MATERIALS
None
Pattern Here?
Recognizing Patterns and Sequences
Lesson Overview
Students begin by exploring various patterns in Pascal’s triangle. Sequence and term of a sequence are
defined. Given ten geometric patterns or contexts, students write a numeric sequence to represent
each problem. They are guided to represent each sequence as a table of values and conclude
that all sequences are functions. Students then organize the sequences in a table, state whether
each sequence is increasing or decreasing, and describe the sequence using a starting value and
operation. They determine that all sequences have a domain that includes only positive integers.
Infinite sequence and finite sequence are defined and included as another characteristic for students to
consider as they write sequences.
Algebra 1
(A) determine the domain and range of exponential functions of the form f (x) 5 ab  x and
represent the domain and range using inequalities.

write, solve, analyze, and evaluate equations, relations, and functions. The student is
expected to:
define a function.
(D) write a formula for the n 
thterm of arithmetic and geometric sequences, given the value of
several of their terms.
ELPS
1.A, 1.C, 1.E, 1.F, 1.G, 2.C, 2.E, 2.I, 3.D, 3.E, 4.B, 4.C, 5.B, 5.F, 5.G
LESSON 1: Is There a Pattern Here? • 85A

Essential Ideas
• A sequence is a pattern involving an ordered arrangement of numbers, geometric figures, letters,
or other objects.
• A term of a sequence is an individual number, figure, or letter in the sequence.
• A sequence can be written as a function. The domain includes only positive integers.
• An infinite sequence is a sequence that continues forever, or never ends.
• A finite sequence is a sequence that terminates, or has an end term.

Day 1
Engage
Getting Started: A Pyramid of Patterns
Students explore various patterns in Pascal’s triangle. They first explore patterns on their own
and then are guided to recognize and explain specific patterns.
Develop
Activity 1.1: Patterns to Sequences to Tables
Students are given the definitions of sequence and term of a sequence. Given ten geometric patterns
or contexts, students describe each pattern, determine the next few figures or numbers in the
patterns, write a numeric sequence for each pattern, and represent each sequence using a table
of values.
Day 2
Activity 1.2: Looking at Sequences More Closely
Students organize sequences in a table, state whether each sequence is increasing or decreasing,
and describe the sequence using a starting value and operation. Infinite sequence and finite
sequence are defined, and examples are provided.
Demonstrate
Talk the Talk: Searching for a Sequence
Students are provided characteristics, including the newly defined terms infinite and finite, to
build sequences.
85B • TOPIC 2: Sequences

Getting Started: A Pyramid of Patterns ENGAGE
Facilitation Notes
In this activity, students identify patterns using the first 7 rows of
Pascal’s triangle.

Questions to ask
• How is each row of Pascal’s Triangle generated?
• What pattern exists in the diagonals of the triangle?
• Explain the symmetry in the triangle.
• How is each row related to the power of 2?
To extend the activity, have students research Pascal’s Triangle to
discover other patterns such as the hockey stick pattern, parallelogram
pattern, and Fibonacci numbers. Explain that Pascal’s triangle will be
revisited because of its connections to higher mathematics.
Summary
Pascal’s Triangle is a famous geometric and numeric figure that generates
many patterns.
Activity 1.1 DEVELOP

Patterns to Sequences to Tables
Facilitation Notes
In this activity, students are given the definitions of sequence and term of
a sequence. Given ten geometric patterns or contexts, students describe
each pattern, determine the next few figures or numbers in the patterns,
write a numeric sequence for each pattern, and represent each sequence
using a table of values.

• Arithmetic errors that prevent may prevent them from
recognizing patterns.
• Language that demonstrates a generalization of patterns.
LESSON 1: Is There a Pattern Here? • 85C

Questions to ask for Positive Thinking
• How do the number of dots in each figure compare to the number of
dots in the figure before it?
• How does the sequence relate to the diagram?
• Why can all sequences be represented by a table of values?
Questions to ask for Family Tree
• How do the number of parents in one generation compare to the
number of parents in the generation that follows it?
• How many parents do you think are in the 5th generation? Why?
• How does this sequence relate to the family relationships?
• How is this pattern different than the one in the Positive
Thinking problem?
Questions to ask for A Collection of Squares
• How do the number of squares in figure 1 compare to the number of
squares in figure 2? Figure 2 to figure 3? Figure 3 to figure 4?
• Explain how the pattern in this sequence is different than the
patterns in the other problems.
Questions to ask for Al’s Omelets
• How does the number of eggs left after making 1 omelet compare to
the number of eggs left after making 2 omelets? 2 omelets compare
to 3 omelets? 3 omelets to 4 omelets?
• How does the sequence relate to the scenario?
• Out of the sequences you have written, what sequence has a pattern
most similar to this one? Explain why.
Questions to ask for Donna’s Daisies
• How do the number of daisies in the 2nd column compare to the
number of daisies in the 1st column? The 3rd column to the 2nd
column? The 4th column to the 3rd column?
• What is the total number of daisies in the 8th column? 9th column?
10th column? Why?
• Explain the pattern in the sequence in words.
• How does the pattern in this sequence compare to the others you
have written?
Questions to ask for Troop of Triangles
• How do the number of shaded triangles in figure 2 compare to the
number of shaded triangles in figure 1? Figure 3 to figure 2? Figure 4
to figure 3?
• What sequence would represent the number of white triangles?
85D • TOPIC 2: Sequences

Questions to ask for Gamer Guru
Questions to ask for Polygon Party
• What makes a figure a polygon?
• What is the name of each polygon based on its number of sides?
• What is the term used for a polygon that has all sides the same
length and all angles the same measure?
Questions to ask for Pizza Contest
• Create a diagram and demonstrate how the sequence is generated.
• What would the sequence be if the terms represented the number
of slices rather than the size of the slice?
Questions to ask for Coin Collecting
• Compare this sequence to the other increasing sequences. Which
ones have a growth pattern similar to this one? How would you
describe the growth pattern?
• To scaffold support, demonstrate how any sequence can be
converted into a table of values. Allow tables to be set up
horizontally or vertically.
Term number 1 2 3 4
Term value 25, 21, 17, 13,
• To assist all students with Polygon Party, accept non-regular

polygons with the correct number of sides or demonstrate how to
sketch regular polygons by making a circle, placing points relatively
equidistant around the circle, and then connecting consecutive
points with line segments.
• To extend the activity
• Have students revisit Troop of Triangles. Ask them to write a
sequence for the total number of the smallest triangles in each
figure, explain the pattern, and connect the pattern to the
pattern in A Collection of Squares.
LESSON 1: Is There a Pattern Here? • 85E

• Have students revisit Troop of Triangles. Ask them to write a
sequence for the total number of triangles of any size in each
figure and explain the pattern.
Summary
All numeric sequences can be represented as a function. The independent
variable is the term number beginning with 1, and the dependent variable is
the term of the sequence.
Activity 1.2
Looking at Sequences More Closely
Facilitation Notes
In this activity, students organize sequences in a table, state whether each
sequence is increasing or decreasing, and describe the sequence using a
starting value and operation. Infinite sequence and finite sequence are defined,
and examples are provided.

Questions to ask
• How many sequences could be described as increasing? Decreasing?
• How many sequence patterns involve multiplication or division?
• How many sequence patterns involve addition or subtraction?
• Can any of the sequences be described as an even or odd sequence?
Why or why not?
• Do any of the sequences begin at zero?
• Can you think of a sequence that would begin at zero? What is
an example?
• What determines the first term of a sequence?
• Is the last term of the sequence the end term of the sequence? Why
or why not?
• Are all numbers divisible by 4? Explain why or why not.
Ask a student to read the definitions and example following Question 5

aloud, then complete Question 6 as a class.
Questions to ask
• What is the difference between an infinite sequence and a
finite sequence?
• How can you determine whether a sequence is infinite or finite?
85F • TOPIC 2: Sequences

• Are all sequences either infinite or finite? Why or why not?
• What is another example of an infinite sequence? A finite sequence?
• Is it possible to visually represent zero blocks?
Summary
The domain of a sequence is the set of term numbers, and the range of a
sequence is the set of term values. A sequence that continues on forever
is called an infinite sequence, and a sequence that terminates is called a
finite sequence.
Talk the Talk: Searching for a Sequence DEMONSTRATE

Facilitation Notes
In this activity, students build sequences to fit given criteria.

Questions to ask
• What is the definition of a sequence?
• Why do all sequences have the same domain?
• Does every sequence contain term numbers and term values?
Explain.
• Does each term number of a sequence correspond to a unique
term value?
• Can you create a different sequence that meets these criteria?
• How did you demonstrate a sequence that is decreasing
by multiplication?
• What is another way to demonstrate decreasing by multiplication?
To extend the activity, have students create their own sequences. Have
the class categorize them by increasing or decreasing, type of operation
used, and infinite or finite.
Summary
Sequences can be built from a list of characteristics. Characteristics may
include a starting value, whether the sequence is increasing or decreasing,
operations used between consecutive terms, and whether the sequence is
finite or infinite.
LESSON 1: Is There a Pattern Here? • 85G

NOTES
85H • TOPIC 2: Sequences

Warm Up Answers
1
1. O, N, D; They are the
first letter of each
month.
2. T, F, S; They are the first
Is There a Pattern
letter of each day of the
week.
Here?
3. 25, 30, 35; They are all
increasing by 5.
4. 36, 25, 16; They are
Recognizing Patterns and Sequences all decreasing perfect
square numbers
beginning with 10.

Write the next three terms in • Recognize and describe patterns.
each pattern and explain how • Represent patterns as sequences.
you generated each term. • Predict the next term in a sequence.
• Represent a sequence as a table of values.
1. J, F, M, A, M, J, J, A, S, . . .
Key Terms
2. S, M, T, W, . . . • sequence
• term of a sequence
• infinite sequence
3. 5, 10, 15, 20, . . . • finite sequence
4. 100, 81, 64, 49, . . .
Since early elementary school, you have been recognizing and writing patterns involving shapes,
colors, letters, and numbers. How are patterns related to sequences and how can sequences be
represented using a table of values?
A1_M01_T02_L01_TIG.indd 85 5/27/21 7:25 PM

Answers
1. Answers may vary. GETTING STARTED

2. In each row, the number
of terms is 1 more than A Pyramid of Patterns
the row above it.
Pascal’s Triangle is a famous pattern named after the French mathematician
3. Each row is symmetrical. and philosopher Blaise Pascal. A portion of the pattern is shown.
4. The sum of each row 1
generates the pattern 1, 1 1
2, 4, 8, 16, 32, 64. 1 2 1
5. 1 7 21 35 35 21 1 3 3 1
7 1 1 4 6 4 1
1 5 10 10 5 1
1 8 28 56 70 56
1 6 15 20 15 6 1
28 8 1
Each row begins and
ends with one. All other 1. List at least 3 patterns that you notice.
terms are the sum of
the numbers to the
immediate left and right
of it in the row above. 2. Describe the pattern for the number of terms in each row.
3. Describe the pattern within each row.
4. Describe the pattern that results from determining the sum of

each row.
5. Determine the next two rows in Pascal’s Triangle.

ELL Tip
Create an anchor chart to identify and ensure students’ understanding of patterns. Display
examples of mathematical and non-mathematical patterns on the chart. N on-mathematical
examples may include the design of a tablecloth, patterns on a tile floor, and patterns in nature
(waves, leaves). Discuss how Pascal’s Triangle contains patterns, and ask students to identify the
patterns on the triangle. Ask students to create examples of patterns involving numbers as well as
other items, such as colors or clothing.
A1_M01_T02_L01_TIG.indd 86 5/27/21 7:25 PM

Answers
1a. Each figure has 4 fewer

AC T I V I T Y
Patterns to Sequences dots than the figure
1.1 to Tables before it.
1b.
A sequence is a pattern involving an ordered arrangement of numbers,
geometric figures, letters, or other objects. A term of a sequence is an 1c. 25, 21, 17, 13, 9, 5, 1
individual number, figure, or letter in the sequence.
1d.
Ten examples of sequences are given in this activity. For each sequence,
describe the pattern, draw or describe the next terms, and represent each Term Term
sequence numerically. Number Value
1. Positive Thinking 1 25
2 21
3 17
4 13
5 9
a. Analyze the number of dots. Describe the pattern.
6 5
b. Draw the next three figures of the pattern. 7 1
All numeric sequences
can be represented
c. Represent the number of dots in each of the seven figures
as functions. The
as a numeric sequence.
is the term number
d. Represent the number of dots in each of the first seven beginning with 1,
figures as a function using a table of values. and the dependent

variable is the term of
the sequence.
Term
1 2 3 4 5 6 7
Number
Term
Value
ELL Tip
Review the term sequence. Discuss the relationship between
patterns and sequences. Before beginning the exercises in the
activity, ask students to create their own pattern of dots, similar to
the example given in Activity 1.1. Ask for volunteers to explain how
their pattern can be represented as a numeric sequence.
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Answers
2a. Each generation has 2. Family Tree

Jessica is investigating her family tree by researching each generation, or
2 times the number
set, of parents. She learns all she can about the first four generations,
of parents as the which include her two parents, her grandparents, her great-
generation after it. grandparents, and her great-great-grandparents.
2b. The fifth generation
a. Think about the number of parents. Describe the pattern.
has 25 5 32 parents, Term Term
Number Value
and the sixth
generation has
b. Determine the number of parents in the fifth and
26 5 64 parents.
sixth generations.
2c. 2, 4, 8, 16, 32, 64.
Term Term c. Represent the number of parents in each of the 6 generations

Number Value as a numeric sequence. Then represent the sequence using a
table of values.
1 2
2 4
3. A Collection of Squares
3 8
4 16
5 32
6 64
Term Term
Number Value
3a. The number of small a. Analyze the number of small squares in each figure. Describe
the pattern.
squares are decreasing
perfect squares,
beginning with the
square of 7. b. Draw the next three figures of the pattern.
3b.

c. Represent the number of small squares in each of the first
3c. 49, 36, 25, 16, 9, 4, 1 seven figures as a numeric sequence. Then represent the
sequence using a table of values.
Term Term
Number Value
1 49
2 36
3 25
4 16
ELL Tip
5 9
Some non-mathematical terms that appear in this lesson are
6 4
generation, omelet, decals, and auditorium. Create a vocabulary chart
7 1 that shows each term followed by a picture and synonyms that
describe each term in students’ native language.
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Answers
4. Al’s Omelets 4a. Al has 6 fewer eggs
Al’s House of Eggs N’at makes omelets. Al begins each day with 150
after making each
eggs to make his famous Bestern Western Omelets. After making 1
omelet, he has 144 eggs left. After making 2 omelets, he has 138 eggs
omelet.
left. After making 3 omelets, he has 132 eggs left. 4b. After making
4 omelets, Al has
a. Think about the number of eggs Al has left after making
126 eggs. After making
each omelet. Describe the pattern.
5 omelets, Al has 120
Term Term
Number Value eggs.
b. Determine the number of eggs left after Al makes the next 4c. 150, 144, 138, 132, 126,
two omelets. 120
Term Term
c. Represent the number of eggs left after Al makes each Number Value
of the first 5 omelets as a numeric sequence. Be sure to
include the number of eggs he started with. Then represent 1 150
the sequence using a table of values.
2 144
5. Donna’s Daisies 3 138

Donna is decorating the top border of her bedroom walls with a daisy
pattern. She is applying decals with each column having a specific number
4 132
of daisies.
5 126
6 120
Term Term 5a. The number of daisies

Number Value repeat in the pattern 3,
4, 2.
a. Think about the number of daisies in each column. Describe
5b. The seventh column
the pattern.
has 3 daisies, and the
eighth column has 4
b. Determine the number of daisies in each of the next daisies.
two columns.
5c. 3, 4, 2, 3, 4, 2, 3, 4
c. Represent the number of daisies in each of the first 8 Term Term

columns as a numeric sequence. Then represent the Number Value
1 3
2 4
3 2
4 3
5 4
6 2
7 3
8 4
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Answers
6a. The second figure 6. Troop of Triangles
has 2 more triangles

than the first, the third
figure has 3 more
triangles than the
second, and the fourth
figure has 4 more
triangles than the third.
6b.
a. Analyze the number of dark triangles. Describe the pattern.
Term Term
Number Value
b. Draw the next two figures of the pattern.

6c. 1, 3, 6, 10, 15, 21
Term Term
Number Value
c. Represent the number of dark triangles in each of the first 6
1 1 figures as a numeric sequence. Then represent the sequence
using a table of values.
2 3
3 6
4 10
5 15
6 21
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Answers
7. Gamer Guru 7a.
Mica gains 50 points
Mica is trying to beat his high score on his favorite video game. He
for each mini-game he
unlocks some special mini-games where he earns points for each one
he completes. Before he begins playing the mini-games, Mica has
plays.
500 points. After completing 1 mini-game he has a total of 550 points, 7b. After playing 4 mini-
after completing 2 mini-games he has 600 points, and after games, Mica has 700
completing 3 mini-games he has 650 points.
points. After playing
a. Think about the total number of points Mica gains from 5 mini-games, Mica has
mini-games. Describe the pattern. 750 points.
7c. 500, 550, 600, 650, 700,
750
b. Determine Mica’s total points after he plays the next Term Term
two mini-games. Number Value Term Term
Number Value
1 500
c. Represent Mica’s total points after completing each of the 2 550
first 5 mini-games as a numeric sequence. Be sure to include
the number of points he started with. Then represent the 3 600
4 650
5 700
6 750
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Answers
8a. Each figure is a regular 8. Polygon Party
polygon that has one

more side than the
previous polygon.
8b.
a. Analyze the number of sides in each polygon. Describe
the pattern.
Term Term
Number Value
8c. 3, 4, 5, 6, 7, 8
b. Draw the next two figures of the pattern.
Term Term
Number Value
1 3
c. Represent the number of sides of each of the first 6 polygons
2 4 as a numeric sequence. Then represent the sequence using a
table of values.
3 5
4 6
5 7
6 8
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Answers
9. Pizza Contest 9a. After every cut, each
Jacob is participating in a pizza-making contest. Each contestant has to 1
bake the largest and most delicious pizza they can. Jacob’s pizza has a
slice is  __
2  the size
6-foot diameter! After the contest, he plans to cut the pizza so that he of each slice in the
can pass the slices out to share. He begins with 1 whole pizza. Then,
previous cut.
he cuts it in half. After that, he cuts each of those slices in half. Then he
1
cuts each of those slices in half, and so on. 9b. Each slice is  ___
16   of the
original after 4 cuts.
1
a. Think about the size of each slice in relation to the whole Each slice is  ___
32   of the
pizza. Describe the pattern.
original after 5 cuts.
1 1 1 1 1
9c. 1, __
 2 , __
 4 , __
 8 , ___
 16  ,  ___
 32   
Term Term
b. Determine the size of each slice compared to the whole Number Value
Term Term
pizza after the next two cuts. Number Value
1 1
1
2  __
2 
c. Represent the size of each slice compared to the whole __ 1
3   4 
pizza after each of the first 5 cuts as a numeric sequence.
Include the whole pizza before any cuts. Then represent the __ 1
4   8 
1
5  ___
16    
1
6  ___32   
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Answers
10a. Each year the coin 10. Coin Collecting

Miranda’s uncle collects rare coins. He recently purchased a rare coin
value is 3 times
for $5. He claims that the value of the coin will triple each year. So even
greater than its value though the coin is currently worth $5, next year it will be worth $15. In
in the previous year. 2 years it will be worth $45, and in 3 years it will be worth $135.
10b. After four years the
coin value will be a. Think about how the value of the coin changes each year.
equal to 135(3) 5 Describe the pattern.
405, and after five Term Term
years the coin value Number Value
will be equal to
405(3) 5 1215. b. Determine the value of the coin after 4 years and after 5 years.
10c. 5, 15, 45, 135, 405,

1215
c. Represent the value of the coin after each of the first 5 years
Term Term
as a numeric sequence. Include the current value. Then
Number Value represent the sequence using a table of values.
1 5
2 15
3 45
4 135
5 405
6 1215
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Answers
1. See bottom of this page

AC T I V I T Y
Looking at Sequences and bottom of the next
1.2 More Closely page.
There are many different patterns that can generate a sequence of

numbers. For example, you may have noticed that some of the sequences
in the previous activity were generated by performing the same operation
using a constant number. In other sequences, you may have noticed a
different pattern.
The next term in a sequence is calculated by determining the pattern

of the sequence, and then using that pattern on the last known term of
the sequence.
1. For each sequence in the previous activity, write the numeric

sequence, record whether the sequence increases or decreases,
and describe the sequence by stating the first term and the
operation(s) used to create the sequence. The first one has been
completed for you.
Numeric Increases or
Problem Name Sequence Description
Sequence Decreases
25, 21, 17, 13, 9, Begin at 25. Subtract 4 from

Positive Thinking Decreases
5, 1 each term.
Family Tree
A Collection of Squares
Al’s Omelets
Donna’s Daisies
Troop of Triangles
Gamer Guru
Polygon Party
Pizza Contest
Coin Collecting
Problem Sequence I/D Description

Positive Thinking 25, 21, 17, 13, 9, 5, 1 D Begin at 25. Subtract 4 from each term.
Family Tree 2, 4, 8, 16, 32, 64 I Begin at 2. Multiply each term by 2.
A Collection of 49, 36, 25, 16, 9, 4, 1 D Begin at 72. Decrease each base by 1 while retaining the
Squares square.
Al’s Omelets 150, 144, 138, 132, 126, D Begin at 150. Subtract 6 from each term.
120
Donna’s Daisies 3, 4, 2, 3, 4, 2, 3, 4 I/D Begin at 3. Continue with 4 and 2. Repeat this 3, 4, 2
pattern
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Answers
2. Sample answer. 2. Which sequences are similar? Explain your reasoning.
Some sequences
increase/decrease by
adding or subtracting:
Positive Thinking, Al’s
Omelets, Troop of 3. What do all sequences have in common?
Triangles, Gamer Guru,
Polygon Party
Some sequences
increase/decrease by
multiplying or dividing:
Family Tree. Pizza
Contest, Coin Collecting 4. Consider a sequence in which the first term is 64 and each
term after that is calculated by dividing the previous term by 4.
Some follow neither Margaret says that this sequence ends at 1 because there are
of those patterns: A no whole numbers that come after 1. Jasmine disagrees and
Collection of Squares, says that the sequence continues beyond 1. Who is correct? If
Donna’s Daisies Margaret is correct, explain why. If Jasmine is correct, predict
the next two terms of the sequence.
3. All of the sequences are
functions.
4. Jasmine is correct. Even
though the sequence
begins with whole
numbers, this does
not mean that it must 5. What is the domain of a sequence? What is the range?
contain only whole
numbers. After 1, the
next two terms of the
1
sequence are 1 4 4 5  __ 4 
__ 1 ___ 1
and  4  4 4 5   16  . 
5. The domain of a
sequence is all integers
beginning with 1; the
range of a sequence
varies depending upon
the function.
Problem Sequence I/D Description

Troop of Triangles 1, 3, 6, 10, 15, 21 I Begin at 1. Add 2, then add 3, then add 4, …
Gamer Guru 500, 550, 600, 650, 700, 750 I Begin at 500. Add 50 to each term.
Polygon Party 3, 4, 5, 6, 7, 8 I Begin at 3. Add 1 to each term.
1
1, __
1 1 __
 2 , __
1 1 ___
 4 ,  8 , ___
1
 16  ,   32    Begin at 1. Multiply each term by __
 2 (or divide each
Pizza Contest D
term by 2)
Coin Collecting 5, 15, 45, 135, 405, 1215 I Begin at 5. Multiply each term by 3.
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Answers
If a sequence continues on forever, it is called an infinite sequence. If a 6. This is a finite sequence.
sequence terminates, it is called a finite sequence.
Each stage results by
For example, consider an auditorium where the seats are arranged according
taking away the bottom
to a specific pattern. There are 22 seats in the first row, 26 seats in the second
An ellipsis is three row of the pyramid until
row, 30 seats in the third row, and so on. Numerically, the sequence is 22, 26,
periods, which means the pyramid no longer
“and so on.” An infinite
30, . . . , which continues infinitely. However, in the context of the problem, exists.
sequence can be
it does not make sense for the number of seats in each row to increase
represented using
infinitely. Eventually, the auditorium would run out of space! Suppose that this
an ellipsis.
auditorium can hold a total of 10 rows of seats. The correct sequence for this
problem situation is:
22, 26, 30, 34, 38, 42, 46, 50, 54, 58.
Therefore, because of the problem situation, the sequence is a

finite sequence.
6. Does the pattern shown represent an infinite or finite sequence?

ELL Tip
The terms infinite and finite are cognates in many languages and may be easily identified by
students. Discuss how the word finite is related to the words final or finish. Also discuss how
infinite is an antonym of finite. Model the use and meanings of the terms with an example such
as, “There are a finite number of positive factors for the number 100, but there are an infinite
number of multiples of the number 100.” Ask students to create their own sentences showing
the contrast between a finite amount and an infinite amount of something.
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Answers
1. In a function, each
independent value has NOTES
one corresponding
TALK the TALK
dependent value. In a
sequence, each term Searching for a Sequence
number (independent
In this lesson you have seen that many different patterns can generate
value) has one term
a sequence of numbers.
(dependent value) that
corresponds to it. 1. Explain why the definition of a function applies to
all sequences.
2a. Sample answer.
1
27, 9, 3, 1, __
 3 
2b. Sample answer.
22.5, 21.5, 20.5, 0.5, ... 2. Create a sequence to fit the given criteria. Describe your
sequence using figures, words, or numbers. Provide the first
four terms of the sequence. Explain how you know that it is
a sequence.
a. Create a sequence that begins with a positive integer, is

decreasing by multiplication, and is finite.
b. Create a sequence that begins with a negative rational

number, is increasing by addition, and is infinite.
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Assignment
Answers
Assignment LESSON 1: Is There a Pattern Here?
Write
Write Remember A sequence is made up of
Explain why all sequences can be described A sequence is a pattern involving an ordered term numbers and term
as functions. arrangement of numbers, geometric figures,
values. Each term number
letters, or other objects. All numeric sequences
can be represented as functions.
(input) has exactly one
term value (output).
Practice Practice
Consider the three sequences given. For each sequence, describe the
pattern. Then, represent the sequence as a numeric sequence and as a table 1. Matchstick Mayhem
of values, including the first 6 terms. The second figure has 7
1. Matchstick Mayhem 2. Hancox Homes more matchsticks than
Hancox Homes is a popular
the first, the third figure
construction company that builds
affordable housing. When the company
has 9 more matchsticks
first started, they sold 1 home the first month, than the second, and the
3 homes the second month, 9 homes the third fourth figure has 11 more
month, and 27 homes the fourth month. matchsticks than the third.
3. Violet’s Videos
Violet is a yoga instructor who regularly posts new exercise videos on a website for her clients. 4, 11, 20, 31, 44, 59
One week after launching the website, she had posted a total of 6 videos. At the end of week 2,
she had a total of 10 videos. At the end of week 3, she had a total of 14 videos. At the end of Term Term
week 4, she had a total of 18 videos. Number Value
1 4
Stretch 2 11
Robin’s Restaurant
3 20
Robin is opening a restaurant and tells her staff they have to go above and beyond to please their
customers, especially on opening day. She reasons that if one customer is pleased with the restaurant, that 4 31
person is likely to tell 4 people about it. Then each of those people is likely to tell 4 people about it, and so on.
• Describe the pattern for the number of customers Robin’s Restaurant will reach with each telling. 5 44
• Determine how many customers are reached after the 5th, 6th, and 7th tellings.
6 59
• Represent the number of customers reached with each telling as a numeric sequence. Then
represent the sequence using a table of values.
• Identify the appropriate function family for the function. Then describe whether the function is 2. Hancox Homes
continuous or discrete. Each month Hancox
Homes sold 3 times the
number of homes as the
month before.
1, 3, 9, 27, 81, 243
Term Term
Number Value
3. Violet’s Videos 1 1
Each week Violet’s website has 4 more videos than the week before. 2 3
6, 10, 14, 18, 22, 26 3 9
Term Number 1 2 3 4 5 6 4 27
Term Value 6 10 14 18 22 26 5 81
6 243

Assignment
Answers
Stretch
Robin’s Restaurant Review
1. For the scenario and graph:
Each telling reaches 4 • Identify the appropriate function family.
times the customers than • Describe the domain based on the problem situation.
the previous telling. • Identify the graphical behavior of the function as increasing, decreasing, or a combination.
After the 5th telling, 1024 y
customers will be reached. a. A city discovers that its population has been tripling every 10
Population (thousands)
After the 6th telling, 4096 year. The function graphed models the population
(in thousands) after x years.
customers will be reached.
After the 7th telling, 16,384 5
customers will be reached.

4, 16, 64, 256, 1024, 4096,
16,384 0
5 10
x
Time (years)
Term Term
Number
2. Determine whether each data set represents a function.
1 4 a. {(25, 8), (26, 2), (22, 26), (21, 8), (4, 6)} b. x y
2 9
2 16 6 8
4 7
3 64 2 4
8 2
4 256
5 1024
6 4096
7 16,384
f (x) 5 4x
Exponential Function
Discrete
Review
1a. Exponential Function; 100 • TOPIC 2: Sequences
Real numbers greater

than or equal to zero;
Increasing A1_M01_T02_L01_Assignment SE.indd 100 5/22/21 3:13 PM
2a. Function
2b. Not a function

2
The Password MATERIALS
Scissors
Is. . . Operations!
Glue
Arithmetic and Geometric Sequences
Lesson Overview
Given 16 numeric sequences, students generate several additional terms for each sequence
and describe the rule they used for each sequence. They sort the sequences into groups based
upon common characteristics of their choosing and explain their rationale. The terms arithmetic
sequence, common difference, geometric sequence, and common ratio are then defined, examples are
provided, and students respond to clarifying questions. They then categorize the sequences from
the beginning of the lesson as arithmetic, geometric, or neither and identify the common difference
or common ratio where appropriate. Students begin to create graphic organizers, identifying four
different representations for each arithmetic and geometric sequence. In the first activity, they glue
each arithmetic and geometric sequence to a separate graphic organizer and label them, and in the
second activity, the corresponding graph is added. The remaining representations are completed
in the following lessons. This lesson concludes with students writing sequences given a first term
and a common difference or common ratio and identifying whether the sequences are arithmetic
or geometric.
Algebra 1
expected to:
define a function.
thterm of arithmetic and geometric sequences, given the value
of several of their terms.
ELPS
LESSON 2: The Password Is. . . Operations! • 101A

Essential Ideas
• An arithmetic sequence is a sequence of numbers in which the difference between any two
consecutive terms is a positive or negative constant. This constant is called the common
difference and is represented by the variable d.
• A geometric sequence is a sequence of numbers in which the ratio between any two consecutive
terms is a constant. This constant is called the common ratio and is represented by the variable r.
• The graph of a sequence is a set of discrete points.
• The points of an arithmetic sequence lie on a line. When the common difference is a positive, the
graph is increasing, and when the common difference is a negative, the graph is decreasing.
• The points of a geometric sequence do not lie on a line. When the common ratio is greater than 1,
the graph is increasing; when the common ratio is between 0 and 1, the graph is decreasing; and
when the common ratio is less than 0, the graph alternates between increasing and decreasing
between consecutive points.

Day 1
Engage
Getting Started: What Comes Next, and How Do You Know?
Students generate several additional terms for 16 different numeric sequences and describe the
rule they used for each sequence. They sort the sequences into groups based upon common
characteristics of their choosing and explain their rationale.
Develop
Activity 2.1: Defining Arithmetic and Geometric Sequences
Students are provided the definitions of arithmetic sequence, common difference, geometric
sequence, and common ratio. Examples are provided, and students respond to clarifying
questions. They then categorize the sequences from the beginning of the lesson as arithmetic,
geometric, or neither and identify the common difference or common ratio where appropriate.
Students begin to create graphic organizers, identifying four different representations for each
sequence. In this activity, students glue each arithmetic and geometric sequence to a separate
graphic organizer.
Day 2
Activity 2.2: Matching Graphs and Sequences
Students match graphs to their corresponding numeric sequence and then add the graphs to
each graphic organizer.
Demonstrate
Talk the Talk: Name That Sequence!
Students are given a first term and a common difference or common ratio, and they must identify
the unique sequence it describes and state whether the sequence is arithmetic or geometric.

Getting Started: W
hat Comes Next, and ENGAGE
How Do You Know?
Facilitation Notes
In this activity, students cut out sequence cards, generate additional
terms for 16 different numeric sequences, and then describe the rule
they used for each sequence. A sort activity is used to categorize the
sequences based upon common characteristics.

through 3. Make sure that students understand that they are just describing
a pattern; they do not have to write a rule. Share responses as a class.
To scaffold support, reduce the number of sequences while
maintaining variety.
Strategies and phrases they use to determine the next terms of
the sequences.
Questions to ask
• How did you determine the next term in the sequence?
• Is there another rule that can be used to determine that
same sequence?
• Is the sequence increasing or decreasing? How do you know?
• How many sequences involve addition or subtraction?
• Which sequences involve addition by the same number each time?
• Which sequences involve addition by numbers in a pattern
each time?
• How many sequences involve multiplication or division?
• What other operations are used to generate the sequences?
Summary
Different operations can be used to generate sequences.

Defining Arithmetic and Geometric Sequences
Facilitation Notes
In this activity, students are provided the definitions of arithmetic sequence,
common difference, geometric sequence, and common ratio. Examples
are provided, and students respond to clarifying questions. They then
LESSON 2: The Password Is. . . Operations! • 101C

categorize the sequences from the beginning of the lesson as arithmetic,
geometric, or neither and identify the common difference or common
ratio where appropriate. Students begin to create graphic organizers,
identifying four different representations for each sequence. In this activity,
students glue each arithmetic and geometric sequence to a separate
graphic organizer.
Ask a student to read the introduction and definitions aloud. Review the
Worked Example as a class. Have students work individually or with a
partner to complete Question 1 and discuss as a class. Then have
students work with a partner or in a group to complete Question 2.
Share responses as a class
Misconception
Students may confuse the term arithmetic (noun) with the term arithmetic
(adjective). Emphasize how to pronounce arithmetic when it is an adjective
rather than a noun.
Questions to ask for Question 1
• Think about a sequence such as 1, 2, 3, 4 . . . where x is any real
number. Is there a difference between adding a negative x to each
term of the sequence and subtracting a positive x from each term of
the sequence?
• Is there a difference between adding 2 to each term of the sequence
and subtracting 2 from each term in the sequence?
• If the common difference of the sequence is 4, how would you
describe the rule used to generate the next terms using addition?
• If the common difference of the sequence is 4, how would you
describe the rule used to generate the next terms using subtraction?
• How many of the sixteen sequences used a rule that is described by
the use of addition or subtraction?
• How is the common difference evident in the description of
each pattern?
Ask a student read the definitions following Question 2 aloud. Review the
worked example as a class.

Misconception
Students already have an understanding of the terms arithmetic and
geometry. Address how previous use of these terms is the same and
different as how they are used with sequences.
Questions to ask
• Explain the difference between a common ratio and a
common difference.
• If the common ratio is changed from 2 to 3, will the terms increase
more rapidly or more slowly? Why? Is the new sequence increasing
or decreasing?
• If the common ratio is changed from 2 to 3, what will be the first 5
terms? Is the new sequence increasing or decreasing?
1
• If the common ratio is changed from 2 to __
 3 , will the terms increase
or decreasing?
• If the common ratio is changed from 2 to 22, will the terms increase
or decreasing?
• Is the common ratio of a sequence the number which each term is
divided by or multiplied by?

Questions to ask
1
• Is each term of this sequence multiplied by 3 or multiplied by __ 3 ?
• How many of the sixteen sequences used a rule that is described by
the use of multiplication?
• Is the common ratio stated in the description of each pattern?
Where?
• Can you think of a sequence that is different than Dante’s and Kira’s?
• Describe a third sequence that would also begin with these first two
terms. How would you describe the pattern? Does it have a common
ratio or a common difference?
• Is there a different arithmetic sequence that satisfies these first
two terms?
LESSON 2: The Password Is. . . Operations! • 101E

• Is there a different geometric sequence that satisfies these first
two terms?
• Are all sequences considered either geometric or arithmetic
sequences? Why or why not?
• If every term in a sequence is the same number, what is the
common difference?
Summary
An arithmetic sequence is a sequence of numbers in which a positive or
negative constant, called the constant difference, is added to each term to
produce the next term. A geometric sequence is a sequence of numbers
in which you multiply each term by a constant, called the common ratio, to
determine the next term.
Activity 2.2
Matching Graphs and Sequences
Facilitation Notes
In this activity, students cut out and match several graphs to the appropriate
numeric sequence and then attach the graphs to each graphic organizer.

Questions to ask
• Which graphs appear to be linear? What information does this give
you about the sequence?
• Which graphs appear to be exponential? What information does this
give you about the sequence?
• Which graphs appear to be increasing? What information does this
• Which graphs appear to be decreasing? What information does this
• How can determining the bounds of the y-axis be helpful in matching
the graphs to the appropriate sequence?
• How can determining the y-intercept be helpful in matching the
graphs to the appropriate sequence?
• How can the coordinates of the first term be helpful in matching the
graphs to the appropriate sequence?

Summary
All sequences are functions. The graph of a sequence is a set of discrete
points. The points of an arithmetic sequence lie on a line. When the
common difference is a positive, the graph is increasing, and when the
common difference is a negative, the graph is decreasing. The points of
a geometric sequence do not lie on a line. When the common ratio is
greater than 1, the graph is increasing; when the common ratio is between
0 and 1, the graph is decreasing; and when the common ratio is less
than 0, the graph alternates between increasing and decreasing between
consecutive points.
Talk the Talk: Name That Sequence! DEMONSTRATE

Facilitation Notes
In this activity, students are given a first term and a common difference
or common ratio. Using those criteria, they write the first five terms of
a unique sequence and state whether the sequence is arithmetic
or geometric.

To extend the activity, have students design their own problems.
• Ask students to write a first term and either common difference or
common ratio. Give the information to their partner and ask them to
generate the first few terms in the sequence.
• Ask students to create a sequence using their own rule, then ask
their partner to identify the rule.
Questions to ask
• What two pieces of information are needed to generate a sequence?
• Explain why this information always provides a unique sequence.
• How can you determine whether a sequence is arithmetic or
geometric from the sequence of numbers? From its graph?
Summary
A unique sequence can be described by a first term and common difference
or common ratio.
LESSON 2: The Password Is. . . Operations! • 101G

NOTES

Warm Up Answers
2
1. 232, 64, 2128;
multiply the previous
term by 22
2. 25, 18, 11;
The Password Is. . .

subtract 7 from the
previous term
Operations!
3. 1457, 4373, 13,121;
multiply the previous
term by 3, then add 2
Arithmetic and Geometric Sequences 4. 28, 34, 40;
add 6 to the previous
term

Write the next three terms in • Determine the next term in a sequence.
each sequence and explain • Recognize arithmetic sequences and geometric sequences.
how you generated each term. • Determine the common difference or common ratio for
a sequence.
1. 22, 4, 28, 16, . . .
• Graph arithmetic and geometric sequences.
2. 60, 53, 46, 39, 32, . . . • Recognize graphical behavior of sequences.
• Sort sequences that are represented graphically.
3. 1, 5, 17, 53, 161, 485, . . .
4. 4, 10, 16, 22, . . .

Key Terms
• arithmetic sequence
• common difference
• geometric sequence
• common ratio
You have represented patterns as sequences of numbers—a relationship between term numbers
and term values. What patterns appear when sequences are represented as graphs?
LESSON 2: The Password Is. . . Operations! • 101
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Answers
1. A: 720, 1440, 2880; GETTING STARTED

multiply by 2
B: 4, 6, 8; add 2 What Comes Next, and How Do You Know?
C: 2162, 2486, 21458; Cut out Sequences A through P located at the end of the lesson.
multiply by 3
D: 26, 37, 50; square the 1. Determine the unknown terms of each sequence. Then describe
the pattern under each sequence.
term and then add 1
29 19
E: 25, 2 ___ 2 ___
4  , 2  ;
9
subtract __
 4  2. Sort the sequences into groups based on common characteristics.
F: 0.1234, 0.01234, In the space provided, record the following information for each
0.001234; multiply by 0.1 of your groups.
G: 26, 7, 28, 9; • List the letters of the sequences in each group.

consecutive numbers,
every other number • Provide a rationale as to why you created each group.
negative
H: 0, 4, 8; add 4
I: 23, 34; add consecutive
odd numbers
5 5 1
J: 2 ___ ___ __
16  ,  2 32  ;  multiply by  2 
K: 0.5, 21, 22.5; subtract
1.5
L: 71, 65: subtract 1,
then 2, then 3,...
1 1
M: 2 ___ ___
16  ,   64   ; divide by 24 3. What mathematical operation(s) did you perform in order to
N: 1391.2, 1370.7, determine the next terms of each sequence?
1350.2; subtract 20.5

____ ____
O: √22    ; square
  , √23 
roots of decreasing
consecutive integers
P: 2324, 972; multiply
by 23
2. Sample answer.
A, C, F, J, M, and P;
sequences that change
by multiplying or A1_M01_T02_L02_Student Lesson.indd 102 5/22/21 3:13 PM
dividing by the same
subtraction,
number each time ELL Tip
multiplication or division
B, E, H, K, and N; by the same number Review the term rationale and create a list
sequences that change each time. Some of synonyms for the term. Ask students for
by adding or subtracting sequences involved
by the same number operations such as examples of when rationale is used in
each time squaring or taking the different contexts.
D, G, I, L, and O: square root, operations
sequences that change with consecutive
in some other way numbers, or switching
signs each time.
3. Some sequences
required addition,
A1_M01_T02_L02_TIG.indd 102 5/27/21 7:08 PM

AC T I V I T Y
Defining Arithmetic and
2.1 Geometric Sequences
For some sequences, you can describe the pattern as adding a constant
to each term to determine the next term. For other sequences, you can
describe the pattern as multiplying each term by a constant to determine
Remember:
the next term. Still other sequences cannot be described either way.
When you add a

An arithmetic sequence is a sequence of numbers in which the
negative number,
difference between any two consecutive terms is a constant. In other it is the same as
words, it is a sequence of numbers in which a constant is added to each subtracting a
positive number.
term to produce the next term. This constant is called the common
difference. The common difference is typically represented by the
variable d.
The common difference of a sequence is positive if the same positive

number is added to each term to produce the next term. The common
difference of a sequence is negative if the same negative number is
added to each term to produce the next term.
Worked Example
Consider the sequence shown.
11, 9, 7, 5, . . .
The pattern is to add the same negative number, 22, to each term to
determine the next term.
add ]2 add ]2 add ]2
Sequence: 11 , 9 , 7 , 5 , . . .
This sequence is arithmetic and the common difference d is 22.
ELL Tip
Ask students what is meant by consecutive terms. Discuss how the
word consecutive is used in mathematical and non-mathematical
situations. Have students provide mathematical examples of
consecutive and non-consecutive terms relating to sequences.
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Answers
1a. The sequence would 1. Suppose a sequence has the same starting number as the
sequence in the worked example, but its common difference is 4.
increase by 4 instead of NOTES
decreasing by 2. a. How would the pattern change?
1b. Yes. The sequence is
still arithmetic because
the difference between
each consecutive term
is constant.
b. Is the sequence still arithmetic? Why or why not?
1c. 11, 15, 19, 23, 27
2a. Sequences B, E, H, K,
and N
2b. Sequence B: d 5 2
9
Sequence E: d 5 2 __
4  c. If possible, write the first 5 terms of the new sequence.
Sequence H: d 5 4
Sequence K: d 5 21.5
Sequence N: d 5 220.5
2. Analyze the sequences you cut out in the Getting Started.
a. List the sequences that are arithmetic.
b. Write the common difference of each arithmetic sequence

you identified.
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Answers
A geometric sequence is a sequence of numbers in which the ratio 3a. The sequence would
between any two consecutive terms is a constant. In other words, it is a
still increase, but
sequence of numbers in which you multiply each term by a constant to
determine the next term. This integer or fraction constant is called the
the terms would be
common ratio. The common ratio is represented by the variable r. different. The sequence
would increase more
Worked Example rapidly.
Consider the sequence shown. 3b. Yes. The sequence is
still geometric because
1, 2, 4, 8, . . .
the ratio between any
The pattern is to multiply each term by the same number, 2, to two consecutive terms
determine the next term. is constant.
multiply multiply multiply 3c. 1, 3, 9, 27, 81
by 2 by 2 by 2
Sequence: 1 , 2 , 4 , 8 , . . .
This sequence is geometric and the common ratio r is 2.
3. Suppose a sequence has the same starting number as the

sequence in the worked example, but its common ratio is 3.
a. How would the pattern change?
b. Is the sequence still geometric? Explain your reasoning.
c. Write the first 5 terms of the new sequence.
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Answers
4a. The sequence would 4. Suppose a sequence has the same starting number as the
1
sequence in the worked example, but its common ratio is __
3.
decrease. NOTES
4b. Yes. The sequence is a. How would the pattern change?
two consecutive terms
is constant.
1 1 1 1 1
4c. 1, __
 3 , __
 9 , ___
 27  ,  ___
 81  ,  ____
b. Is the sequence still geometric? Why or why not?
 243    
5a. The sequence would
decrease and increase
and contain alternating
positive and negative c. Write the first 6 terms of the new sequence.
integers.
5b. Yes. The sequence is
5. Suppose a sequence has the same starting number as the
two consecutive terms
sequence in the worked example, but its common ratio is 22.
is constant.
5c. 1, 22, 4, 28, 16, 232 a. How would the pattern change?
b. Is the sequence still geometric? Explain your reasoning.
c. Write the first 6 terms of the new sequence.
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Answers
6. Consider the sequence shown.

6. Devon is correct.
270, 90, 30, 10, . . .
The next term in
Devon says that he can determine each term of this sequence by the sequence can
1
multiplying each term by __
1
__
3 , so the common ratio is 3 . Chase
be determined by
says that he can determine each term of this sequence by multiplying the previous
1
dividing each term by 3, so the common ratio is 3. Who is term by  __
3 . Chase is
correct? Explain your reasoning.
correct in that he can
determine the sequence
by dividing each term
by 3, but the common
ratio represents the
number by which each
term is multiplied. Each
7. Consider the sequences you cut out in the Getting Started.
List the sequences that are geometric. Then write the common
term in this sequence is
ratio on each Sequence Card. not multiplied by 3, it is
1
multiplied by  __3 .
7. Sequence A: r 5 2
Sequence C: r 5 3
Sequence F: r 5 0.1
1
Sequence J: r = __
 2 
1
Sequence M: r = 2__
  4 
8. Consider the sequences that are neither arithmetic nor Sequence P: r 5 23
geometric. List these sequences. Explain why these sequences 8. Sequences D, G, I, L, and
are neither arithmetic nor geometric.
O are neither arithmetic
nor geometric because
there is no common
difference or common
ratio for any of these
sequences.
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Answers
9. Both are correct. 9. Consider the first two terms of the sequence 3, 6, . . .
From the first two
terms, Dante or Dante says, “This is how I wrote the sequence for the
Kira did not know given terms.”
whether the sequence
3, 6, 9, 12, . . .
was arithmetic or
geometric. Dante Kira says, “This is the sequence I wrote.”
assumed it was 3, 6, 12, 24, . . .
arithmetic with a
common difference Who is correct? Explain your reasoning.
of 3. Kira assumed it
was geometric with a
common ratio of 2.
10. Sample answer.
Sequence 3, 6, 9, 15, 10. Using the terms given in Question 9, write a sequence that is
24, . . . ; each term is neither arithmetic nor geometric. Then, have your partner tell
you what the pattern is in your sequence.
the sum of the two
previous terms.
12. Sample answers. 11. How many terms did your partner need before the pattern
This sequence could was recognized?
be arithmetic in that
you could add 0 to
each term.
12. Consider the sequence 2, 2, 2, 2, 2. . . Identify the type of
This sequence could
sequence it is and describe the pattern.
be geometric in that
you could multiply
each term by 1.
This sequence could
13. Begin to complete the graphic organizers located at the end
be neither arithmetic of the lesson to identify arithmetic and geometric sequences.
nor geometric in that Glue each arithmetic sequence and each geometric sequence
the term 2 could just to a separate graphic organizer according to its type. Discard all
be repeating. other sequences.
13. Sequence A: geometric

Sequence B: arithmetic
Sequence C: geometric
Sequence E: arithmetic
Sequence F: geometric
Sequence H: arithmetic
Sequence J: geometric
Sequence K: arithmetic
Sequence M:
geometric
Sequence N: arithmetic
Sequence P: geometric
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Answers
1. Sequence A, Graph 1
AC T I V I T Y
Matching Graphs Sequence B, Graph 4
2.2 and Sequences
Sequence C, Graph 2
Sequence E, Graph 5
As you have already discovered when studying functions, graphs can help
you see trends of a sequence—and at times can help you predict the next Sequence F, Graph 3
term in a sequence.
Sequence H, Graph 6
1. The graphs representing the arithmetic and geometric Sequence J, Graph 9
sequences from the previous activity are located at the end
of this lesson. Cut out these graphs. Match each graph to its Sequence K, Graph 7
appropriate sequence and glue it into the Graph section of its
Sequence M, Graph 10
graphic organizer.
Sequence N, Graph 8
Sequence P, Graph 11
2. Answers may vary.
3. Sample answer.
2. What strategies did you use to match the graphs to their The graphs all pass the
corresponding sequences? vertical line test.
3. How can you use the graphs to verify that all sequences
are functions?
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Answers
1. 8, 20, 32, 44, 56;

arithmetic NOTES
TALK the TALK
2. 29, 18, 236, 72, 2144;
geometric
Name That Sequence!
3. 0, 26, 212, 218, 224;
arithmetic Write the first five terms of each sequence described and identify the
3 3 3 3
4. 23, __
  4 , 2___
  16   , ___
  64   , 2____
  256   ;  sequence as arithmetic or geometric.
geometric 1. The first term of the sequence is 8 and the common

difference is 12.
2. The first term of the sequence is 29 and the common ratio

is 22.
3. The first term of the sequence is 0 and the common

difference is 26.
4. The first term of the sequence is 23 and the common ratio

1
is 2__
4.
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Sequence Cards
✂
A B
45, 90, 180, 360, —–— , —–— , ]4, ]2, 0, 2, —–— , —–— ,
—–— , . . . —–— , . . .
C D
]2, ]6, ]18, ]54, —–— , —–— , 2, 5, 10, 17, —–— , —–— ,
—–— , . . . —–— , . . .
E F
7 1 11
4, __ __ ___
4 , ] 2 , ] 4 —–— , —–— , 1234, 123.4, 12.34, 1.234, —–— ,
—–— , . . . —–— , —–— , . . .
G H
1, ]2, 3, ]4, 5 —–— , —–— , ]20, ]16, ]12, ]8, ]4, —–— ,
—–— , —–— , . . . —–— , —–— , . . .
A1_M01_T02_L02_TIG.indd 111 5/27/21 7:08 PM

Why is this page blank?
So you can cut out the Sequence Cards on the other side.
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✂
I J
5 5 5
]1, 2, 7, 14, —–— , —–— , . . . ]5, ] __ __ __
2 , ] 4 , ] 8 , —–— , —–— ,
—–— , . . .
K L
6.5, 5, 3.5, 2, —–— , —–— , 86, 85, 83, 80, 76, —–— , —–— , . . .
—–— , . . .
M N
1
] 16, 4, ] 1, __
4 , —–— , —–— , . . . 1473.2, 1452.7, 1432.2, 1411.7,
—–— , —–— , —–— , . . .
O P
__ __ __ ___
√ 5 , 2, √ 3 , √ 2, 1, 0, √ 21 , —–— , 24, 12, 236, 108, —–—, —–—, . . .
—–— , . . .
A1_M01_T02_L02_TIG.indd 113 5/27/21 7:08 PM

So you can cut out the Sequence Cards on the other side.
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Graph Cards
✂
Graph 1
Graph 2
y y
3000 100
10 x
–900
10 x
Graph 3 Graph 4
y 10 y
1350
10 x
–150 10 x –10
Graph 5 Graph 6
y y
10 20
10 x 10 x
–10 –20
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So you can cut out the Graph Cards on the other side.
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✂
Graph 7 Graph 8
y y
10 1500
10 x
–10
0 x
10
Graph 9 Graph 10
0
x y
10 9
10 x
–10
–21
y
Graph 11
y
1050
10 x
–450
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So you can cut out the Graph Cards on the other side.
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Sequence Graph
Arithmetic Sequence
Recursive Formula Explicit Formula
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Sequence Graph
Arithmetic Sequence
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Sequence Graph
Arithmetic Sequence
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Sequence Graph
Arithmetic Sequence
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Sequence Graph
Arithmetic Sequence
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Sequence Graph
Geometric Sequence
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Sequence Graph
Geometric Sequence
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Sequence Graph
Geometric Sequence
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Sequence Graph
Geometric Sequence
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Sequence Graph
Geometric Sequence
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Sequence Graph
Geometric Sequence
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Sequence Graph
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Assignment
Answers
Assignment LESSON 2: The Password Is... Operations!
Write
Write Remember 1. finite sequence
Complete each sentence. An arithmetic sequence is a sequence of
1. A sequence which terminates is called a(n) numbers in which the difference between any
2. term
. two consecutive terms is a constant. 3. sequence
2. A(n) is an individual number,
figure, or letter in a sequence. A geometric sequence is a sequence of numbers 4. infinite sequence
3. A(n) is a pattern involving an in which the ratio between any two consecutive
ordered arrangement of numbers, geometric terms is a constant. Practice
figures, letters, or other objects.
4. A sequence which continues forever is called 1. Sample answer.
a(n) .
This sequence could
be either arithmetic or
Practice geometric.
Consider the first 2 terms of the sequence 28, 14, . . .
1. Determine whether the sequence is arithmetic or geometric. Explain your
If I add 214 to 28,
reasoning. the result is 14. This
2. Suppose the sequence 28, 14, . . . is arithmetic. would indicate that the
a. Determine the common difference. sequence is arithmetic.
b. List the next 3 terms in the sequence. Explain your reasoning. 1
c. Determine whether the sequence is finite or infinite. Explain your reasoning. If I multiply 28 by __
 2 ,
3. Suppose the sequence 28, 14, . . . is geometric. the result is 14. This
a. Determine the common ratio.
would indicate that the
b. List the next 3 terms in the sequence. Explain your reasoning.
c. Determine whether the sequence is finite or infinite. Explain your reasoning.
sequence is geometric.
4. Using the first two terms 28 and 14, write the next 3 terms of a sequence that is neither arithmetic 2a. 214
nor geometric.
2b. 0, 214, 228
2c. The sequence is
Stretch
Consider the first 2 terms of the sequence 26, 18, . . .
infinite.
1
1. Determine the next 5 terms in the sequence if the sequence is arithmetic. Then write a function to 3a.  __
2 
represent the arithmetic sequence. 7 7
2. Determine the next 5 terms in the sequence if the sequence is geometric. Then write a function to 3b. 7, __
 2 , __
 4 
represent the geometric sequence. 3c. The sequence is
infinite.
4. Sample answer.
28, 14, 28
LESSON 2: The Password Is... Operations! • 131 Stretch
1. 42, 66, 90, 114, 138

f (x) 5 24x 2 30

2. 254, 162, 2486, 1458,
24374
f (x) 5 2 ? (23)x

LESSON 2: The Password Is... Operations! • 131

Assignment
Answers
Review
1a. Each month Juan’s Review
blog has 11 more trivia 1. Juan updates his blog regularly with trivia questions for readers to answer. The month he started
this, there were 8 trivia questions on his blog. The next month, there were 19 trivia questions on his
questions than the
blog. The month after that, there were 30 trivia questions on his blog.
month before. a. Think about the number of trivia questions on Juan’s blog each month. Describe the pattern.
1b. Month 4: 41 b. Determine how many trivia questions will be on Juan’s blog during months 4, 5, and 6.
c. Represent the number of trivia questions on Juan’s blog for the first 6 months as a numeric
Month 5: 52 sequence. Then represent the sequence using a table of values.
Month 6: 63
2. Contestants on a popular game show have an opportunity to randomly select a cash prize in 6
1c. 8, 19, 30, 41, 52, 63 hidden containers. The highest possible cash prize is $25,000. The next highest prize is $5000, and
the one after that is $1000.
Term Term a. Think about how the value of the prize changes from one container to the next. Describe
Number Value the pattern.
b. Determine the prize values in the remaining containers.
1 8 c. Represent the prize values in all six containers as a numeric sequence. Then represent the
2 19
3. Enter each function into your graphing calculator to determine the shape of its graph. Then complete
3 30 the table based on the characteristics of the function family.
4 41 Function Increasing/ Absolute Maximum/ Curve/

Function
Family Decreasing Minimum Line
5 52
h(x) 5 5x2 2 2.8x 1 40
6 63 g(x) 5 30x 2 550
1
2a. Each container has __
 5  4. Identify the function family.
the value of the
y
previous container.
2b. Container 4: $200
Container 5: $40 x
Container 6: $8
2c. 25000, 5000, 1000,
200, 40, 8
Term Term
Number Value
1 25000
2 5000 A1_M01_T02_L02_Assignment SE.indd 132 5/22/21 3:13 PM
3 1000
3. For h(x): Quadratic; For g(x): Linear;
4 200 decreasing then increasing; increasing;
5 40 absolute minimum; no maximum or minimum;
6 8 smooth curve straight line

4. Exponential

3
Did You Mean: MATERIALS
Graphic organizers
Recursion?
from The Password
Is . . . Operations!
Determining Recursive and Explicit

Expressions from Contexts
Lesson Overview
Scenarios are presented that can be represented by arithmetic and geometric sequences. Students
determine the value of terms in each sequence. The term recursive formula is defined and used to
generate term values. As the term number increases, it becomes more time consuming to generate
the term value. This sets the stage for explicit formulas to be defined and used. Students practice
using these formulas to determine the values of terms in both arithmetic and geometric sequences.
Algebra 1
expected to:
(C) identify terms of arithmetic and geometric sequences when the sequences are given in
function form using recursive processes.
thterm of arithmetic and geometric sequences, given the value
of several of their terms.
ELPS
Essential Ideas
• A recursive formula expresses each new term of a sequence based on a preceding term of
the sequence.
• An explicit formula for a sequence is a formula for calculating each term of the sequence using
the term’s position in the sequence.
• The explicit formula for determining the nth term of an arithmetic sequence is
an 5 a1 1 d(n 2 1), where n is the term number, a1 is the first term in the sequence,
an is the nth term in the sequence, and d is the common difference.
• The explicit formula for determining the nth term of a geometric sequence is gn 5 g1 ? r (n21),
where n is the term number, g1 is the first term in the sequence, gn is the nth term in the
sequence, and r is the common ratio.
LESSON 3: Did You Mean: Recursion? • 133A

Day 1
Engage
Getting Started: Can I Get a Formula?
A scenario is given that can be represented by an arithmetic sequence. Students complete
a table of values listing each term number and the value of the first ten terms. This is an
introduction to the problem situation presented in Activity 3.1.
Develop
Activity 3.1: Writing Formulas for Arithmetic Sequences
Students use two worked examples to understand recursive and explicit formulas for
arithmetic sequences. They use this understanding to write recursive and explicit formulas
for the sequence described by the problem situation from the Getting Started. The problem
situation is then changed, and students answer questions about the new problem situation by
rewriting the explicit formula.
Activity 3.2: Writing Formulas for Geometric Sequences
Students are given a new problem situation and determine that the situation can be
represented by a geometric sequence. They analyze two worked examples to understand
recursive and explicit formulas for geometric sequences. Students then use this understanding
to write recursive and explicit formulas for the sequence described by the problem situation.
The problem situation is then changed, and they answer questions about the new problem
situation by rewriting the explicit formula.
Day 2
Activity 3.3: Writing Recursive and Explicit Formulas
Students use what they now know about recursive and explicit formulas for arithmetic and
geometric sequences to write both types of formula for each of the sequences they studied
in the previous lesson.
Demonstrate
Talk the Talk: Pros and Cons
Students write paragraphs to describe the advantages and disadvantages of using recursive
and explicit formulas to determine term values of arithmetic and geometric sequences.

Getting Started: Can I Get a Formula? ENGAGE
Facilitation Notes
In this activity, a scenario is given that can be represented by an
arithmetic sequence. Students complete a table of values listing each
term number and the value of the first ten terms. This is an introduction
to the problem situation presented in Activity 3.1.
Have students work with a partner or in a group to complete the table of

values and answer Questions 1 through 4. Share responses as class.
Questions to ask
• What is the difference between an arithmetic sequence and a
geometric sequence? Can you spot the difference when you first
read the scenario, or do you need to observe entries listed in an
organizational table?
• Does this scenario describe an arithmetic sequence or a geometric
sequence? How did you determine the sequence type?
• Why is the number of home runs not the same as the term number?
Does this affect how you solve for each donation amount?
• How did you determine the donation amount if the team hits 2
home runs? 9 home runs?
• What strategy can you use to calculate the nth term?
• What elements of a scenario are absolutely necessary to represent
a situation as an arithmetic sequence?
Summary
An arithmetic sequence can be used to model a situation by creating
additional term values using the common difference. The term numbers
and term values can be organized in a table.
Activity 3.1
Writing Formulas for Arithmetic Sequences DEVELOP
Facilitation Notes
In this activity, students analyze two worked examples to understand
recursive and explicit formulas for arithmetic sequences. They use this
understanding to write recursive and explicit formulas for the sequence
described by Rico’s donations to the baseball team. The problem situation
is then changed, and students answer questions about the new problem
situation by rewriting the explicit formula.
LESSON 3: Did You Mean: Recursion? • 133C

Ask a student to read the definition aloud. Review the Worked Example as
a class.
Have students work with a partner or in a group to answer Questions 1 and

2. Share responses as class.
Questions to ask
• What is the purpose of writing a recursive formula?
• What information is needed to write a recursive formula?
• What do the subscripts in the formula represent?
• Why is an 2 1 rather than an added to d in the recursive formula?
• If n
5 5, what does each term in the recursive formula represent?
• Can you determine the 11th term in this sequence without using a
recursive formula?
• Why would you rather use a recursive formula in this situation?
• Would you want to use a recursive formula to identify the 200th or
1000th term value in this sequence? Why not?
Ask a student to read the information and definition following Question 2

aloud. Review the worked example as a class.

through 5. Share responses as class.
To assist all students, help them connect the new terminology to words
they already know. Recursive has the prefix re- and means repeating
something, in this case, repeating the same operation to get the next
term. Explicit means clearly, such as giving explicit directions; in this case,
the explicit formula is more clear or direct.
Questions to ask
• What elements are needed to write an explicit formula?
• Why does the explicit formula use multiplication when a common
difference means addition is used in the sequence?
• Why is (n 2 1)rather than n multiplied by d?
• When n 5 1, what is the result? Explain why this makes sense.
• How do the terms of the recursive formula relate to the terms in the
explicit formula?
• What is the purpose of writing an explicit formula?
• Can you determine the 50th term in this sequence without using an
explicit formula?
• Why would you rather use an explicit formula in this situation?
• Would you want to use an explicit formula or a recursive formula
to identify the 202th or 935th term value in this sequence?
Why?

Summary
An arithmetic sequence can be represented using a recursive formula or
an explicit formula. The explicit formula is more efficient in determining any
term value without having to calculate all the terms before it.
Activity 3.2
Writing Formulas for Geometric Sequences
Facilitation Notes
In this activity, students are given a problem situation that can be
represented by a geometric sequence. They analyze two worked examples
to understand recursive and explicit formulas for geometric sequences.
They then write and use recursive and explicit formulas for the sequence
described by the problem situation.
Ask a student to read the introduction aloud.

Share responses as class.
Questions to ask
• Does this sequence have a common difference or a common ratio?
How do you know?
• How did you determine the common ratio?
• Why is the number of cell divisions not the same as the term
number? Does this affect how you determine the total number
of cells?
• How did you determine the total number of cells after
2 cell divisions?
• Do you need to know the 4th term value to determine the
5th term value?
5 cell divisions?
• Do you need to know the 9th term value to determine the
10th term value?
10 cell divisions?
Ask a student to read the description of the recursive formula associated

with a geometric sequence aloud. Review the worked example as a class.

Share responses as class.
LESSON 3: Did You Mean: Recursion? • 133E

Questions to ask
• Is there more than one strategy to calculate the 12th term value?
• What is the first term?
• What is the common ratio?
Ask a student to read the description of the explicit formula associated with
a geometric sequence aloud. Review the worked example as a class.

through 5. Share responses as class.
Questions to ask
• Why does the explicit formula use exponents when a common ratio
means multiplication was used in the sequence?
• How do the terms of the recursive formula relate to the terms in the
explicit formula?
• How do you know when it is better to use the recursive formula and
when it is better to use the explicit formula?
• How do you know what term number to use when solving the
formula? Is that always the case?
• How are the term values of a geometric series affected when r is a
negative value?
• How is the scenario in Question 4 different from Question 3? How
do these changes affect your formula?
Misconception
Students sometimes misunderstand the meaning of the first term value
of a sequence. Sequences always start with term number 1. Based upon
the phrasing of the scenario, the first term number usually represents a
starting value, and the 2nd term represents the first time the operation
is performed. For example, the first term is the number of cells after
0 divisions, not after one division, so the 100th term represents the
number of cells after 99 divisions, not after 100 divisions. Sometimes
students get this concept, but go in the reverse direction. As students
solve these problems, have them explain the value they substitute in the
formula and the meaning of the result. The clarification now will help later
when students connect sequences and functions, and realize that the
first term of a sequence is not the same as the y-intercept.
Summary
A geometric sequence can be represented using a recursive formula or an
explicit formula. The explicit formula is more efficient to determine any term
value without having to calculate all the terms before it.

Activity 3.3
Writing Recursive and Explicit Formulas
Facilitation Notes
In this activity, students use what they know about recursive and explicit
formulas for arithmetic and geometric sequences to write both types of
formulas for each of the sequences they studied in the previous lesson.

Share responses with the class.
• Arithmetic sequences written two different ways when d is a
negative value.
• Proper use of parentheses when r is a negative value.
To extend the activity, show students how to use graphing calculators to
identify a specified term. These steps show how to determine the 20th
term in the sequence 3, 10, 17, 24, 31 . . . using a graphing calculator.
Step 1: Enter the first value of the sequence, 3. Then press ENTER
to register the first term. The calculator can now recall that
first term.
Step 2: From that term, add the common difference, 7. Press ENTER.
The next term should be calculated. The calculator can now
recall the formula as well.
Step 3: Press ENTER and the next term should be calculated.
Step 4: Continue pressing ENTER until you determine the nth term
of the sequence you want to determine. Keep track of how
many times you press ENTER so you know when you have the
20th term.
These steps show how to use a graphing calculator to generate

two sequences at the same time to determine a certain term in
a sequence.
Step 1: Within a set of brackets, enter the first term number followed
by a comma and then the first term value of the sequence,
{1,3}. Press ENTER.
Step 2: Provide direction to the calculator to increase the term number
by 1 and the term value by the common difference. Type:
{Ans(1)+1, Ans(2)+7}. Press ENTER.
Step 3: Continue pressing ENTER until you reach the nth term number
and value you want to determine.
LESSON 3: Did You Mean: Recursion? • 133G

Questions to ask
• Where did you get the information from the sequence to create the
recursive formula?
• Did you go back to the original sequence or use the recursive
formula to write the explicit formula? Why?
• What information is contained in the explicit formula that is not in
the recursive formula?
• How are the recursive and explicit formulas related for an arithmetic
sequence? A geometric sequence?
Summary
Recursive and explicit formulas can be used to generate arithmetic and
geometric sequences.
DEMONSTRATE
Talk the Talk: Pros and Cons
Facilitation Notes
In this activity, students write paragraphs describing the advantages and
disadvantages of using recursive and explicit formulas to determine term
values of arithmetic and geometric sequences.

Questions to ask
• What information is needed to create an explicit formula for an
arithmetic sequence?
• What information is needed to create a recursive formula for a
geometric sequence?
• Which formula requires knowledge of the previous term and the
common difference?
• Which formula requires knowledge of the term’s position in
the sequence?
• Which formula is used to generate the next term and depends on
knowledge of the previous term?
• Which formula is used to generate any term and depends on
knowledge of the term number?
Summary
There are advantages and disadvantages to using either an explicit or recursive
formula to represent an arithmetic or geometric sequence.

Warm Up Answers
3
1. The sequence is
arithmetic because the
common difference
is 25.
Did You Mean:

2. Add 25 to the ninth
term.
Recursion?
3. The 20th term is $725.
Determining Recursive and Explicit Expressions

from Contexts

The local bank has agreed to donate • Write recursive formulas for arithmetic and geometric
$250 to the annual turkey fund sequences from contexts.
to help feed families in need. In • Write explicit expressions for arithmetic and
addition, for every bank customer geometric sequences from contexts.
that donates $50, the bank will • Use formulas to determine unknown terms of
donate $25. a sequence.
1. A sequence describes the Key Terms
relationship between the number • recursive formula
of $50 donations and the • explicit formula
amount of the bank’s donation.
Is the sequence arithmetic
or geometric?
2. How can you calculate the 10th
term based on the 9th term?
3. What is the 20th term?
You have learned that arithmetic and geometric sequences always describe functions. How can
you write equations to represent these functions?
LESSON 3: Did You Mean: Recursion? • 133
ELL Tip
Assess students’ prior knowledge of the word donate. Create a list
of synonyms for the word and discuss the distinction between
donating money and giving money to a friend, for example. Ask for
volunteers to share examples of scenarios of money donations.
A1_M01_T02_L03_TIG.indd 133 5/27/21 7:05 PM

Answers
1. The sequence is GETTING STARTED

arithmetic. It is
arithmetic because a
Can I Get a Formula?
constant is added to
each term to produce While a common ratio or a common difference can help you determine the
the next term. Think next term in a sequence, how can they help you determine the thousandth
term of a sequence? The ten-thousandth term of a sequence?
2. The common difference
about:
is 18. Consider the sequence represented in this situation.
Notice that the 1st
3. term in this sequence Rico owns a sporting goods store. He has agreed to donate $125 to the
is the amount Rico
donates if the team Centipede Valley High School baseball team for their equipment fund. In
Number Term Donation
hits 0 home runs. addition, he will donate $18 for every home run the Centipedes hit during
of Home Number Amount
the season. The sequence shown represents the possible dollar amounts
Runs (n) (dollars)
that Rico could donate for the season.
0 1 125
125, 143, 161, 179, . . .
1 2 143
Number of Term Donation 1. Identify the sequence type. Describe
2 3 161 Home Number Amount how you know.
Runs (n) (dollars)
3 4 179
0 1
4 5 197
1
2. Determine the common difference or
5 6 215
2 common ratio for the sequence.
6 7 233 3
7 8 251 4
8 9 269 5
3. Complete the table.
9 10 287 6
7
4. To calculate the tenth 4. Explain how you can calculate the tenth
term, add 18 to the 8 term based on the ninth term.
ninth term.
9
ELL Tip
Review the terms common difference and common ratio. Create an anchor chart with two columns
using the terms as the headers for each column. Discuss the similarities and differences between
the terms and fill in the anchor chart with key ideas about each term. Ask students to give
examples of sequences that have a common difference, as well as sequences that have a common
ratio. Ensure students’ understanding of which term applies to an arithmetic sequence and which
term applies to a geometric sequence.
A1_M01_T02_L03_TIG.indd 134 5/27/21 7:05 PM

Answers
1. a11 5 a10 1 18;

AC T I V I T Y
Writing Formulas for a11 5 287 1 18;
3.1 Arithmetic Sequences a11 5 305; Rico will
donate a total of $305 if
10 home runs are hit.
A recursive formula expresses each new term of a sequence based on
the preceding term in the sequence. The recursive formula to determine 2. Answers will vary.
the nth term of an arithmetic sequence is:
an 5 an21 1 d common You only need to know

nth term
difference the previous term
previous
and the common
term
difference to use the
recursive formula.
Worked Example
Consider the sequence 22, 29, 216, 223, . . .
You can use the recursive formula to determine the 5th term.
an 5 an 2 1 1 d
a5 5 a5 2 1 1 (27)
The expression a5 represents the 5th term. The previous term is 223,
and the common difference is 27.
a5 5 a4 1 (27)
a5 5 223 1 (27)
a5 5 230
The 5th term of the sequence is 230.
Consider the sequence showing Rico’s contribution to the Centipedes

baseball team in terms of the number of home runs hit.
1. Use a recursive formula to determine the 11th term in the

sequence. Explain what this value means in terms of this
problem situation.
2. Is there a way to calculate the 20th term without first

calculating the 19th term? If so, describe the strategy.
ELL Tip
Ask students to identify what the prefix pre- means in the word
preceding. Follow up with additional examples of words with the prefix
pre-, including pretest, preview, and precooked. Define these words
and then ask students to explain why preceding means “the term
before” in the context of “the preceding term in the sequence”. Create
a list of words beginning with the prefix pre- and have students add to
it as they encounter additional words with this prefix in the lesson.
A1_M01_T02_L03_TIG.indd 135 5/27/21 7:05 PM

You can determine the 93rd term of the sequence by calculating each term
before it, and then adding 18 to the 92nd term, but this will probably take a
while! A more efficient way to calculate any term of a sequence is to use an
explicit formula.
An explicit formula of a sequence is a formula to calculate the nth term of

a sequence using the term’s position in the sequence. The explicit formula
for determining the nth term of an arithmetic sequence is:
Remember:
nth common
The 1st term in this term difference
sequence is the
amount Rico donates
if the team hits 0
an 5 a1 1 d(n21)
home runs. So, the
93rd term represents previous
the amount Rico 1st term term number
donates if the team
hits 92 home runs.
Worked Example
You can use the explicit formula to determine the 93rd term in this
problem situation.
an 5 a1 1 d(n 2 1)
a93 5 125 1 18(93 2 1)
The expression a93 represents the 93rd term. The first term is 125,
and the common difference is 18.
a93 5 125 1 18(92)
a93 5 125 1 1656
a93 5 1781
The 93rd term of the sequence is 1781.
This means Rico will contribute a total of $1781 if the Centipedes hit
92 home runs.
A1_M01_T02_L03_TIG.indd 136 5/27/21 7:05 PM

Answers
3. Use the explicit formula to determine the amount of money 3a. $755
Rico will contribute for each number of home runs hit.
NOTES
3b. $989
a. 35 home runs b. 48 home runs
3c. $1673
3d. $3977
4. 500, 575, 650,
725, 800
5a. $3425
c. 86 home runs d. 214 home runs
5b. $4250
Rico decides to increase his initial contribution and amount donated per
home run hit. He decides to contribute $500 and will donate $75 for every
home run the Centipedes hit.
4. Write the first 5 terms of the sequence representing the new

contribution Rico will donate to the Centipedes.
5. Determine Rico’s contribution for each number of home

runs hit.
a. 39 home runs b. 50 home runs
A1_M01_T02_L03_TIG.indd 137 5/27/21 7:05 PM

Answers
1a. This sequence is

geometric because
AC T I V I T Y
Writing Formulas
each term is multiplied 3.2 for Geometric Sequences
by a constant to
produce the next term.
When it comes to bugs, bats, spiders, and—ugh, any other creepy
The common ratio is 2. crawlers—finding one in your house is finding one too many! Then again,
1b. when it comes to cells, the more the better. Animals, plants, fungi, slime,
molds, and other living creatures are composed of eukaryotic cells. During
Number Term Total growth, generally there is a cell called a “mother cell” that divides itself into
of Cell Number Number two “daughter cells.” Each of those daughter cells then divides into two
Divisions (n) of Cells more daughter cells, and so on.
0 1 1 1. The sequence shown represents the growth of eukaryotic cells.

Notice that the 1st
term in this sequence 1, 2, 4, 8, 16, . . .
1 2 2
is the total number
a. Describe why this sequence is geometric and identify the
2 3 4 of cells after 0
common ratio.
divisions (that is, the
3 4 8 mother cell).
4 5 16
Number of Term Number Total Number
5 6 32 Cell Divisions (n) of Cells
0 1 b. Complete the table of values. Use

6 7 64
the number of cell divisions to
1
7 8 128 identify the term number and
the total number of cells after
2
8 9 256 each division.
3
9 10 512
4
1c. Multiply the ninth term
5
by 2.
6 c. Explain how you can calculate
the tenth term based on the
7 ninth term.
ELL Tip
Review the scientific terms given in the example for the activity. Ask
students to make a list of terms such as cells, mother cells, daughter
cells, petri dish, and hypothesis. Discuss how the terms are used in
the activity and ask students to create a sentence using each term
to demonstrate their understanding. Also ask students to create a
list of synonyms for hypothesis.
A1_M01_T02_L03_TIG.indd 138 5/27/21 7:05 PM

Answers
The recursive formula to determine the nth term of a geometric 2. g12 5 1024 ? 2;
sequence is:
g12 5 2048; There
are a total of
nth common
2048 cells after
term ratio
11 divisions.
gn 5 gn21 ? r
previous
term
Worked Example
Consider the sequence shown.
4, 12, 36, 108, . . .
You can use the recursive formula to determine the 5th term.
gn 5 gn21 • r
g5 5 g521 • (3)
The expression g5 represents the 5th term. The previous term is 108,
and the common ratio is 3.
g5 5 g4 • (3)
g5 5 108 • (3)
g5 5 324
The 5th term of the sequence is 324.
Consider the sequence of cell divisions and the total number of

resulting cells.
2. Write a recursive formula for the sequence and use the formula
to determine the 12th term in the sequence. Explain what your
result means in terms of this problem situation.
A1_M01_T02_L03_TIG.indd 139 5/27/21 7:05 PM

The explicit formula to determine the nth term of a geometric sequence is:
nth
term previous
term number
gn 5 g1 ? r n21
1st common
term ratio
Worked Example
Remember: You can use the explicit formula to determine the 20th term in this
problem situation.
gn 5 g1 • r n21
g20 5 1 • 22021
The 1st term in this
sequence is the total The expression g20 represents the 20th term. The first term is 1, and
number of cells after 0
divisions. So, the 20th
the common ratio is 2.
term represents the g20 5 1 • 219
total number of cells
after 19 divisions. g20 5 1 • 524,288
g20 5 524,288
The 20th term of the sequence is 524,288.

This means that after 19 cell divisions, there are a total of
524,288 cells.
A1_M01_T02_L03_TIG.indd 140 5/27/21 7:06 PM

Answers
3. Use the explicit formula to determine the total number of 3a. 2048
cells for each number of divisions.
3b. 16,384
a. 11 divisions b. 14 divisions
3c. 262,144
3d. 4,194,304
4. 5, 15, 45, 135, 405
c. 18 divisions d. 22 divisions
5a. 7,971,615
5b. 215,233,605
Suppose that a scientist has 5 eukaryotic cells in a petri dish. She wonders 1.
how the growth pattern would change if each mother cell divided into 3
daughter cells. Sequence A:
gn 5 gn 2 1 ? 2
4. Write the first 5 terms of the sequence for the
scientist’s hypothesis. gn 5 45 ? 2n 2 1
Sequence B:
an 5 an 2 1 1 2
5. Determine the total number of cells in the petri dish for each an 5 24 1 2(n 2 1)
number of divisions.
Sequence C:
a. 13 divisions b. 16 divisions
gn 5 gn 2 1 ? 3
gn 5 22 ? 3n 2 1
Sequence E:
9
an 5 an 2 1 2 __   4 
AC T I V I T Y
Writing Recursive and Explicit an 5 4 2 __
9
  4 (n 2 1)
3.3 Formulas
Sequence F:
1
In the previous lesson you identified sequences as either arithmetic or
gn 5 gn 2 1 ? ___
  10    
gn 5 1234 ? (   10  )

1
___
geometric and then matched a corresponding graph.
  n 2 1
1. Go back to the graphic organizers from the previous lesson.
Write the recursive and explicit formulas for each sequence.
Sequence H:
an 5 an 2 1 1 4
an 5 220 1 4(n 2 1)
LESSON 3: Did You Mean: Recursion? • 141 Sequence J:
1
gn 5 gn 2 1 ? __
  2 
gn 5 25 ? ( 2 )
1
A1_M01_T02_L03_Student Lesson.indd 141 5/22/21 3:14 PM  __ n 2 1
Sequence N: Sequence K:
an 5 an 2 1 2 20.5 an 5 an 2 1 2 1.5
an 5 1473.2 2 20.5(n 2 1) an 5 6.5 2 1.5(n 2 1)
Sequence P: Sequence M:
gn 5 gn 2 1 ? (23) gn 5 gn 2 1 ? ( 4 )
1
2 __
gn 5 24 ? (23)n 2 1
gn 5 216 ? ( 4 )
1
2 __ n 2 1
A1_M01_T02_L03_TIG.indd 141 5/27/21 7:06 PM

Answers
1. Sample answer.
NOTES
Advantage: It enables TALK the TALK
you to make sense of
the growth pattern of
Pros and Cons
the sequence.
Disadvantage: It is not 1. Explain the advantages and disadvantages of using a
an efficient method recursive formula.
when determining the

term value for a large
term number.
2. Sample answer.
Advantage: It is an
efficient method when
determining the term
value for a large term
number.
Disadvantage: It takes 2. Explain the advantages and disadvantages of using an
a little more effort to explicit formula.
determine an explicit
formula than it does to
determine a recursive
formula.
A1_M01_T02_L03_TIG.indd 142 5/27/21 7:06 PM

Assignment
Answers
Assignment LESSON 3: Did You Mean: Recursion
Write
Explain the difference between All sequences describe functions.
a recursive formula and
To calculate the term value
an explicit formula in your The explicit formula for an arithmetic sequence is an 5 a1 1 d(n 2 1), that corresponds to a term
own words. where n is the term number, a1 is the first term in the sequence, an number using a recursive
is the nth term in the sequence, and d is the common difference. formula, you must
generate all the terms
The explicit formula for a geometric sequence is gn 5 g1 · r (n 2 1)
that come before it in the
where n is the term number, g1 is the first term in the sequence,
gn is the nth term in the sequence, and r is the common ratio.
sequence. When using an
explicit formula, you can
calculate the term value
without having to calculate
Practice the value of all previous
1. Greta must volunteer 225 hours for a community service project. She terms.
plans to volunteer for 6 hours each week. The sequence shown represents
the number of volunteer hours she has left after three weeks have passed.
Practice
225, 219, 213, 207, . . .
a. Describe this sequence. 1a. This arithmetic

b. Use a formula to determine how many volunteer hours Greta has left to fulfill her requirement sequence starts with
after 33 weeks have passed. Show your work. 225 and has a common
c. Which formula should you use to determine how many volunteer hours Greta has left to fulfill her difference of 26.
requirement after 40 weeks have passed? Explain your reasoning.
d. Calculate the number of volunteer hours Greta has left to fulfill her requirement after 40 weeks 1b.
have passed. Explain what your answer means in terms of the problem situation.
an 5 225 1 (26)(n 2 1)
2. The half-life of a substance is defined as the period of time it takes for the amount of the substance a34 5 225 1 (26)(34 2 1)
to decay by half. The sequence below shows the amount of a substance that will be left after a
certain number of half-lives have elapsed.
a34 5 225 1 (2198)
1 __
1, __
1 __
1 a34 5 27
2, 4, 8, . . .
a. Describe this sequence. 27 hours
b. Calculate how much of the substance will be left after 21 half-lives have elapsed. Show your work.
Does your answer make sense in this problem context? Why or why not?
1c. I should use the explicit
formula, because I do
not know how many
volunteer hours Greta
has left after 39 weeks
have passed to fulfill
her requirement.
1d.
an 5 225 1 (26)(n 2 1)
2a. This geometric sequence starts with a41 5 225 1 (26)(41 2 1)

1
1 and has a common ratio of  __
2 .
a41 5 225 1 (2240)
2b. gn 5 1 ? (   2 )
1 n 2 1
__ a
41 5 215
g22 5 1 ? (   2 )21
1 My answer of 215 hours
__
means that Greta will
g22 5 (   2 )21
1
__ complete her community
amount is __
 2,097,152
     
1 service before 40 weeks.
Yes, the amount of the substance will

continue to get smaller and smaller as it
decays.

Assignment
Answers
Stretch
•  ____
2247
16   
  Stretch
1 3
Consider the first two terms of this sequence ___ ___
16 , 2 16 , . . .
•
< 2.38 3 10 28
• Determine the 63rd term if this is an arithmetic sequence. Write your answer as a reduced
improper fraction.
• Determine the 63rd term if this is a geometric sequence. Write your answer in scientific notation.
Review
1a. Geometric; 768,

23072, 12288 Review
1. Determine whether each given sequence is arithmetic or geometric. Then write the next 3 terms of
1b. Arithmetic; 8.09, the sequence.
9.5, 10.91 a. 3, 212, 48, 2192, . . . b. 2.45, 3.86, 5.27, 6.68, . . .
2a. Independent quantity:

2. Determine the independent and dependent quantities in each scenario. Include units when possible.
number of shifts a. A lamp manufacturing company b. A grocery store sells pears by the
Dependent quantity: produces 750 lamps per shift. pound. A customer purchases
number of lamps 3 pounds for $5.07.
produced
3. Determine the function family for each equation.
2b. Independent quantity: a. g(x) 5 215(x 2 2)2 1 430 b. h(x) 5 3 ⋅ (25) x 2 17
weight of pears
(pounds) Dependent
quantity: price (dollars)
3a.
Quadratic function
family
3b. Exponential function
family

4
3 Pegs, N Discs MATERIALS
Scissors
Quarters, nickels and
Modeling Using Sequences dimes (optional)
Lesson Overview
Students are introduced to the process of mathematical modeling in this lesson, with each of the four
activities representing a specific step in the process. Students are first presented with the Towers of
Hanoi puzzle game and invited to play the game, observe patterns, and think about a mathematical
question. Students then organize their information and pursue a given question by representing the
patterns they notice using mathematical notation. The third step of the modeling process involves
analyzing recursive and explicit formulas the students have generated and using these formulas to
make predictions. Finally, students test their predictions and interpret their results. They then reflect
on the modeling process and summarize what is involved in each phase.
Algebra 1

expected to:
thterm of arithmetic and geometric sequences, given the value of
several of their terms.
ELPS
LESSON 4: 3 Pegs, N Discs • 145A

Essential Ideas
• Mathematical modeling involves noticing patterns and formulating mathematical questions,
organizing information and representing this information using appropriate mathematical
notation, analyzing mathematical representations and using them to make predictions, and then
testing these predictions and interpreting the results.
• Both recursive and explicit formulas can be used for sequences that model situations.
• Sequence formulas can be used to make predictions for real-world situations.

Day 1
Engage
Getting Started: Notice and Wonder
Students are presented with the Towers of Hanoi game and the rules for playing. They play the
game with a partner and record their observations, including any patterns they notice between
the number of discs used and the minimum number of moves required to complete the game.
Develop
Activity 4.1: Organize and Mathematize
Students play the game again and record the minimum number of moves for 1, 2, and 3 discs in
a table. They then record the numeric patterns they observe in the table and use mathematical
notation to express this pattern as a sequence.
Day 2
Activity 4.2: Predict and Analyze
Using results from the previous activity, students write a recursive and explicit formula to
represent the pattern observed and then use these formulas to predict the minimum number of
moves for 4 and 5 discs.
Activity 4.3: Test and Interpret
In this final stage of the modeling process, students use their formulas to predict the minimum
number of moves required for 4, 5, or n discs. They create and interpret graphs representing the
recursive and explicit formulas for the sequence, and then they test their predictions on the game
one last time.
Demonstrate
Talk the Talk: A Modeling Process
Students reflect on the modeling process and summarize what is involved in each phase.

Getting Started: Notice and Wonder ENGAGE
Facilitation Notes
In this activity, students are presented with the game and the rules for
playing. Students are then asked to play the game with a partner and
record their observations, including any patterns they notice between the
number of discs used and the minimum number of moves required to
complete the game.
Have students work with a partner to complete this activity. Share responses
as a class.
To assist all students,
• Allow students the freedom to make any conjectures they want,
but guide students to start thinking about the relationship
between the number of discs and the minimum number of moves.
• Make the activity completely open-ended, then have students
reflect on their actions and how they coincided with the
modeling process.
• Allow students to use an online version of this game.
Questions to ask
• Demonstrate how you solved the game.
• Is there another way to solve the game?
• Is there another way to solve the game with less moves?
• What could be a mathematical question related to solving this game?
• Could you predict the minimum number of moves if there were
more discs?
Summary
The first step of the mathematical modeling process is to notice
and wonder. Make observations, recognize patterns, and formulate
mathematical questions.
LESSON 4: 3 Pegs, N Discs • 145C

Activity 4.1
DEVELOP Organize and Mathematize
Facilitation Notes
In this activity, students play the game again and record the minimum
number of moves for 1, 2, and 3 discs in a table. Students then record the
numeric patterns they observe in the table and use mathematical notation
to express this pattern as a sequence.

• Clever ways students document moves so that they can be repeated.
• Incorrect responses for the number of moves.
• Different patterns, such as 12, 14, etc. or 3 2 1 1 to move from one
term value to the next.
• Students who think they need more data to be confident in
their pattern.
Questions to ask
• Can anyone demonstrate a solution with less moves?
• How did you document your steps so that you could
remember them?
• Why are you convinced that the game could not be solved with
less moves?
• How does your pattern connect to solving the game?
• Consider the sequence 1, 3, 7, … what operation(s) can be used on
the 1st term to generate the 2nd term? Can it also be used on the
2nd term to generate the 3rd term?
• Does anyone recognize another pattern in the data? If so, explain
the pattern.
• How is this sequence different from others that you have written
recursive and explicit formulas for?
• How can you modify what you know about writing formulas to
express this sequence using mathematical notation?
Summary
The second step of the modeling process is to organize your
information and express the information and patterns in appropriate
mathematical notation.

Activity 4.2
Predict and Analyze
Facilitation Notes
In this activity, using results from the previous activity, students write a
recursive and explicit formula to represent the pattern observed and then
use these formulas to predict the minimum number of moves for 4 and 5
discs.

Misconception
There is more than one pattern that fits this limited data. Allow students
to continue with whatever pattern they recognize. Any errors will be
addressed later in the modeling process.
To scaffold support for how to represent their recursive formula as an
explicit formula, discuss the fact that the common ratio of a geometric
sequence is used as a multiplier in a recursive formula and as a base
for an exponent in an explicit formula. Suggest they work with this basic
premise and make modifications to the formula to generate the output
values in the table.
Questions to ask
• Do your predictions for 4 discs and 5 discs seem reasonable? Why
or why not?
• How is this sequence different from others that you have written a
recursive and explicit formulas for?
• What modifications did you make to your formula in order for it to
generate the output values in the table?
• Explain how your recursive and explicit formulas are related to
each other.
• How are your recursive and explicit formulas related to the solution
of the game?
Summary
The third step of the modeling process is to analyze your mathematical
work and make predictions.
LESSON 4: 3 Pegs, N Discs • 145E

Activity 4.3
Test and Interpret
Facilitation Notes
In this activity, the final stage of the modeling process, students use their
formulas to predict the minimum number of moves required for 4, 5, or n
discs. They create and interpret a graph representing the explicit formula for
the sequence. They also use the explicit formula to compute the time it would
take to complete the game using 25 discs.

• Incorrect game solutions for 4 and 5 discs.
• Predictions that do not match the number of minimum number
of steps.
• Patterns that students notice in solving the game that can be linked
to the formulas.
Questions to ask
• Did the results of the game agree with your predictions? If not, how
did you regroup to determine a new pattern and formula?
• How is multiplying by 2 connected to solving the game?
• What are the independent and dependent variables?
• Does the graph of the explicit formula appear to be linear? How do
you know?
• Does the graph of the explicit formula appear to be exponential?
How do you know?
• Can the graph be used to answer the question posed about the
length of time it would take to play the game using 25 discs? How
so, or why not?
• How did you determine the time to complete the game with
25 discs?
• How did you determine the units used to report your solution?
• 33,554,431 seconds is how many hours? How many days?
Summary
The final step of the modeling process is to test your predictions and
interpret your results. If your predictions aren't accurate, revisit your
mathematical work and assumptions.

Talk the Talk: A Modeling Process DEMONSTRATE
Facilitation Notes
In this activity, students reflect on the modeling process; Notice and
Wonder, Organize and Mathematize, Predict and Analyze, and Test
and Interpret.

Questions to ask
• Which part of the process involves gathering information?
• Which part of the process involves recognizing patterns?
• Which part of the process involves using mathematical notations?
• Which part of the process involves performing operations?
• Which part of the process involves working with results?
• Which part of the process involves using the real world?
• What is an example of something you might do in this part of
the process?
• Should this modeling process be applied to solve all problems?
• For what type of situations would this process be most useful?
Summary
The mathematical modeling process includes the basic steps: (1) Notice and
Wonder, (2) Organize and Mathematize, (3) Predict and Analyze, (4) Test and
Interpret, and then report a solution.
LESSON 4: 3 Pegs, N Discs • 145G

NOTES

Warm Up Answers
4
1. 9 2 1 (n 2 1)
2. 20 1 20 (n 2 1)
3
3. 1 1 __
  2  (n 2 1)
3 Pegs, N Discs
Modeling Using Sequences

Write an explicit formula for each • Model situations using recursive and
arithmetic sequence. explicit formulas.
• Translate between recursive and explicit expressions
1. {9, 8, 7, 6, 5, . . .}
of a mathematical model.
• Explore the process of mathematical modeling.
2. {20, 40, 60, 80 . . .}
5
3. {1, __
17
___ Key Term
2 , 4, 5.5, 7, 2 . . .}
• mathematical modeling
You have written recursive and explicit formulas for arithmetic and geometric sequences. How
can you model a real-world situation using both recursive and explicit formulas for sequences?
LESSON 4: 3 Pegs, N Discs • 145
ELL Tip
Review the terms recursive formula and explicit formula. Ask students to
create a chart displaying each formula along with a brief explanation
of what the variables in each formula represent. Ensure students’
understanding of the distinction between the formulas as well as the
application of each in various sequences.
A1_M01_T02_L04_TIG.indd 145 5/27/21 7:05 PM

Answers
Notice and Wonder

In this lesson, you will explore the process of mathematical modeling. The
Mathematical
modeling first step in modeling a situation mathematically is to gather information,
is explaining notice patterns, and formulate mathematical questions about what
patterns in the real you notice.
world based on
mathematical ideas.
Let’s play a game.
The object of the game is to move an entire stack of discs or coins from the
start circle to any of the other circles.
The rules of the game are simple:

• You can only move one disc at a time.
• You cannot put a larger disc on top of a smaller disc.
Let’s first play with 3 discs. To begin, place a quarter, nickel, and dime on top
of each other in that order in a stack in the Start circle. Or, use the cutout
discs at the end of the lesson, stacked from largest to smallest inside the
Start circle.
Start
Think 1. Play this game several times with a partner. Record any patterns
you notice.
about:
Is there a relationship
between the number
of discs and the
number of moves it
takes to complete
the game?
A1_M01_T02_L04_TIG.indd 146 5/27/21 7:05 PM

Answers
1.
AC T I V I T Y
Organize and Mathematize

4.1 Number Minimum
of Discs Number of
Moves
The second step in the modeling process is to organize your information
and represent it using mathematical notation. 1 1
Consider the question from the previous activity. Is there a relationship 2 3
between the number of discs and the minimum number of moves?
3 7
1. Play the game again and record your results in the table.
Minimum
Number of
Number of
Discs 2. Sample answer.
Moves
1
The minimum number
2 Ask of moves for three discs,
D3, is 1 plus 2 times the
3 yourself:
minimum number of
How do you know moves for D2, etc.
you did it in the least
number of moves? 3. Sample answer.
The recursive pattern

2. What pattern do you notice in your results? can be expressed as
Dn 5 2Dn21 1 1for n $ 1,
assuming n is a positive
integer.
3. Use mathematical notation to represent the pattern you have
identified in your results. Explain your reasoning.
A1_M01_T02_L04_TIG.indd 147 5/27/21 7:05 PM

Answers
1.
AC T I V I T Y
Predict and Analyze

Number Minimum 4.2
of Discs Number of
Moves
Step 3 of the modeling process is to extend the patterns you
1 1 created, complete operations, make predictions, and analyze the
mathematical results.
2 3
1. Use your results to extend the pattern in the table in the
3 7 previous activity.
4 15
5 31
2. The recursive pattern

2. Write a recursive formula to represent the pattern shown in your
can be expressed as table. What predictions does this formula make for the minimum
Mn 5 2Mn21 1 1for number of moves required for 4 and 5 discs?
n $ 1, assuming n is a
positive integer.
M4 5 2M421 1 1
M4 5 2M3 1 1
M4 5 2(7) 1 1
M4 5 14 1 1 3. Write an explicit formula to represent the pattern shown in your
M4 5 15 table. What predictions does this formula make for the minimum
M5 5 2M521 1 1 number of moves required for 4 and 5 discs?
M5 5 2M4 1 1
M5 5 2(15) 1 1
M5 5 30 1 1
M5 5 31
This formula predicts
15 as the minimum
number of moves
required for 4 discs
and 31 as the minimum
number of moves
required for 5 discs.
3. The pattern can be 148 • TOPIC 2: Sequences

expressed using the
explicit formula
Mn 5 2n 2 1for n $ 1, A1_M01_T02_L04_Student Lesson.indd 148 5/22/21 3:15 PM
assuming n is a positive This formula predicts 15

integer. as the minimum number
M4 5 24 2 1 of moves required for
M4 5 16 2 1 4 discs and 31 as the
M4 5 15 minimum number of
M5 5 25 2 1 moves required for 5
M5 5 32 2 1 discs.
M5 5 31
A1_M01_T02_L04_TIG.indd 148 5/27/21 7:06 PM

Answers

AC T I V I T Y
Test and Interpret 2.

4.3 y
50
Minimum Number of Moves

The final step in the modeling process is to interpret your results and
test your mathematical predictions in the real world. If your predictions
are incorrect, you can revisit your mathematical work and make
adjustments—or start all over! 25
1. Play the game again to demonstrate that your prediction for

4 discs and 5 discs is accurate. Record your observations.
x
0
5 10
Number of Discs
2. Construct a graph to represent your explicit formula.
Describe the characteristics of the graph in terms of Answers may vary.
the situation.
3. It would take
y
approximately
9320.6753 hours, or
about 388 days, to
complete.
Ask
yourself:
x
What is the level of
3. Suppose you could make 1 move every second. How long would accuracy appropriate
for this situation?
it take to complete a game with 25 discs? Show your work.
A1_M01_T02_L04_TIG.indd 149 5/27/21 7:06 PM

Answers
Sample answers.
Notice and Wonder NOTES

TALK the TALK
Gather information, notice
patterns, and formulate A Modeling Process
mathematical questions
about what you notice. In this lesson, you used a modeling process to figure out whether the
number of moves in the disc game is related to the number of discs.
Organize and The basic steps of the mathematical modeling process are summarized
Mathematize in the diagram.
Organize your information

Summarize what is involved in each phase of this modeling process.
and represent it using
mathematical notation. Notice and Wonder
Predict and Analyze

Extend the patterns
created, complete Organize and Mathematize
operations, make
predictions, and analyze
the mathematical results.
Test and Interpret Predict and Analyze
Interpret your results and

test your mathematical
predictions in the real
© Carnegie Learning, Inc.

world. Make adjustments if Test and Interpret
necessary.
A1_M01_T02_L04_TIG.indd 150 5/27/21 7:06 PM

REPORT
NOTICE | WONDER
ORGANIZE | MATHEMATIZE
TEST | INTERPRET
PREDICT | ANALYZE
A1_M01_T02_L04_TIG.indd 151 5/27/21 7:06 PM

A1_M01_T02_L04_TIG.indd 152 5/27/21 7:06 PM

Discs
A1_M01_T02_L04_TIG.indd 153 5/27/21 7:06 PM

So you can cut out the figures on the other side.
A1_M01_T02_L04_TIG.indd 154 5/27/21 7:06 PM

Assignment
Answers
Assignment LESSON 4: 3 Pegs, N Discs
Write
Explain why you might need to repeat The 4 steps of the mathematical modeling process are:
steps in the Modeling Process. 1. Notice and Wonder
Sometimes when you test
2. Organize and Mathematize your results and interpret
3. Predict and Analyze your mathematical
4. Test and Interpret predictions in the real
world, you realize that you
Practice need to make adjustments.
1. Triplets seem to run in the Tribiani family. Great-grandma Tribiani had
triplets, each of her triplets had triplets and each of those triplets had triplets. Practice
Step 1: Notice and Wonder 1a. Sample answer.
a. What do you notice about the situation?
b. Which of these is a mathematical question you can ask about the situation?
The number of triplets
• Can triplets be represented by a function? in a new generation is
• How many children did Great-grandma Tribiani’s siblings have? 3 times the number of
• Is there a relationship between the generation and the number of triplets in that generation? triplets in the previous
generation.
Step 2: Organize and Mathematize
c. Represent the number of triplets in each generation as a numeric sequence with 4 terms. Then
1b. Is there a relationship
describe the sequence. between the
d. Create a table of values using the first 4 terms of the sequence. generation and the
number of triplets in
Step 3: Predict and Analyze
that generation?
e. Write an explicit formula to represent this sequence.
f. Create a graph for the explicit formula you built. 1c. 1, 3, 9, 27, …
Describe the characteristics of the graph in terms of the situation. The sequence is
g. Predict the number of descendants in the Tribiani family in 20 generations. Show your work. geometric. Each term
is 3 times the previous
Step 4: Test and Interpret
h. Determine whether a discrete or continuous graph makes more sense in this scenario. Explain
term.
your reasoning. 1d.
Generation Number
of Triplets
1 1
2 3
LESSON 4: 3 Pegs, N Discs • 155 3 9
4 27
The graph is an upward 1g. 1,162,261,467 1e. gn 5 1 ? (3)n21

curve that appears to descendants 1f. Tribiani Descendants
y
(Number of Descendants)
be exponential. The 1h. The graph should 18,000

graphs of geometric be discrete because 14,000
Term Value
sequences can be generations are 10,000

exponential curves. represented by 6,000
So, the graph confirms integers. 2,000 x
that this sequence is 0
26 10 14 18
geometric. Term Number
(Number of Generations)

Assignment
Answers
Stretch
1. The price increases Stretch
$0.60 each decade. Aaron just paid $7.40 for a new pair of sunglasses. His father told him that prices were different 10
years ago. Then his grandfather told him that 20 years ago, prices were even better. Aaron did some
Decade 1 2 3 4 research and found that the prices did change, but not by much. Ten years ago, the average price for a
generic pair of sunglasses was $6.80, and 20 years ago it was $6.20.
Price 1. Describe a possible arithmetic relationship between the decade and the price in that decade.
6.20 6.80 7.40 8.00
(dollars) Represent the relationship with a table, an explicit formula, and a graph. Describe the characteristics
of each.
an 5 6.2 1 0.6(n 2 1) 2. Describe a possible geometric relationship between the decade and the price in that decade.
y Represent the relationship with a table, an explicit formula, and a graph. Describe the characteristics
10 of each.
3. Predict the price of a pair of sunglasses in 5 decades using both sequences.
4. Which type of sequence better represents the situation? Explain your reason.
x
0 Review
–10 10
1. Determine the 58th term of the sequence 540, 495, 450, . . .
2. Determine the 13th term of the sequence 0.4, 21.2, 3.6, . . .
3. Each pair of graphs has been grouped together. Use characteristics of the graphs to explain why they
were likely grouped together.
–10
a. Graph A Graph B
y y
8 8
2. The price in each 4 4
decade is about 1.1 x x

0 0
times the price in the –8 –4
–4
4 8 –8 –4
–4
4 8
previous decade. –8 –8
Decade 1 2 3 4 b. Graph A Graph B

y y
Price
6.20 6.82 7.50 8.25
8 8
(dollars) 4 4
x x
gn 5 6.2 (1.1) n21 –8 –4 0 4 8 –8 –4 0 4 8
–4 –4
y
–8 –8
10
4. Determine the function family to which each equation belongs. Explain your reasoning.
a. f(x) 5 4 ∙ 9x 1 2 b. g(x) 5 8x 2 3
x
–10 0 10 156 • TOPIC 2: Sequences
–10
Review minimum. Both graphs 4a. exponential function
have a decreasing and 4b. linear function
3. a8 5 $10.40 1. 22025
increasing interval.
4. g8 5 $12.08 2. 212,576.4
3b. Sample answer.
The geometric sequence 3a. Sample answer.
Both graphs are
is a better representation Both graphs are functions. Both graphs
because inflation is functions. Both graphs are exponential
modeled by an exponential have an absolute functions.
function. Many years from
now, the price will not
continue to grow by $0.60.

Sequences Summary
KEY TERMS
• sequence • geometric difference
• term of a sequence • common ratio
• infinite sequence • recursive formula
• finite sequence • explicit formula
• arithmetic sequence • mathematical modeling
• common difference
LESSON
Is There a Pattern Here?

1
A sequence is a pattern involving an ordered arrangement of numbers, geometric figures, letters,
or other objects. A term in a sequence is an individual number, figure, or letter in the sequence.
Many different patterns can generate a sequence of numbers.
A sequence that continues on forever is called an infinite sequence. A sequence that terminates is
called a finite sequence.
For example, consider the situation in which an album that can hold 275 baseball cards is filled
with 15 baseball cards at the end of each week. A sequence to represent how many baseball cards
can fit into the album after 6 weeks is 275 cards, 260 cards, 245 cards, 230 cards, 215 cards, and
200 cards. This sequence begins at 275 and decreases by 15 with each term. The pattern cannot
continue forever since you cannot have a negative number of cards, so this is a finite sequence.

LESSON
The Password Is...Operations!

2
An arithmetic sequence is a sequence of numbers in which the difference between any two
consecutive terms is a constant. This constant is called the common difference and is typically
represented by the variable d. The common difference of a sequence is positive if the same positive
number is added to each term to produce the next term. The common difference of a sequence is
negative if the same negative number is added to each term to produce the next term.
1 1 1
For example, consider the sequence 14, 16 __ __ __
2 , 19, 21  2 , … . The pattern of this sequence is to add 2 2 
to each term to produce the next term. This is an arithmetic sequence, and the common difference
1
d is 2 __
2 .
A geometric sequence is a sequence of numbers in which the ratio between any two consecutive
terms is a constant. The constant, which is either an integer or a fraction, is called the common
ratio and is typically represented by the variable r.
1 1
For example, consider the sequence 27, 9, 3, 1, __  3 , __
  9 . The pattern is to multiply each term by the
__ 1
same number,   3 , to determine the next term. Therefore, this sequence is geometric and the
1
common ratio, r, is __   3 .
LESSON
Did You Mean: Recursion?

3
A recursive formula expresses each new term of a sequence based on a preceding term of the
sequence. The recursive formula to determine the nth term of an arithmetic sequence
is an 5 an21 1 d. The recursive formula to determine the nth term of a geometric sequence
is gn 5 gn21 ? r. When using the recursive formula, it is not necessary to know the first term of
the sequence.
1
For example, consider the geometric sequence 32, 8, 2,  __2 , . . . gn 5 gn21 ? r
1
__
with a common ratio of  4 . The 5th term of the sequence can be g5 5 g4 ? r
1 1
determined using the recursive formula. g5 5 __
  2  ? __
  4 
1
1 g5 5 __
  8 
The 5th term of the sequence is __
 8 .

An explicit formula for a sequence is a formula for calculating each term of the sequence using
the index, which is a term’s position in the sequence. The explicit formula to determine the nth term
of an arithmetic sequence is an 5 a1 1 d(n 2 1). The explicit formula to determine the nth term of a
geometric sequence is gn 5 g1 ? r n21.
For example, consider the situation of a cactus that is currently an 5 a1 1 d(n 2 1)

1 1
3 inches tall and will grow  __
4 inch every month. The explicit formula a12 5 3 1 __
  4  (12 2 1)
for arithmetic sequences can be used to determine how tall the a12 5 3 1 __
1
  4  (11)
cactus will be in 12 months. 3
a12 5 5 __
4 
3
In 12 months, the cactus will be 5 __
4   inches tall.
LESSON
3 Pegs, N Discs
4
A process called mathematical modeling involves explaining patterns in the real world based
on mathematical ideas. The four basic steps of the mathematical modeling process are Notice and
Wonder, Organize and Mathematize, Predict and Analyze, and Test and Interpret.
For example, consider a theater that has 25 rows of seats. The first three rows have 16, 18, and 20
seats, respectively. The ushers working at this theater need to know how many seats their sections
have when they are directing people.
The first step of the modeling process, Notice and Wonder, is to gather information, look for
patterns, and formulate mathematical questions about what you notice. In the example, each row
seems to have 2 more seats than the previous row.
The second step of the modeling process, Organize and Row Number of Seats
Mathematize, is to organize the information and express any 1 16
patterns you notice using mathematical notation. A table can
2 18
be used to represent the given information about the first three
3 20
rows in the theater. The recursive pattern shown in the table
can be expressed as Sn 5 Sn21 1 2.
The third step of the modeling process, Predict and Analyze, is to analyze the mathematical notation
and make predictions. The fourth row will have 22 seats and the fifth row will have 24 seats. The
pattern can be expressed using the explicit formula Sn 5 16 1 2(n 2 1).

The fourth and final step of the modeling process, Test and y
Interpret, is to test and interpret the information. A graph
can be constructed for the explicit formula. The graph is 24
discrete because rows and seats are integer values.
22
This information can be used to determine that an 20

usher working in rows 15 and 16 will have 44 and
18
46 seats, respectively.
16
Number of Seats
14
12
10
2
x
0 1 2 3 4 5
Rows

TOPIC 3
Linear Regressions
The Milky Way looks two-dimensional from this point of view. Its line of best fit would have a negative slope.
Lesson 1
Like a Glove
Least Squares Regressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Lesson 2
Gotta Keep It Correlatin'
Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Linear Regressions
Topic 3 Overview
ow is Linear Regressions
H hat is the entry point
W
organized? for students?
Students began this module, Searching for In grade 8, students investigated patterns
Patterns, by analyzing patterns in graphs of of association between two quantities. They
functions. In Sequences, they analyzed patterns informally fit straight lines to model data sets,
in sequences of numbers, including both determined the equations of those lines,
arithmetic and geometric sequences. In Linear interpreted the slopes and y-intercepts of the
Regressions, students focus on the patterns that lines, and used the equations to make and
are evident in certain data sets and use linear judge the reasonableness of predictions about
functions to model those patterns. Students the data. They have also informally assessed
advance their statistical methods to make the fit of proposed linear models. Students
predictions about real-world phenomena. have examined linear relationships and
recognized that the slope of a line defines its
First, students explore a data set, represent it with steepness and direction. In Linear Regressions,
a scatter plot, and estimate lines of best fit based students build upon their foundational
on observable patterns. Recognizing that the experiences and learn formal strategies to
estimates vary widely and provide very different write a function to model a data set and to
predictions about the model, students learn quantify the fit of a function for the data. They
about the Least Squares Method and how to use use the correlation coefficients to formalize the
technology to determine the regression equation. associations they recognize in the scatter plots.
Students need access to a handheld graphing Students move from an intuitive understanding
calculator or to any online calculator or application of patterns in bivariate data to a formal
that can render such equations. Students use the understanding of linear regressions.
linear regression equations to make and assess
predictions, and they differentiate between ow does a student
H
extrapolation and interpolation. demonstrate understanding?
How does a student
demonstrate understanding?
Students will demonstrate understanding of the

Next, students learn to use correlation
standards in Linear Regressions if they can:
coefficients to measure the appropriateness
• Determine when a data set should be
of a linear fit. They analyze the formula for
modeled by a linear function.
the correlation coefficient but use graphing
• Use technology to determine the least
technology to actually calculate the value. Finally,
squares regression for a data set.
they differentiate between correlation and
• Make predictions using the line of best fit.
causation, recognizing that a correlation between
• Interpret the meaning of the slope and
two quantities does not necessarily mean that
y-intercept of a linear regression in terms of
there is a causal relationship.
the problem context.
TOPIC 3: Linear Regressions • 161A

• Explain the correlation coefficient as a complicated regressions, including exponentials,
measure of how well a function fits a quadratics, and higher-order polynomials.
data set. The ability to assess the fit of a function is an
• Understand that the sign of a correlation important skill in choosing the type of function
coefficient indicates the direction of the to model a given data set. Using the correct
association and that the magnitude indicates function type leads to more accurate predictions,
the strength of the fit. the ultimate goal of calculating regression curves.
• Use technology to compute the
correlation coefficient.
How do the activities in
• Analyze a function on a scatter plot and its
Linear Regressions promote
correlation coefficient to determine whether
How do the activities in XXX promote
a function is an appropriate fit for a data set. mathematical practice standards?
• Recognize that correlation does not mathematical process

imply causation. standards?
• Determine whether there is a causal All Carnegie Learning topics are written with
relationship between two correlated the goal of creating mathematical thinkers
variables and defend their reasoning. who are active participants in class discourse,
so elements of the mathematical process
Why is Linear Regressions standards should be evident in all lessons.
important? Students are expected to make sense of
problems and work towards solutions, reason
Using and analyzing linear regressions to
using concrete and abstract ideas, and
model data is an important bridge between the
communicate their thinking while providing a
first two topics in Module 1 and the concepts
critical ear to the thinking of others.
students will encounter in Module 2, Exploring
Constant Change. Analyzing linear regressions
The activities in Linear Regressions require
requires students to contextualize the slope
students to reason about and describe the
and y-intercept of a function, reminding them
patterns of association on scatter plots and the
of what they learned in grade 8 and preparing
fitness of lines. Modeling with mathematics is
them for a more abstract exploration in the
prevalent throughout the topic. Scenarios are
next topic. Because students have had more
presented for students to explore, providing them
extensive experiences with linear relationships,
an opportunity to notice patterns and wonder
it is important that they initially learn to fit a
about possible relationships. They use the scatter
function to linear data. However, not all data can
plots to organize and visualize the data and
be modeled by linear functions. As they continue
the regression equations to mathematize the
in this course and in high school mathematics,
relationship. They use the correlation coefficient
students will determine and analyze more

to analyze the fit of the linear model. They then Materials Needed
test their equations by making predictions and
Graphing technology
analyzing their reasonableness. In some cases,
Uncooked spaghetti
students will have to return to their linear models
and consider a different function type to better
fit the data. Finally, they report their results.
New Tools and Notation

Technology can be used to determine a line of best fit or regression line for a data set. Graphing
technology uses the Least Squares Method to calculate the regression line. The least squares line
has the smallest possible vertical distances from each given data point to the regression line. The
sum of the squares of those distances are at a minimum with this line.
Regression line
Vertical Data point

distance to line
TOPIC 3: Linear Regressions • 161C

Learning Together
1 Like a Glove: A.3C 2 Students informally determine a line of best fit

A.4C by visual approximation of a hand-drawn line.
Least Squares
A.12A They are then introduced to a formal method
Regressions
to determine the linear regression line of a data
set using graphing technology; the mathematics
behind the calculator function is explained
using the related terms Least Squares Method,
regression line, and centroid. Students then use
the line of best fit to make predictions and
distinguish between the terms interpolation
and extrapolation.
2 Gotta Keep It A.4A 2 This lesson provides several definitions related to

Correlatin’: A.4B correlations. The terms correlation and correlation
A.4C coefficient are defined. The formula to compute
Correlation
the correlation coefficient is given; however,
students are only required to use technology to
determine the value of r or to estimate correlation
coefficients from a list of choices. The distinction is
then made between the meanings of r and r 2, the
coefficient of determination. Students use these
terms to make decisions regarding the model that
best fits the data. It is suggested that students
revisit the modeling process as they solve these
problems in context. The terms causation,
necessary condition, and sufficient condition are
defined. Examples are provided to help students
see the difference between correlation and
causation. The terms common response and
confounding variable are defined as relationships
often mistaken for causation.


TEKS: A.3C, A.4C, A.12A LESSON 1 continued TEKS: A.4A, A.4B, A.4C LESSON 2 continued
LESSON 1 LESSON 2
Like a Glove Gotta Keep
GETTING STARTED TALK THE TALK Correlation’ TALK THE TALK
ACTIVITY 1 GETTING STARTED

Use LiveLab and
Reports to monitor ACTIVITY1
students’ progress ACTIVITY2
Day 6 Day 7
END OF TOPIC ASSESSMENT
Use LiveLab and

Reports to monitor
Assessments
There is one assessment aligned to this topic: End of Topic Assessment.
TOPIC 3: Linear Regressions • 161E


TOPIC 3: LINEAR REGRESSIONS Where have we been?
In this topic, students focus on the patterns Students have analyzed the shape of data,
that are evident in certain data sets and use informally fit lines of best fit to model data
linear functions to model those patterns. sets, determined the equations of those lines,
Using the informal knowledge of lines of best interpreted the slopes and y-intercepts of the
fit that was built in previous grades, students lines, and used the equations to make and
advance their statistical methods to make judge the reasonableness of predictions about
predictions about real-world phenomena. the data. Students have also examined linear
They differentiate between correlation and relationships and recognized that the slope of
causation, recognizing that a correlation a line defines its steepness and direction.
between two quantities does not necessarily
mean that there is also a causal relationship. Where are we going?
At the end of this topic, students will Using and analyzing linear regressions to model
synthesize what they have learned to decide data is an important bridge between the first
whether a linear model is appropriate. two topics in the first module of this course
and the concepts students will encounter in the
next module, Exploring Constant Change.
As students continue in this course and in high
school mathematics, they will determine and
analyze more complicated regressions, including
exponential and quadratic regressions.
Regression Lines
Real-world data points never fit neatly on a line. But you can model the data points using
a line, which represents a linear function.
y
Percent of the Population
18
16
14
12
10
8
6
4
2 x
0
1 2 3 4 5 6 7 8 9
Year
There are an infinite number of lines that can pass through the collection of data points.
But there is just one line that models the data with the minimum distances between the
data points and the line.

Now Hiring
According to a report published in 2017, the demand for data scientists, data developers, and data
engineers will grow nearly 40% over the next few years, paying an average starting salary of over
$80,000 per year.
Currently, approximately 88% of data scientists have a master’s degree and 46% have a Ph.D. in
math, statistics, computer science, or engineering.

Regressions can be an important topic to
regression line
know about for college admissions tests.
For a scatter plot of data, the regression
Here is a sample question: line is a mathematical model that can be
used to predict the values of a dependent
The data in the table show test scores variable based upon the values of an
after certain amounts of study time. independent variable.
Use a linear regression to estimate
interpolation
the score associated with a study time
Using a linear regression to make predictions
of 20 minutes. within the data set is called interpolation.
Score Time (min) extrapolation

86 45 Making predictions for values that are outside
70 15 of the data set is called extrapolation.
90 40
correlation
78 35
A measure of how well a regression fits a set
of data is called correlation.
Time is the independent variable, so the
time values must be entered as x’s and score
values as y’s in a graphing calculator.
This yields a linear regression equation of

y 5 0.61x 1 60.51. A study time of 20 minutes
would yield an estimated score of
y 5 0.61(20) 1 60.51, or 72.71.
164 • TOPIC 3: Linear Regressions

1
Like a Glove MATERIALS
Uncooked spaghetti
Graphing technology
Least Square Regressions
Lesson Overview
Students informally determine a line of best fit by visual approximation of a hand-drawn line. They
are then introduced to a formal method to determine the linear regression line of a data set using
graphing technology; the mathematics behind the calculator function is explained using the related
terms Least Squares Method, regression line, and centroid. Students then use the line of best fit to
make predictions and distinguish between the terms interpolation and extrapolation.
Algebra 1
(4) The student applies the mathematical process standards to formulate statistical
relationships and evaluate their reasonableness based on real-world data. The student is
expected to:
(C) write, with and without technology, linear functions that provide a reasonable fit to data to
estimate solutions and make predictions for real-world problems.
expected to:
define a function.
ELPS
LESSON 1: Like a Glove • 165A

Essential Ideas
• Interpolation is the process of using a regression equation to make predictions within the
data set.
• Extrapolation is the process of using a regression equation to make predictions beyond the
data set.
• A least squares regression line is the line of best fit that minimizes the squares of the distances
of the points from the line.
165B • TOPIC 3: Linear Regressions

Day 1
Engage
Getting Started: Frozen Yogurt. . .When It’s Freezing?
Students analyze data by creating a scatter plot and using a piece of spaghetti to estimate the
line of best fit. They readjust the line of best fit (piece of spaghetti) as each data point is added
to the scatter plot. Students conclude that with only one data value, an infinite number of lines
are possible, and with two data values, only one line is possible. Once a third non-collinear point
is introduced, students must make judgments about the appropriate position for the piece of
spaghetti for the line of best fit. Students then estimate a line of best fit for the entire data set and
interpret its meaning in terms of the problem situation.
Develop
Activity 1.1: A Line Of Best Fit
Students informally determine a line of best fit by visual approximation of a hand-drawn line and
use their equation to make predictions. They are introduced to a formal method to determine the
linear regression line of a data set using graphing technology; the mathematics behind the calculator
function is explained using the related terms Least Squares Method, regression line, and centroid.
Students calculate the least squares regression via graphing technology and use the function to make
predictions. Finally, they compare the two sets of predictions.
Day 2
Activity 1.2: Making Predictions
Students use graphing technology to generate a regression line and then interpret the contextual
and mathematical meanings of each element of the equation.
Activity 1.3: Making Predictions Within And Outside a Data Set
Students analyze a data set and use technology to create a regression equation. They then
make predictions with values that lie within the parameters of the given domain and some
predictions from values that lie outside the range of the given domain. The terms interpolation and
extrapolation are defined.
Demonstrate
Talk the Talk: Tell Me Ev-ery-thing
Students discuss the use and accuracy of the regression line for making predictions for data
points outside of the domain of the given data set.
LESSON 1: Like a Glove • 165C

ENGAGE Getting Started: Frozen Yogurt. . .When It’s
Freezing?
Facilitation Notes
In this activity, students analyze data by creating a scatter plot and using
a piece of spaghetti to estimate the line of best fit. They readjust the line
of best fit (piece of spaghetti) as each data point is added to the scatter
plot. Students conclude that with only one data value, an infinite number
of lines are possible, and with two data values, only one line is possible.
Once the third non-collinear point is introduced, students must make
judgments about the appropriate position for the piece of spaghetti for
the line of best fit. Students then estimate a line of best fit for the entire
data set and interpret its meaning in terms of the problem situation.
Ask a student to read the introduction aloud. Discuss the scenario and
directions as a class before distributing a piece of spaghetti to
each student.

Questions to ask
• How many different lines can be determined using a single point?
• How does the position of your piece of spaghetti going through
a single point compare to the position of your classmates’ piece
of spaghetti?
• How many different lines can be determined using two
distinct points?
• Are any two points always collinear? Is it possible for two points to
be non-collinear?
• How many points do you need to determine a unique linear function?
• How does the position of your piece of spaghetti going through
two distinct points compare to the position of your classmates’
piece of spaghetti?
• Does the line appear to have a positive or negative slope? How do
you know?
• What does the sign of the slope tell you about the problem
situation?
• Can three non-collinear points be represented using the same
linear function?
• How can you write a linear function for three or more points if they
are not all collinear?
165D • TOPIC 3: Linear Regressions

• How does the position of your piece of spaghetti going through three
non-collinear points compare to the position of your classmates’
piece of spaghetti? Four points? Five points?
• How can you use your linear model to make predictions?
Summary
Different relationships can exist when you only analyze parts of data sets.
To understand and describe relationships in data, the entire data set must
be considered.

A Line Of Best Fit
Facilitation Notes
In this activity, students informally determine a line of best fit by visual
approximation of a hand-drawn line and use their equation to make
predictions. They are introduced to a formal method to determine the linear
regression line of a data set using graphing technology; the mathematics
behind the calculator function is explained using the related terms Least
Squares Method, regression line, and centroid. Students calculate the least
squares regression via graphing technology and use the function to make
predictions. They compare the two sets of predictions.

Questions to ask
• What strategy did you use to determine where to place your
prediction line?
• How many of the data points are actually on your prediction line?
• What information did you use to write a prediction equation?
• How could you determine if your prediction line is a good
representation of the data? The best representation?
• Did your predictions make sense?
• Now that you know other students’ methods, would you change your
method? Why or why not?

• To assist all students, model the graphing technology process for the
class, so that you may respond to technology questions as they arise
and help students make sense of the process.
LESSON 1: Like a Glove • 165E

• To extend the activity, in addition to using the graphing technology
to determine the equation, take the time to go through the process
of creating the scatter plot, graphing the equation, and accessing the
table of values for the equation. This allows students to see an exact
graphical answer and have access to a table of values.
Questions to ask
• Does the linear function obtained from the technology give better
predictions than your prediction equation? Which model is
more accurate?
• How did the predictions calculated from your equation compare to
those using the line of best fit generated from the calculator?
• For every 1° that the temperature increases, the number of
customers goes up by 0.687. How could this be restated in terms of
the increase in number of degrees per each additional customer?
• What is another way to restate the rate using reasonable numbers?
Misconception
Students sometimes confuse the two tables in the graphing calculator,
one with the real data entered to create the linear regression equation
and one with the values generated from the linear regression equation.
To clear the confusion, select points from each table and have students
locate them on the graph.
Ask a student to read the information and definitions following Question 7

aloud and complete Question 8 as a class.

Misconceptions
• Students are sometimes uncertain when to use the term line of best fit
and when to use the term regression line. Line of best fit is a general term
that can be used whether the line was estimated by being
hand-drawn or calculated using a regression process. Regression line
can be used only if that process was applied to determine the line.
• Students sometimes think the line of best fit must pass through
points on the scatter plot, especially the points containing the
smallest and largest x-values. To counteract this thinking, note that
this is not the case with the Frozen Yogurt Problem.
Questions to ask
• Explain the calculations involved in the Least Squares Method.
• What is the sum of the squares of Alysse’s vertical distances from
the line?
• What is the sum of the squares of Bonito’s vertical distances from
the line?
165F • TOPIC 3: Linear Regressions

• Who has data points closer to their line? Does this make their line a
better fit?
• What has a bigger effect on the least squares value: a bunch of
points somewhat close to the same line or most points very close
to the same line and one point much farther from the line? Use
mathematics to support your answer.
To extend the activity, have students create a graph modeling Alysse's
and Bonito’s thinking.
Summary
Graphing calculators use the Least Squares Method to determine the line
of best fit. The line of best fit can be used to model data and predict the
dependent value when given an independent value.
Activity 1.2
Making Predictions
Facilitation Notes
In this activity, students use graphing technology to generate a regression
line and then interpret the contextual and mathematical meanings of each
element of the equation.

Questions to ask
• What does the Span column represent?
• Why do you think spans were used?
• How do you calculate the range of the data set?
• Is each x-value mapped onto exactly one y-value?
• Can a linear function be used to model this data set?
• Do the data appear to have a positive or negative association?
• How many consecutive spans can be described as having a decrease
in average global temperature?

Questions to ask
• Will any or all of the data points on a scatter plot lie exactly on the
regression line?
LESSON 1: Like a Glove • 165G

• How does your least squares regression equation compare to your
classmates’ equations?
• Does your line of best fit have a positive or negative slope? Explain
why this makes sense for this context.
• Why do you think it is called a line of best fit?
• How does your prediction compare to your classmates’ prediction?
What would account for a different prediction?
Misconception
Students may assume that using the least squares method resulting
in a line of best fit models the problem situation at every point of the
domain rather than an appropriate subset of the domain. Be sure to
always ask the students if the prediction makes sense in the particular
problem situation.
Summary
A line of best fit is a way to model linear trends in real-world data.
Activity 1.3
Making Predictions Within and Outside a
Data Set
Facilitation Notes
In this activity, students analyze a data set and use technology to determine
a linear regression equation. They then make predictions for values that
lie within the given domain and outside of the given domain. The terms
interpolation and extrapolation are defined.

To scaffold support,
• Discuss a method for entering the data for the independent variable
into the graphing technology. If needed, suggest they represent the
start year in the data set, 2010, as 0 on their data list.
• Have students relate the terms interpolation and extrapolation with
words that have the same prefixes that they already know, such as
interior and exterior. Discuss how interpolation and extrapolation
relate to the interior and exterior of the data points.
165H • TOPIC 3: Linear Regressions

Questions to ask
• What ordered pair did you use to represent the data point?
• How is the year 2010 represented in your data set?
• What is the value of the slope in your regression equation? How does
it relate to the problem situation?
• What is the value of the y-intercept in your regression equation? How
does it relate to the problem situation?
• How can interpolation and extrapolation help you judge the accuracy
of the line of best fit?
• How does the graph of the problem situation compare to the graph
of the regression equation?
• Why is the graph of the problem situation a subset of the graph of
this linear function?
• Does a negative y-value make sense in this problem situation?
• Does a y-value greater than 100 make sense in this
problem situation?
Summary
Lines of best fit are most appropriately used as predictors within the bounds
of the domain of the given data. Caution must be exercised when using a
prediction equation to make prediction outside the boundaries of the original
data set.
Talk the Talk: Tell Me Ev-ery-thing

DEMONSTRATE
Facilitation Notes
In this activity, students discuss the use and accuracy of the regression line
for making predictions for data points outside of the domain of the given
data set.

Questions to ask
• Why is it impossible for you to complete the least squares regression
model by hand?
• Are interpolation values or extrapolation values included in the
domain of a problem situation? Explain.
Summary
A linear regression can be used to make predictions. Predictions made
by extrapolation will likely be less accurate than predictions made by
interpolation.
LESSON 1: Like a Glove • 165I

NOTES
165J • TOPIC 3: Linear Regressions

Warm Up Answers
1
1. y 5 5x 2 5
2. y 5 23x 1 17
Like a Glove
Least Squares Regressions

Use the slope formula to write • Create a graph of data points with and without technology.
an equation for each. • Determine an equation for a line of best fit by visual
approximation of a hand-drawn line.
1. A line that passes through • Determine a linear regression equation using technology.
the point (2, 5) with a slope • Make predictions about data using a linear
of 5 regression equation.
• Explain the calculations involved in the Least
Squares Method.
2. A line that passes through • Choose a level of accuracy appropriate when
the points (5, 2) and (3, 8) reporting quantities.
Key Terms
• Least Squares Method • interpolation
• centroid • extrapolation
• regression line
You have searched for patterns in graphs and sequences of numbers. How can you use what you
know to identify patterns in sets of data?
LESSON 1: Like a Glove • 165
A1_M01_T03_L01_TIG.indd 165 5/27/21 7:13 PM

Answers
1a. Answers will vary. GETTING STARTED

1b. The data points can be
connected to make a Frozen Yogurt. . .When It’s Freezing?
straight line.
Mr. Templeton’s Future Business Leaders Club (FBLC) is helping a frozen
1c. Answers will vary. yogurt shop located near the school analyze how the business is affected
1d. Answers will vary. by the weather. The owner is wondering whether there is a relationship
between the temperature and the number of customers that buy yogurt
y
100 during the 2 hours immediately after school. The FBLC collected this data.
Number of Customers
y
80 Number of 100
Temperature (°F)
Customers 90
60 80
45 97
40 70
Number of Customers
25 55 60
20
50
x
0 60 85 40
20 40 60 80 100
Temperature (°F) 30
15 37
20
2. There is a positive
10
association. As the 100 100 x
0
temperature increases, 10 20 30 40 50 60 70 80 90 100
Temperature (°F)
the number of
customers increases. 1. Construct a scatter plot of the collected data.
a. Plot the first data point. Is there a pattern? Use a piece of

spaghetti to approximate a line that models the data.
b. Add the second data point to the graph. Is there a pattern?

Adjust the piece of spaghetti to approximate a line that
models the data with the additional point.
c. Add the third data point to the graph. Describe the pattern
that you see. Approximate the line using the spaghetti.
d. Continue this process until all five data points are plotted and
recorded in the table.
2. Use your linear model to describe the relationship between the

temperature outside and the number of customers at the frozen
yogurt shop.
ELL Tip
Make sure students understand what frozen yogurt is to make sense
of the relationship between temperature and number of customers.
Ask them to share examples of frozen treats from their culture.
A1_M01_T03_L01_TIG.indd 166 5/27/21 7:13 PM

Answers

AC T I V I T Y
A Line Of Best Fit 2a-c. Answers will vary.

1.1 3. The predictions
varied among my
You have approximated the line that best represents the data with each classmates because
additional data point. we wrote different
equations for the line
1. Use the full data set and the line that you approximated to
write an equation that you think best represents the data.
of best fit.
2. Based on your equation, predict the number of customers to

visit the frozen yogurt shop in the two hours after school for
each given temperature.
a. 85°F b. 115°F
c. 10°F
3. Compare your predictions with your classmates. Did your

predictions differ from the other groups? Explain why or
why not.
A1_M01_T03_L01_TIG.indd 167 5/27/21 7:13 PM

Answers
4. The temperature You have noticed that estimating a line of best fit can give different
predictions. Fortunately, with technology you can create prediction
outside is the
equations as well as a scatter plots from tables of data. You just need
independent variable to build a data table that has an independent variable and a
and the number of dependent variable.
customers is the
dependent variable. 4. Identify the independent and dependent variable. What is the
The independent significance of those designations?
variable represents the

domain of the function,
and the value of the
dependent variable is 5. Use the data table and a graphing calculator to generate a line of
generated by the value best fit. What is the slope and y-intercept of the line and what do
of the independent they represent?
variable.
5. y 5 0.687x 1 41.158;
the y-intercept means
6. Use the new line of best fit to predict the number of customers
that the frozen yogurt
at the frozen yogurt shop immediately after school for each
shop could expect given temperature.
about 41 customers if
the temperature were a. 85°F b. 115°F
0°F; the slope means
that for every degree
that the temperature
increases, the number c. 10°F
of customers goes up
by 0.687 customers.
6a. At 85°F, the yogurt
shop should expect
approximately 99 7. How do your predictions compare to the predictions from the
customers. other groups?
6b. At 115°F, the yogurt

shop should expect
approximately 120
customers.
6c. At 10°F, the yogurt
shop should expect
approximately 48 168 • TOPIC 3: Linear Regressions
customers.
7. Our predictions are the
same because we are A1_M01_T03_L01_Student Lesson.indd 168 5/22/21 3:43 PM
using the same linear

regression line.
A1_M01_T03_L01_TIG.indd 168 5/27/21 7:13 PM

Answers
The equation that your calculator uses to give you the line of best fit is 8a. Each vertical line
called the Least Squares Method. This is a method that creates a line of
NOTES represents the
best fit for a scatter plot that has two basic requirements:
• The line must contain the centroid of the data set. The centroid is a
difference in the
point whose x-value is the mean of all the x-values of the points on y-value of a data point
the scatter plot and its y-value is the mean of all the y-values of the and the y-value of the
points on the scatter plot. point on the linear
• Even though infinitely many lines can pass through the centroid, the regression line for a
regression line has the smallest possible vertical distances from
given x.
each given data point to the regression line. The sum of the squares
of those distances are at a minimum with this line. 8b. The area of each
y
shaded square is equal
to the vertical distance
squared. The line that
Regression line
provides the minimum
sum of the area of the
squares is the least
Vertical Data point
distance to line
squares regression
line.
8. Consider the graph of the sample regression line.
a. What do the vertical lines in bold represent?
b. What do the shaded squares represent? How do they relate

to the Least Squares Method?
A1_M01_T03_L01_TIG.indd 169 5/27/21 7:13 PM

Answers
9. Alysse is correct. The 9. Alysse and Bonito each draw a regression line to model a set of
sum of the squares of data. They both record the vertical distances between each point
the vertical distances and the regression line.
from her line equals 20,
which is lower than the Alysse Bonito
sum of the squares of Vertical Distances: 2, 2, 2, 2, 2 Vertical Distances: 1, 1, 1, 1, 6
Bonito’s, which is 40.

Both students believe they drew the least square regression line.
10. A linear regression line Who’s correct? Justify your choice.
is a line that is fairly
close to all data points
instead of very close to
most points, but one
point is very distant
from the line.
10. How does your decision in Question 9 inform you about the
placement of a line of best fit using the Least Squares Method?
A1_M01_T03_L01_TIG.indd 170 5/27/21 7:13 PM

Answers
1. The range is
AC T I V I T Y
58.448 2 57.121
Making Predictions
1.2 5 1.327°F.
2. The number of the span
The table shown lists the average global temperature in is the independent
5-year spans from 1957 to 2016. variable and the average
temperature in °F is the
1. What is the range of the data set? Average dependent variable.
Years Span Temperature
(°F) 3. Each ordered pair has
1957–1961 1 57.250
exactly one member
of the domain paired
2. Identify the independent and dependent variables 1962–1966 2 57.121 with one member of the
and their units of measure.
1967–1971 3 57.196 range, so it represents a
function.
1972–1976 4 57.189
It appears that the
1977–1981 5 57.495 data is growing at a
3. Does the data represent a function? Does it appear
that there is a specific function that could model 1982–1986 6 57.445 constant rate and could
this data set? If so, describe the function. If not, be modeled by a linear
1987–1991 7 57.780
state why not. function.
1992–1996 8 57.700
4. There appears to be a
1997–2001 9 58.053 positive association.
2002–2006 10 58.262 5. Between 1 and 2, 3 and
4. Use technology to graph a scatter plot
4, 5 and 6, 7 and 8, and
demonstrating the relationship between time spans 2007–2011 11 58.244
and temperature. What association do you notice?
10 and 11.
2012–2016 12 58.448
5. Between which consecutive spans was there a decrease in

average global temperature?
A1_M01_T03_L01_TIG.indd 171 5/27/21 8:30 PM

Answers
6. y 5 0.1259x 1 56.863 6. Use your graphing technology to determine the regression
equation for the average global temperature data. Then sketch
y the data points and the line of best fit that you see.
58.60
Temperature
58.20
Average
57.80
57.40 y 7. What is the relationship
57.00 x between the equation for
0 2 4 6 8 10 12 14 the line of best fit and any
Span association you notice in
the graph? Do you think
7. There appears to be
that this line fits the data
a positive association, well?
which is reflected in the
positive slope of the
linear regression line.
The line fits the data well.
x
8. See table below.
9. 2032 2 2036represents 8. For each expression from your linear regression equation about
the 16th five-year span, global temperatures, write an appropriate unit of measure and
so the prediction would describe the contextual meaning. Then, choose a term from the
be y = 0.1259(16) 1 word box to describe the mathematical meaning of each part.
56.863 5 58.877°F. What it Means
Contextual Mathematical
Expression Unit
ELL Tip Meaning Meaning
Word Box f (x)
Students may be • input value
0.1259
unfamiliar with the • output value
• rate of change
term contextual • y-intercept
x
meaning. Discuss the 56.863
definition of context
9. Use your linear regression equation to predict the average global
and how contextual temperature for the years 2032–2036.
meaning is different
from mathematical
meaning. Ask students
to demonstrate their
understanding of the 172 • TOPIC 3: Linear Regressions
contextual meaning
of the regression
equation. If students
provide different What it Means
wording, discuss the Expression Unit Contextual Meaning Mathematical Meaning

f(x) Degrees The predicted average Output value
differences and explain
Fahrenheit temperature
how the wording that 0.1259 Degree rise The predicted change in the Rate of change
explains the contextual per span of average temperature per
years span number
meaning can be
x Span number Span number Input value
different as long as it
56.863 Degrees The predicted average y-intercept
correctly represents Fahrenheit temperature for Span 0, Years
the context. 1952–1956
A1_M01_T03_L01_TIG.indd 172 5/27/21 7:13 PM

Answers
Answers may vary based

AC T I V I T Y
Making Predictions Within on rounding.
1.3 and Outside a Data Set 1. y 5 5.6x 1 4.9 where x
represents the number
The music industry is constantly changing how it delivers music to its of years since 2010,
listeners. The table shows the percent of total U.S. music sales revenues and y represents the
from streaming. percent of revenue from
streaming.
Year 2010 2011 2012 2013 2014 2015
Percent of Total 2. The percentage of US
U.S. Music Sales
7 9 15 21 27 34 music sales revenue
Revenue From
Streaming
from streaming rises
about 5.6% every year
1. Use graphing technology to determine the linear regression Ask since 2010, when it was
equation for the data. about 4.9%.
yourself:
3. 21.7%; the predicted
2. Interpret the equation of the line in terms of this
What is an appropriate
level of accuracy
value percent is 0.7%
problem situation. needed throughout higher than the actual
this situation?
value.
4. 10.5%; they are 1.5%
If there is a linear association between the independent and dependent apart.
variables of a data set, you can use a linear regression to make predictions
within the data set. Using a linear regression to make predictions within the
5. Sample answer.
data set is called interpolation. Probably, as long as the
line fits the data well.
3. Use your equation to predict the percent of streaming revenues
in 2013. Compare the predicted value percent in 2013 with the
actual value.
4. Compute the predicted value percent for 2011 and compare it

with the actual value.
5. Do you think a prediction made using interpolation will always

be close to the actual value? Explain your reasoning.
ELL Tip
Students may not be familiar with the terms industry, revenues, and
streaming. Discuss the meaning of these terms using vocabulary
that students understand and by providing examples. Review the
data table at the beginning of the problem and clarify any remaining
misunderstandings about the context of the problem.
A1_M01_T03_L01_TIG.indd 173 5/27/21 7:13 PM

Answers
6a. x 5 30; 172.9% To make predictions for values of x that are outside of the data set is
called extrapolation.
6b. x 5 26; 228.7%
6. Use the equation to predict the percent of streaming revenues:
7.
No. More than 100% of
music revenues from a. in 2040. b. in 2004.
streaming isn’t possible,
and a negative percent
from streaming isn’t
possible either. 7. Are these predictions reasonable? Explain your reasoning.
NOTES
TALK the TALK
Answers
1. Sample answer. Tell Me Ev-ery-thing

The regression line
generated using the You have used technology to determine linear regression equations. You
graphing calculator have then used those linear regression equations to predict unknown
uses the Least Squares values within and without a data set.
Method for all possible

1. Why is the linear regression line generated using technology
cases and includes the more accurate than the line of best fit that can be written
centroid. using two points?
2. Sample answer.
The regression line best
fits the data given. Data
outside of the given set 2. Why are predictions made by extrapolation more likely to be
may vary widely due to less accurate than predictions made by interpolation?
changes in the situation,
or it may not be
reasonable for the data
to grow the same way
outside the given set.
A1_M01_T03_L01_TIG.indd 174 5/27/21 7:14 PM

Assignment
Answers
Assignment LESSON 1: Like a Glove
Write
Write 1. data table

Complete each sentence with the appropriate vocabulary term. 2. Linear regression
1. A can be used to organize and display the values of two variables in a data set. 3. line of best fit
2. models the relationship between two variables in a data set by producing a line of
4. Least Squares Method
best fit.
3. A(n) is a line that best approximates the linear relationship between two variables in
5. Interpolation
a data set. 6. extrapolation
4. The is used to approximate a line of best fit by minimizing the squares of the distances 7. centroid
of the points from the line.
5. is using a linear regression to make predictions within the data set. Practice
6. Using a linear regression to make predictions outside of the data set is .
7. After a scatter plot is created, the is a point with an x-value that is the mean of all the
1a.
x-values of the points on the plot and a y-value that is the mean of all the y-values of the points on
y
the plot. 6.2
5.8
5.4
Dropout Rate
Remember 5.0
Patterns in data can be modeled with lines of best fit. The Least Squares Method is one way to create a 4.6
linear regression equation, and it is the method that graphing calculators tend to use. 4.2
3.8
3.4
3.0
Practice x
1. One of the jobs of the National Center for Education 2002 2006 2010 2014
Statistics is to gather information about public high schools Year
and their dropout rates. This includes anyone who leaves
school without a high school diploma or an equivalent Sample answer.
credential. The table shows the average percent of high The graph has
school dropouts from the year 2002 through the year 2014.
High School
several spikes in the
Year
a. Create a scatter plot of the high school dropout data. Dropout Rate (percent) data, which makes
What information can you gather about the dropout rates 2002 3.5
2003 4.0
it difficult to make
from the scatter plot?
b. Use the data table and graphing technology to generate a
2004 4.7 predictions about the
2005 3.8
line of best fit. 2006 3.8 future of the dropout
c. Interpret the slope and y-intercept of the linear regression 2007 3.5 rates. However, the
2008 3.5
equation. What do these values represent in terms of the 2009 3.4 rate appears to be
problem situation? 2010
2011
3.0
3.4
increasing over time.
d. Determine the dropout rate for the year 2010. Is this the
same as the dropout rate recorded in the table? If not,
2012
2013
3.4
4.7
1b. f (x) 5 0.03x 1 3.6
explain the difference. 2014 5.2 where x represents
the number of years
LESSON 1: Like a Glove • 175 since 2000, and f(x)
represents the high
school dropout rate.
1c. The y-intercept is
1d. f(x) 5 3.9 3.6. According to the
According to the regression equation, the dropout rate for 2010 is 3.9%. equation, the high
According to the table, the dropout rate is 3.0%. The linear regression equation school dropout rate
is the best fit of the data, but it does not go exactly through each data point. was 3.6% in the
year 2000.
The slope is 0.03. The
dropout rate increases
by 0.03% each year.

Assignment
Answers
Practice
2a. 2. Mr. Li is a math teacher at Pinkston High School and
Time Spent Math SAT
is preparing his students to take the SAT test. He Studying (hours) Score
y
collected data from 10 students who took the test last
1 350
year and presented this information to the students
800 22 780
Math SAT Score
in a table. The highest math SAT score a student can

achieve is 800. Analyze the data in the table. 12 600
600
a. Construct a scatter plot of the data and describe 14 700
400 any patterns you see in the data. 4 380
b. Determine the equation of a line passing through 10 650
200
(14, 700) and (7, 530). Then determine the equation 9 580
0 of a line passing through (22, 780) and (4, 380). 3 400
8 16 24 32 x
Graph both lines on the same graph as the
7 530
Time Spent Studying (hours) scatter plot.
4 410
c. Which line seems to best fit the data? Would you
use either one of these lines to make predictions

The data have a linear about a student’s math SAT score based on the
pattern. As the number amount of studying they do? Why or why not?
of hours studied d. Use graphing technology to determine the regression equation.
e. Interpret the least squares regression equation in terms of the problem situation.
increases, the math
f. Use the regression line to predict the math SAT score for a student who studies for 17 hours.
SAT scores improve. Did you use interpolation or extrapolation to make this prediction? Is this prediction reasonable
2b. for this problem situation? Explain your reasoning.
y g. Use the line of best fit to predict the math SAT score for a student who studies for 40 hours.
Did you use interpolation or extrapolation to make this prediction? Is this prediction reasonable
y = 24.3x + 360
for this problem situation? Explain your reasoning.
800
Math SAT Score
h. One of Mr. Li’s students comes back to him the following year and says that he studied for
600 15 hours for the math SAT and got a score of 610. He argues that the equation predicted that he
y = 22.2x + 291 would have scored a 682. What do you think explains the discrepancy?
400
200
0
8 16 24 32 x
Time Spent Studying (hours)
2c. The first line seems

to fit the data points
the best because it is
closer to more of the
points. I would not use
either line to make a
prediction because 176 • TOPIC 3: Linear Regressions
neither line is the line

of best fit.
2d. y 5 22.54x 1 344.19
y 5 727.37; interpolation;
2f. 2h. Sample answer.
2e. For every increase of Regression equations model trends
1 hour in studying, Sample answer.
This prediction is reasonable in data, but may not be an exact
the math SAT score predictor for one specific case.
will increase by about because 17 hours of studying would
22.54 points. If a probably result in a high test score.
student studies for 0 2g. y 5 1245.79: extrapolation;
hours, their math SAT Sample answer.
score will be 344.19. This prediction is not reasonable
because the highest possible math
SAT score is 800.

Assignment
Answers
Stretch
Stretch ¯   5 5, y¯   5 5;
1. Graph A: x
Consider the two sets of data shown in the graphs. Graph B: x¯   5 5, y¯   5 5
y y
10 10 2.
9 9
8 8
7 7 GRAPH A
6 6
5
4
5
4
x x 2 x¯    y y 2 y¯    (x 2 x¯   )
3 3 (y 2 y¯   )
2 2
1 1 1 24 2 23 12
0 1 2 3 4 5 6 7 8 9 10 x 0 1 2 3 4 5 6 7 8 9 10 x
3 22 4 21 2
Graph A Graph B
5 0 6 1 0
1. Calculate the mean of the x-values, x, and the mean of the y-values, y, for each graph.
2. Complete the tables for each graph. 6 1 6 1 1
Graph A Graph B 10 5 7 2 10
x x2x y y2y (x 2 x) (y 2 y) x x2x y y2y (x 2 x) (y 2 y)
1 24 2 23 12 1 24 8 3 212
SUM
3 4 3 6 5 25
5 6 5 7
6 6 7 3
10 7 9 1
SUM = SUM =
GRAPH B
x x 2 x¯    y y 2 y¯    (x 2 x¯   )
3. Compare the two sums in the last column of each table. Determine if there seems to be a connection
(y 2 y¯   )
between the sums and the graphs of the data set.
1 24 8 3 212
3 22 6 1 22
Review
1. A maintenance worker in a factory notices that a water tank is Day Volume of Water (L) 5 0 7 2 0
leaking. She records the amount of water in the tank each day 1 16,000 6 2 3 22 24
in a table. 2 12,000
a. Write a recursive formula to represent the pattern shown in 3 9000 9 4 1 24 216
the table. What predictions does this formula make for the 4 6750
SUM 5
amount of water in the tank on the 5th day?
b. Write an explicit formula to represent the pattern shown in the table. What predictions does this
234
formula make for the amount of water in the tank on the 10th day?
3. Sample answer.
A positive sum
corresponds to an
LESSON 1: Like a Glove • 177 increasing function,
and a negative sum
corresponds to a
A1_M01_T03_L01_Assignment SE.indd 177 5/22/21 3:43 PM decreasing function.
Review
3
1a. The recursive pattern can be expressed as V n 5 __
  4  Vn21 for n $ 1, assuming n is a
positive integer. The amount of water left on the 5th day is 5062.5 liters.
n 5 16,000 (   4  )n21
3
1b. The pattern can be expressed by using the explicit formula V __
for n $ 1, assuming n is a positive integer. The amount of water left on the 10th
day is 1201.4 liters.

Assignment
Answers
2a. The graph is
decreasing because
2. The graph represents a linear relationship
as the value of x
y
between x and y.
increases, the value a. Describe whether the graph is increasing or 8
of y decreases. decreasing. Justify your reasoning. 6
2b. x-intercept: (2, 0) b. Determine the x- and y-intercept. 4
y-intercept: (0, 4) 2
0 x
−8 −6 −4 −2 2 4 6 8
−2
−4
−6
−8

2
Gotta Keep It MATERIALS
Graphing technology
Correlatin’
Correlation
Lesson Overview
This lesson provides several definitions related to correlations. The terms correlation and correlation
coefficient are defined. The formula to compute the correlation coefficient is given; however, students
are only required to use technology to determine the value of r or to estimate correlation coefficients
from a list of choices. The distinction is then made between the meanings of r and r2, the coefficient of
determination. Students use these terms to make decisions regarding the model that best fits the data.
It is suggested that students revisit the modeling process as they solve these problems in context.
The terms causation, necessary condition, and sufficient condition are defined. Examples are provided
to help students see the difference between correlation and causation. The terms common response
and confounding variable are defined as relationships often mistaken for causation.
Algebra 1
(4) The student applies the mathematical process standards to formulate statistical
relationships and evaluate their reasonableness based on real-world data. The student is
expected to:
(A) calculate, using technology, the correlation coefficient between two quantitative variables
and interpret this quantity as a measure of the strength of the linear association.
(B) compare and contrast association and causation in real-world problems.
(C) write, with and without technology, linear functions that provide a reasonable fit to data to
estimate solutions and make predictions for real-world problems.
ELPS
Essential Ideas
• A correlation is a measure of how well a regression model fits a data set.
• The correlation coefficient, r, is a value between 21 and 1 that indicates the type (positive
or negative) of association and the strength of the relationship. Values close to 1 or 21
demonstrate a strong association, while a value of 0 signifies no association.
LESSON 2: Gotta Keep It Correlatin’ • 179A

• Causation is when one event causes a second event. A correlation is a necessary condition for
causation, but not a sufficient condition for causation.
• Two relationships are that are often mistaken for causation are a common response, when
some other reason may cause the same result, and a confounding variable, when there are
other variables that are unknown or unobserved.
179B • TOPIC 3: Linear Regressions

Day 1
Engage
Getting Started: Associate, Formulate, Correlate!
Students describe the type of association between the independent and dependent variable
of three scatter plots. They then draw a line of best fit for each graph.
Develop
Activity 2.1: The Correlation Coefficient
The term correlation coefficient is defined. Students are given three scatter plots and must choose
the r-value that best fits each graph and describe the correlations. The formula to compute
the correlation coefficient is given, but students use technology to determine the value of r.
Activity 2.2: Is it Linear?
Students analyze data, calculate regression equations and compute values for the correlation
coefficient. They then look more closely at the data and scatter plot to decide if the data is best
described by a linear function or if another type of function may better fit the data. Students
analyze data and use a calculator to compute the r-value and r 2-value. They conclude a linear
regression model is appropriate. The term coefficient of determination is defined. Its value is
always between 0 and 1, and when expressed as a percent, it represents the percent of the data
that lies close to the line of best fit.
Day 2
Activity 2.3: Using the Correlation Coefficient to Assess a Line of Best Fit
Students analyze data and use technology to determine a linear regression equation,
then compute the r-value and r 2-value to determine the appropriateness of a linear
regression model. In this situation, they conclude an exponential regression model
may be more appropriate.
Activity 2.4: Correlation Vs. Causation
Students are provided contexts and make judgments about correlation vs. causation.
Causation is when one event causes a second event. A correlation is a necessary condition
for causation, but a correlation is not a sufficient condition for causation. While determining a
correlation is straightforward, using it to establish causation is very difficult.
Demonstrate
Talk the Talk: Correlations R Us
Students calculate the regression equation for two data sets and decide which of the
regression equations is the better fit based upon the correlation coefficient.
LESSON 2: Gotta Keep It Correlatin’ • 179C

ENGAGE
Getting Started: Associate, Formulate,
Correlate!
Facilitation Notes
In this activity the students analyze scatter plots and describe any
associations between the independent and dependent variables, drawing
lines of best fit when possible.
Have students work independently or with a partner to complete this

activity. Share responses as a class.
To scaffold support, provide explicit directions to determine the type
of association in a graph.
• It is customary to read the graph from left to right, as in reading
text. For this reason, it makes sense to say, “ As the x-values are
increasing, the y-values are increasing/decreasing.”
• An increasing graph relates to a positive association, while a
decreasing graph relates to a negative association.
Questions to ask
• As the weight of a vehicle increases, how would you describe the
change in the miles per gallon?
• Does the scatter plot describe a negative, positive, or no
association between the weight of the vehicle and the miles per
gallon? How do you know?
• As the a person’s IQ increases, how would you describe the
person’s height?
association between a person’s IQ score and a person’s height?
How do you know?
• As the time spent studying increases, how would you describe the
grade on the Algebra test?
association between the time spent studying and the grade on an
Algebra test? How do you know?
• In each case, what are other variables that may have an effect on
the dependent variable?
Summary
Scatter plots can show a positive, negative, or no association between the
independent and dependent variables.
179D • TOPIC 3: Linear Regressions

Activity 2.1
The Correlation Coefficient DEVELOP
Facilitation Notes
In this activity, students are given scatter plots and must choose
the r-value that best fits each graph and describe the correlation.
The term correlation coefficient is defined, and the formula to calculate
the correlation coefficient is given. Students are not expected to use the
formula, but rather, use a graphing calculator to determine the value of r.
Ask a student to read the introduction and definitions aloud. Discuss as

a class.

Misconception
Students sometimes incorrectly believe that a negative correlation means
there is no correlation and is not helpful in making predictions. Emphasize
that a negative correlation supplies very good information, it means that
as the x-values increase, the y-values decrease. This is just as valuable as
knowing that as the x-values increase, the y-values increase. What is not
valuable for prediction purposes is when there is no correlation, and this
occurs when the r-value is close to zero. Help students understand and
remember this concept by connecting no and zero.
To scaffold support, provide a process to selecting the most appropriate
r-value. First, determine whether the correlation coefficient should be
positive or negative. Then, decide which value makes sense for how the
points are scattered.
Questions to ask
• Describe how scatter plots with correlation coefficients of 1 and 21
look similar and look different.
• What do scatter plots with correlation coefficients of 0 look like?
• Why would it be difficult to determine whether a correlation
coefficient is 0.01 and 20.01?
Ask a student to read the information following Question 1 aloud. Discuss as

a class.
• To assist all students, demonstrate how to access the catalog
feature and select diagnostics on to display the r-value on the
graphing calculator.
LESSON 2: Gotta Keep It Correlatin’ • 179E

• To extend the activity, have students predict what the correlation
coefficients would be for data representing horizontal and
vertical lines. Then, have them check their predictions using the
graphing calculator.

Questions to ask
• What would a scatter plot of this data look like?
• Why is the r-value close to 1?
• Why is the r-value positive?
• Do the x-value and y-value of each coordinate pair need to be nearly
equivalent to have a correlation coefficient of 1? Provide an example
that disproves this thinking.
Summary
The correlation coefficient, r, is a value between 21 and 1, which indicates
how close the data are to the graph of the regression equation. The closer
the correlation coefficient is to 1 or 21, the stronger the relationship is
between the two variables.
Activity 2.2
Is it Linear?
Facilitation Notes
In this activity, students are asked to analyze a data set, create a scatter
plot, determine the line of best fit, interpret the equation, and use the
correlation coefficient to determine whether a linear equation is an
appropriate model for the data. The coefficient of determination, r 2, is defined
and explained in comparison to the value of the correlation coefficient, r.
Use this activity as an opportunity to practice the Modeling Process.

The steps of the Modeling Process are: Notice and Wonder, Organize and
Mathematize, Predict and Analyze, and Test and Interpret. An expanded
explanation of the mapping of this Modeling Process onto this activity is
as follows:
Question 1 – As students look at the table and identify independent
and dependent quantities, ask them to notice and wonder about the data
trend (increases in both). Encourage them to wonder about the type of
association this might suggest (positive).
179F • TOPIC 3: Linear Regressions

Question 2 part (a) – As students sketch and label the scatter plot, point
out that a scatter plot is one of many methods used to organize and
mathematize a set of data points.
Question 2 part (b) – As students think about the behavior of this graph,
and possibly associate it with a linear regression, they are analyzing the
scatter plot and predicting the algebraic model of the problem situation
before verifying it with a correlation coefficient.
Question 3 – As students determine and interpret the linear regression
equation, the correlation coefficient tests the appropriateness of this
equation representing the line of best fit for this problem situation.

To extend the activity,
• As you are sharing responses as a class, have students explain how
the questions map to the modeling process.
• Provide students the context and table, then ask them to predict
the monthly rent given another monthly net income. Do not provide
the Questions 1 through 4 to scaffold their thinking. Afterwards,
have students reflect upon how their thinking coincided with the
modeling process. Did they benefit from scaffolded questions? Are
they able to begin to use the modeling process to guide themselves
through an efficient solution path?
Questions to ask
• Does the data set appear to have a positive or negative correlation?
How does this relate to the context?
• Using the linear regression equation, what does the slope represent
in terms of the problem situation?
• Using the linear regression equation, what does the y-intercept
represent in terms of the problem situation?
• How did you determine whether the regression equation is a
good fit?
• What different information do the correlation coefficient and the
coefficient of determination provide?
• What is the range of possible values for the coefficient of
determination? Why does this make sense?
Summary
The coefficient of determination represents the percentage of variation of
the observed values of the data points from their predicted values. The
modeling process provides a structure to solve problems.
LESSON 2: Gotta Keep It Correlatin’ • 179G

Activity 2.3
Using the Correlation Coefficient
to Assess a Line of Best Fit
Facilitation Notes
In this activity, students analyze data and use technology to determine
a linear regression equation, then compute the r-value and r 2-value to
determine the appropriateness of a linear regression model. In this
situation, they conclude an exponential regression model may be
more appropriate.

To extend the activity, as you are sharing responses as a class, have
students explain how the questions map to the modeling process.
Questions to ask
• How can you recognize whether a table of values models a
relationship that is linear?
• If the data set is linear and the correlation is negative, what do you
think the scatter plot will look like?
• Using the linear regression equation, what does the slope represent
in terms of the problem situation? The y-intercept?
• After creating the scatter plot, what function do you think most likely
models the relationship in the data?
• Is it easier to determine the function that most likely models a
relationship from a table or scatter plot? Explain.
• What other information, along with the r-value and r 2-value, should
be considered when determining the best mathematical model?
• What does the mathematical model tell you about how long this
antibiotic stays in your system?
Summary
The r-value, r 2-value, table of values, scatter plot, and context are all helpful
in determining the function that best fits a data set.
179H • TOPIC 3: Linear Regressions

Activity 2.4
Correlation Vs. Causation
Facilitation Notes
In this activity, students are provided contexts and make judgments about
correlation vs. causation. Students then learn that a correlation is a necessary
condition for causation, but a correlation is not a sufficient condition
for causation.

Questions to ask
• Would you agree with the statement if the independent and
dependent variables were switched?
• What is another reason that both smartphones and flat screen
television sales have increased? Is there another relationship
between them that is not mentioned?
• What is another reason that both NFL salaries and the weight of NFL
players have increased? Is there another relationship between them
that is not mentioned?
• Does increasing the production of gasoline result the increase in
sales of automobiles?
Ask a student to read the information and definitions following Question 3.

Discuss as a class.
Questions to ask
• What is the difference between correlation and causation?
• What is meant by the phrase necessary, but not sufficient?
• Why is it stated that determining a correlation is straightforward?
• Why is it stated that causation is difficult to determine?

• What is the difference between Question 4 part (a) and part (b)?
• Can people who have never smoked contract lung cancer?
• Does every person that smokes contract lung cancer?
• Do smokers have a higher incidence of lung cancer?
• Has it been proven that smoking damages lung tissue?
• Do drivers other than teenagers cause automobile accidents?
• Do all teenage drivers cause automobile accidents?
LESSON 2: Gotta Keep It Correlatin’ • 179I

• Do teenage drivers have a higher incidence of causing
automobile accidents?
• Has it been proven that teenagers have a higher incidence of causing
• Why do you think teenagers have a higher incidence of causing
• Could it be that lower grades are earned because students do
not study?
• Does absenteeism cause lower grades?
• Do lower grades cause absenteeism?
• If the all of the students in the experiment went to school every
day for one semester and then had a high rate of absenteeism the
second semester, would this data be reliable enough to prove the
assertion? Why or why not?
• Could this experiment be conducted using only two students?
Why not?
• How many students would need to be involved in the experiment to
prove the assertion?
Have students work with a partner or in a group to read the definitions

after Question 6 and complete Question 7. Share responses as a class.
Questions to ask
• When the temperature increases, do more people go swimming?
How will this relate to more shark attacks?
• Are more people likely to be on the beach in higher temperatures?
How will this relate to more shark attacks?
• Can people lose weight by exercising and not taking the
weight-loss pill?
• What is another strategy for weight loss?
To extend the activity, have students share examples from their own life
experiences of a situation when a false conclusion was reached due to a
common response or a confounding variable.
Summary
A correlation is a necessary condition for causation, but a correlation is not
a sufficient condition for causation.
179J • TOPIC 3: Linear Regressions

Talk the Talk: Correlations R Us
DEMONSTRATE
Facilitation Notes
In this activity, students determine linear regression equations and their
corresponding correlation coefficients and coefficients of determination
for two sets of data. This information is used to decide which regression
equation has a stronger correlation and better fit.

Questions to ask
• What is the range of possible values of r ?
• What does the sign on the correlation coefficient represent?
• What does a correlation coefficient near 0 mean?
• What does the coefficient of determination represent?
Summary
Data can sometimes be modeled by a linear regression equation. The
correlation coefficient and the coefficient of determination assess how well
the regression equation fits the data.
LESSON 2: Gotta Keep It Correlatin’ • 179K

NOTES
179L • TOPIC 3: Linear Regressions

Warm Up Answers
2
1. People who wash their
hands regularly still get
sick on occasion.
2. Many people practice a
Gotta Keep It
guitar every day and are
not rock stars.
Correlatin’
3. Many people wear
their favorite jerseys,
but the team they are
Correlation supporting still loses the
game.
4. Unfortunately, good
drivers still have
accidents.
Describe a possible flaw in the • Determine the correlation coefficient using technology.
reasoning for each situation. • Interpret the correlation coefficient for a set of data.
• Understand the difference between r and r 2.
1. If I wash my hands regularly,
• Understand the difference between correlation
I will not get sick.
and causation.
• Understand necessary conditions.
2. If I practice my guitar every
• Understand sufficient conditions.
day, I will be a rock star.
• Choose a level of accuracy appropriate when
reporting quantities.
3. If I wear my favorite football
jersey to support the team,
they will win the game. Key Terms
• correlation • necessary condition
4. If I am a good driver, I will • correlation coefficient • sufficient condition
not have an accident. • coefficient of determination • common response
• causation • confounding variable
You have learned how to write a line of best fit using the Least Squares Method. How do you
know if that line actually produces valid, useable results? Is there a way to measure the strength
of the relationship between the variables?
LESSON 2: Gotta Keep It Correlatin’ • 179
ELL Tip
Students may not be familiar with the term flaw. Create a list of
synonyms for flaw, which may include weakness, fault, imperfection,
and defect. Provide non-mathematical examples of flaws. Then,
review the directions in the Warm Up to ensure that students
understand the goal of the questions.
A1_M01_T03_L02_TIG.indd 179 5/27/21 7:12 PM

Answers
1a. There is a negative GETTING STARTED

association between
weight and miles
Associate, Formulate, Correlate!
per gallon. As weight
increases, miles per Consider each relationship shown.
gallon decreases.
1. Describe any associations between the independent and
1b. There is no association dependent variables, and then draw a line of best fit, if possible.
between IQ score and
height. No line of best a. y b. y
fit would make sense. Remember:
1c. There is a positive
Miles per Gallon

association between
Height
Data comparing two
time spent studying variables can show a
and grades on an positive association,
negative association,
algebra test. As or no association.
time spent studying x x
increases, grades on an Weight of Vehicle IQ Score
algebra test increase.

c. y
Grades on Algebra Test
x
Time Spent Studying
ELL Tip
Review the meaning of the phrase line of best fit by dealing with
the meaning of each individual word. Relate its meaning to a linear
regression equation.
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Answers
1a. r 5 20.9; The

AC T I V I T Y
correlation coefficient
The Correlation Coefficient
2.1 of 20.9 is reasonable
because there is
a negative linear
A measure of how well a regression fits a set of data is called correlation.
The correlation coefficient is a value between 21 and 1, which indicates
The correlation relationship and the
how close the data are to the graph of the regression equation. The closer
coefficient falls relationship between
the correlation coefficient is to 1 or 21, the stronger the relationship
between 21 and 0 the variables is
if the data show a
is between the two variables. The variable r is used to represent the really strong so the
negative association
or between 0 and
correlation coefficient
1 if the data show a of 20.9 is closest to 21.
1. Determine whether the points in each scatter plot have a
positive correlation, a negative correlation, or no correlation.
positive association.
1b. r 5 0.7; The correlation
Four possible r-values are given. Circle the r-value you think is coefficient of 0.7 is
most appropriate. Explain your reasoning for each. reasonable because
there is a positive linear
a. y
r = 0.9 relationship and the
9
8
r = –0.9 relationship between
r = 0.09
7 r = –0.09 the variables is strong
6
5 so the correlation
4
The closer the r-value
coefficient of 0.7 is
3
2 gets to 0, the less of closest to 1.
1
x a linear relationship
0
1 2 3 4 5 6 7 8 9 there is in the data.
b. y
r = 0.7
9
r = –0.7
8 r = 0.07
7 r = –0.07
6
5
4
3
2
1
x
0
1 2 3 4 5 6 7 8 9
ELL Tip
Help students connect the meaning of correlation with its root
word relate. Then, connect the terms positive correlation and
negative correlation with the slope of the line, and no correlation
with no relationship.
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Answers
1c. r 5 0.01; The correlation c. y

r=1
coefficient of 0.01 is 9
r = 0.5
8
reasonable because 7
r = 0.01
the relationship 6
5
between the variables 4
is very weak, so the 3
2
correlation coefficient 1 x
0
of 0.01 is farthest 1 2 3 4 5 6 7 8 9
from 1.
2a. r 5 0.999
You can calculate the correlation coefficient of a data set
2b. There is a very using the formula:
strong positive linear
correlation.
n
∑(x 2 ¯x)(y 2 ¯y)
i i
r5
i=1
____________________________________
___________ ___________
√ √
n n
∑(xi 2 ¯x)2 ∑(yi 2 ¯y)2
i=1 i=1
Fortunately your graphing calculator can do this arithmetic. Previously you

used a graphing calculator to determine the linear regression using the
Least Squares Method. Along with calculating the equation for the line, the
calculator also calculated the value r, the correlation coefficient.
Let’s use technology to compute the value of the correlation coefficient.
2. Consider the data set (23, 23), (1, 2), and (3, 4).
a. Use technology to compute the correlation coefficient.
b. Interpret the correlation coefficient of the data set.
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Answers
1. Independent variable:
AC T I V I T Y
Monthly net income
Is It Linear?
2.2 Dependent variable:
Monthly rent
A group of friends completed a survey about their monthly income and how 2a.
much they pay for rent each month. The table shows the results. 1000
y
900
Ask
800
Monthly Net Income Monthly Rent
Monthly Rent (dollars)

700
(dollars) (dollars)
yourself:
600
1400 450 500
1550 505 What do you notice

400
2000 545 as you read through 300
the data? 200

2600 715 100
3000 930 0
x
400 800 1200 1600 2000 2400 2800 3200 3600 4000
3400 1000 Monthly Net Income (dollars)
1. Identify the independent and dependent variables in this

2b. Yes. The graph appears
problem situation. to be linear.
y
2. Construct a scatter plot of the data using 1000
technology. 900
800
a. Sketch and label the scatter plot.
700
600
500
400
b. Do you think a linear regression equation
300
would best describe this situation?
Explain your reasoning. 200
100
x
0
400 800 1200 1600 2000 2400 2800 3200 3600 4000
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Answers
3a. y 5 0.282x 1 36.3

3. Use technology to determine whether a line of best fit is
The coefficient of x
is the percent of net Ask appropriate for these data.
income that goes yourself: a. Determine and interpret the linear regression equation.
towards rent. The
What is the
y-intercept represents appropriate level of
for a $0 income, rent accuracy needed for
this linear regression
would be $36.30. This equation?
b. Compute the correlation coefficient.
does not make sense.
3b. r 5 0.9817
4. Yes. The r-value is very
close to 1. 4. Would a line of best fit be appropriate for this data set?
The correlation coefficient, r, indicates the type (positive or negative) and

strength of the relationship that may exist for a given set of data points.
The coefficient of determination, r2 , measures how well the graph of the
regression fits the data. It represents the percentage of variation of the
observed values of the data points from their predicted values.
A1_M01_T03_L02_TIG.indd 184 5/27/21 7:13 PM

Answers
1. y 5 21.1x 1 42.3.
AC T I V I T Y
Using the Correlation Coefficient As time increases by
2.3 to Assess a Line of Best Fit 1 hour, the amount of
antibiotic in the body
decreases by 1.1 mg.
The amount of antibiotic that remains in your body over a period of time
Amount of
varies from one drug to the next. The table given shows the amount of Time Antibiotic X 2. The value of the
Antibiotic X that remains in your body over a period of two days. (hours) in Body correlation coefficient
(mg) is 20.8832. There is a
1. Determine and interpret a linear regression equation for this 0 60 negative correlation
data set. 6 36
12 22
between the time that
18 13 Antibiotic X is in the
24 7.8 body and the amount
30 4.7 of the antibiotic in
36 2.8
2. Compute and interpret both the correlation coefficient and the body. The value
coefficient of determination of this data set. 42 1.7
48 1
of the coefficient of
determination is 0.7800.
It assigns a percentage
value to the fit of the
3. Does it seem appropriate to use a line of best fit? If no, explain observed values and
your reasoning. their predicted values.
3. No. The r-value of
20.8832 and r 2-value
of 0.7800 are not
4. Sketch a scatter plot of the data. y
extremely close to
90 21 and 1 respectively,
Amount of Antibiotic X
80
indicating that a linear
in the Body (mg)
70
60 function may not be the
5. Look at the graph of the data. Do you still 50 best model for this data.
agree with your answer to Question 3? 40

30 4.
20
10 Amount of Antibiotic
x y
0 X in the Body (mg) 70
5 10 15 20 25 30 35 40 45
60
Time (hours) 50
40
30
20
10 x
0 10 20 30 40 50 60
Time (hours)
LESSON 2: Gotta Keep It Correlatin’ • 185 5. Sample answer.

Yes. I still do not
think a line of best fit
is appropriate. The
data appear to be
exponential.
ELL Tip
To help students understand the meaning of the term antibiotic,
provide examples of other words with the prefix anti-, such as
antifreeze, antisocial, antidote, and anti-aging. Discuss the meaning
of the prefix, then help students make sense of the context by
discussing why an antibiotic is used.
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Answers
1. There is no evidence
AC T I V I T Y
that buying a
Correlation Vs. Causation
smartphone causes 2.4
a person to buy a flat
screen television. Most
Does correlation mean causation? What do you think causation means?
people buy a flat screen That is a question that statisticians are always trying to determine.
because they are the
only type available. Also,
Read the three true statements that Alonzo and Richard are
all technology sales are given by their Algebra I teacher. She asks them to decide what
increasing. conclusions they can draw from the data. Do you agree with them?
2. The increase in pay does If so, why? If not, why not?
not cause a player to

1. The number of smartphones sold in the United States has
gain weight. However,
increased every year since 2005. The number of flat screen
it could be argued that televisions sold in the United States has also increased during
increasing pay has given the same period of time.
an incentive to players
to become bigger and Alonzo and Richard reached the conclusion that owning a cell
stronger. phone causes a person to buy a flat screen television.
3. It does seem reasonable

that the increase in the 2. Since 2004, the average salary of an NFL football player has
number of automobiles increased every year. The average weight of an NFL player has
has caused an increase also increased yearly since 2004.
in the amount of
gasoline produced. After much discussion, Alonzo and Richard reached the
conclusion that higher salaries cause the players to gain weight.
3. Worldwide, the number of automobiles sold annually has

steadily increased since 1920. Gasoline production has also
steadily increased since 1920.
Alonzo and Richard concluded that the increase in the number

of automobiles sold caused an increase in the amount of
gasoline produced.
ELL Tip
Help students make sense of the terms causation and statistician in the
introduction by connecting them to words they are familiar with, such
as cause and statistics, respectively.
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Answers
Proving causation is challenging. The scenarios Alonzo and Richard 4a. No. People can have
analyzed demonstrate that even though two quantities are correlated, this
lung cancer without
does not mean that one quantity caused the other. This is one of the most
misunderstood and misapplied uses of statistics.
ever smoking.
4b. No. Not every person
Causation is when one event effects the outcome of a second event. A who smokes gets lung
correlation is a necessary condition for causation, but a correlation is not
cancer.
a sufficient condition for causation. While determining a correlation is
straightforward, using statistics to establish causation is very difficult. 4c. Yes. Smokers have a
much higher incidence
4. Many medical studies have tried to prove that smoking causes
lung cancer. of lung cancer than
non-smokers.
a. Is smoking a necessary condition for lung cancer?
4d. Yes. Scientists have
Why or why not?
proven that smoking
causes lung cancer
by first finding a high
correlation between
smokers and lung
b. Is smoking a sufficient condition for lung cancer?
Why or why not? cancer, and then
by discovering that
smoking damages
lung tissue which
encourages the
c. Is there a correlation between people who smoke and people development of lung
who get lung cancer? Explain your reasoning. cancer.
d. Is it true that smoking causes lung cancer? If so, how was

it proven?
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Answers
5a. No. Drivers other 5. It is often said that teenage drivers cause automobile accidents.
than teenagers have

a. Is being a teenage driver a necessary condition to have an
accidents. automobile accident? Why or why not?
5b. No. Not all teenage
drivers have accidents.
5c. Yes. Teenage drivers b. Is being a teenage driver a sufficient condition to have an
have a higher accident automobile accident? Why or why not?
rate than other drivers.
5d. Yes. Teenage drivers do
have more accidents, c. Is there a correlation between teenage drivers and
which can be caused automobile accidents? Explain your reasoning.
by a number of related
factors including
riskier behaviors, less d. Is it true that teenage drivers cause automobile accidents?
experience, and more Explain your reasoning.
distractions.
6a. Sample answers. Does school absenteeism cause poor performance in school? A correlation
I could have the between the independent variable of days absent to the dependent
same students go to variable of grades makes sense. However, this alone does not
school every day for prove causation.
a semester and stay

6. In order to prove that the number of days that a student is
home 20 days for absent causes the student to get poor grades, we would need to
the next semester, conduct more controlled experiments.
and then compare
their grades from one a. List several ways that you could design experiments to
semester to the next. attempt to prove this assertion.
I could find two

students with similar
grades and have one
stay home more than b. Will any of these experiments prove the assertion? Explain
the other, and then your reasoning.
compare their grades
after a period of time.
I could examine the
total number of days
absent and the grades
for a much larger 188 • TOPIC 3: Linear Regressions
number of students.
6b. Answers will vary.
ELL Tip
Some students may be unfamiliar with the term assertion in Question
6. Discuss the definition of assert, and then provide an example of
what it means to assert oneself, as well as examples of making an
assertion. Explain why the statement is labeled as an assertion in the
question and discuss the differences between making a statement
and making an assertion.
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Answers
There are two relationships that are often mistaken for causation. 7a. Sample answers.
A common response is when some other reason may cause the same
When the temperature
result. A confounding variable is when there are other variables that are
unknown or unobserved.
increases, more
people go swimming,
7. Consider each relationship. List two or more common increasing the
responses that could also cause this result. opportunity for shark
attacks.
a. In North Carolina, the number of shark attacks increases
The temperature
when the temperature increases. Therefore, a temperature
increase appears to cause sharks to attack.
increases in the
summer when more
people go on vacation
and are more likely to
be at the beach.
When the temperature
increases, the water
temperature increases,
and warmer water may
bring sharks closer to
shore.
7b. Sample answers.
b. A company claims that their weight loss pill caused people People just following
to lose 20 pounds when following the accompanying
the exercise program
exercise program.
could have lost the
same amount of
weight.
People given a placebo
could have lost the
same amount of
weight.
People lost the weight
for other reasons,
such as eating less or
exercising more.
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Answers
1. Set A: y 5 21.15x 1 20.71

r 5 20.9512 NOTES
TALK the TALK
Set B: y 5 5.08x 2 43.29
r 5 0.7892
Correlations R Us
2. Set A: r 5 20.9512,
r 2 5 0.9048 Consider the given data sets.
Set B: r 5 0.7892, Set A Set B

r 2 5 0.6228
x y x y
Set A is a better fit 0 24 8 13
because it’s r-value is
2 19 10 4
closer to 21 than Set B’s
5 12 14 15
r-value is to 1. Also, Set
10 6 15 14
A’s r2-value is a higher
percentage than Set B’s 20 0 19 73
r2-value.
1. Determine the linear regression for each set.
2. Compare the correlation coefficient and the coefficient of

determination of each data set. Describe which regression
equation is the better fit and why.
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Assignment
Answers
Assignment LESSON 2: Gotta Keep It Correlatin’
Write
Write 1. necessary condition,
Complete each sentence. sufficient condition
1. A correlation is a for causation, but a correlation is not a for causation.
2. A is when some other reason may cause the same result.
2. common response
3. is when one event causes a second event. 3. Causation
4. A is when there are other variables that are unknown or unobserved.
5. The is a value between 21 and 1 that indicates how close the data are to forming a
4. confounding variable
straight line. 5. correlation coefficient
6. The percentage of variation of the observed values of the data points from their predicted
values is represented by the .
6. coefficient of
determination
Practice
Remember
Sets of data can frequently be modeled by using a linear function called a regression equation. A value 1a. Yes, a linear regression
called the correlation coefficient can also be calculated to assist in determining how well the regression equation is best
equation fits the data. because as the years
increase by 1, the
percent increases by a
Practice fairly constant amount.
1. The table shows the percent of the United States population 1b. Let x represent the
who did not receive needed dental care services due to cost.
number of years since
1999.
y 5 0.51x 1 7.54
For every increase of
Year 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 1 year, the percent of
Percent 7.9 8.1 8.7 8.6 9.2 10.7 10.7 10.8 10.5 12.6 13.3 the population that did
not receive needed
a. Do you think a linear regression equation would best describe this situation? Why or why not?
dental care services
b. Determine the linear regression equation for these data. Interpret the equation in terms of this increased by 0.51%.
problem situation. The percent for the
c. Compute and interpret the correlation coefficient of this data set. Does it seem appropriate to use year 1999 was 7.54%.
a line of best fit? Explain your reasoning.
d. Sketch a scatter plot of the data. Then, plot the equation of the regression line on the same grid. 1c. The value of r < 0.953.
Do you still think a linear regression is appropriate? Explain your answer. There is a positive
correlation; as the
number of years
increases, the percent
increases. A line of
best fit is appropriate
because the correlation
1d.
coefficient is close to 1.
y
Percent of the Population
18
16
14
12
10
8
6
4
2 x
0
1 2 3 4 5 6 7 8 9 10
Years Since 1999
The line fits the data well, so a linear

regression is appropriate.

Assignment
Answers
2a. No. It may be possible
for a student to receive
good grades without 2. A teacher claims that students who study will receive good grades.
studying. a. Do you think that studying is a necessary condition for a student to receive good grades?
b. Do you think that studying is a sufficient condition for a student to receive good grades?
2b. No. Not every student c. Do you think that there is a correlation between students who study and students who receive
who studies receives good grades?
good grades. d. Do you think that it is true that studying will cause a student to receive good grades?
e. List two or more confounding variables that could have an effect on this claim.
2c. Yes. Students who 3. For each situation, decide whether the correlation implies causation. List reasons why or why not.
study have a much a. The number of violent video games sold in the U.S. is highly correlated to crime rates in real life.
higher chance of b. The number of newspapers sold in a city is highly correlated to the number of runs scored by the
receiving good grades city’s professional baseball team.
than those who do not c. The number of mouse traps found in a person’s house is highly correlated to the number of mice
found in their house.
study.
2d. While students who
study have a much
higher chance of Stretch
receiving good grades, Consider the points: (1, 2), (2, 3), (3, 2), (4, 5), (5, 2.5), (6, 6), (7, 3), (8, 7). The line of best fit for the graph
of the points is y 5 0.5x 1 1.4.
studying does not 1. Complete the table to determine the predicted values of y for each value of x using the line of best fit,
actually cause a and the values of the differences between the observed y-values from the points and the predicted
student to receive good y-values from the line of best fit.
grades.
Observed Predicted Observed y-Value
x
2e. Sample answers. y-Value y-Value 2 Predicted y-Value
A student who has a 1 2 1.9 0.1
2 3
high IQ may receive
3 2
good grades. 4 5
A student who pays 5 2.5
attention in class may 6 6
receive good grades. 7 3
8 7
3a. The correlation does
2. Determine whether there is a pattern in the differences between the y-values from the completed
not imply causation. All
table. Explain what this might indicate about using the line of best fit to make predictions.
technology sales are
increasing. Crimes are
increasing for a lot of
societal reasons.
3b. The correlation does
not imply causation. 192 • TOPIC 3: Linear Regressions
This may be the case for

championship games,
but overall, people get A1_M01_T03_L02_Assignment SE.indd 192 5/22/21 3:43 PM
news other ways as well

and buy newspapers
Stretch
at times other than 1. For x 5 2, 2.4, 0.6 For x 5 6, 4.4, 1.6 2. It does not make
baseball season. sense to use a line of
For x 5 3, 2.9. 20.9 For x 5 7, 4.9, 21.9
3c. The correlation does best fit because the
imply causation. People For x 5 4, 3.4, 1.6 For x 5 8, 5.4, 1.6 differences between
with a mouse problem For x 5 5, 3.9, 21.4 the y-values is
tend to have mouse increasing rather than
traps in their houses. remaining constant.

Assignment
Answers
Review
Review 1a. The independent

1. The table shows the highest maximum temperature for the month of October in Philadelphia, quantity is the year,
Pennsylvania, over ten years.
and the dependent
Year 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 quantity is the highest
Highest Maximum
maximum temperature
64.9 53.1 61 54 63 68 61 57.9 64.9 66.9
Temperature (°F) in degrees Fahrenheit.
1b. y 5 0.67x 1 53.05,
a. Identify the independent and dependent quantities and their units of measure.
b. Use the data table and graphing technology to generate a line of best fit. What is the slope and
where x represents the
y-intercept of the line and what do they represent? number of years since
2. Harrison draws a rectangle, and then in each successive figure he splits the rectangles into two 2000, and y represents
rectangles as shown. the highest maximum
temperature in degrees
Fahrenheit. The slope
is 0.67, which means
that the maximum high
temperature increases
a. Analyze the number of rectangles in each figure. Describe the pattern.
by 0.67 degrees
b. Write the number of rectangles in each of the first six figures as a numeric sequence. Fahrenheit each year.
3. Determine the slope, x-intercept, and y-intercept of the graph. The y-intercept is 53.05,
which represents
y
the maximum high
8
temperature in the
year 2000.
6
4
2a. There is one rectangle
in the first figure, two
2
in the second, four in
−8 −6 −4 −2 0 2 4 6 8 x the third, and eight in
−2 the fourth. For each
−4 successive figure, the
−6
number of rectangles
−8
in each figure doubles.
2b. 1, 2, 4, 8, 16, 32
1
3. The slope is __
 2 , the
x-intercept is (2, 0), and
the y-intercept is (0, 21).

Linear Regressions
Summary
KEY TERMS
• Least Squares Method • correlation • sufficient condition
• centroid • correlation coefficient • common response
• regression line • coefficient of determination • confounding variable
• interpolation • causation
• extrapolation • necessary condition
LESSON
Like a Glove
1
Technology calculates the line of best fit of data on a scatter plot using the Least Squares Method.
The line includes the centroid, or the point whose x value is the mean of all x values and whose y
value is the mean of all y values. The regression line has the smallest possible vertical distance
from each given data point to the line. The sum of the squares of these distances is at a minimum
with the regression line.
If there is a linear association between the independent and dependent variables, a linear
regression can be used to make predictions within the data set. Using a linear regression to make
predictions within the data set is called interpolation. To make predictions outside the data set is
called extrapolation.
For example, consider the situation of Nina selling charms to her Month Charms Sold
classmates. The table records the sales of her charms over the 1 3
months since she began selling them. 2 7
3 8
4 12
5 17
6 24

y The regression line modeling the situation
is graphed on the scatter plot shown.
36
32
The linear regression equation is
y 5 3.97x 2 2.07.
28
24
Using the equation to interpolate, Nina should sell
Charms Sold
about 14 charms in the fourth month.

20
16
y 5 3.97(4) 2 2.07
5 13.81
12
Using the equation to extrapolate, Nina should
8
sell about 30 charms in the eighth month.
4
x y 5 3.97(8) 2 2.07
0 1 2 3 4 5 6 7 8 9 5 29.69
Month
LESSON
Gotta Keep It Correlatin’

2
The measure of how well a regression fits a set of data is called correlation. When dealing with
regression equations, the variable r is used to represent a value called the correlation
coefficient. The correlation coefficient indicates how close the data are to the graph of the
regression equation. The correlation coefficient falls between 21 and 0 if the data show a negative
association or between 0 and 1 if the data show a positive association. The closer the r-value is to
1 or 21, the stronger the relationship is between the two. The coefficient of determination, r2,
measures how well the regression line fits the data. It represents the percentage of variation of the
observed values of the data points from their predicted values.

y For example, consider the possible r-values for
r = –0.88
a linear regression given for the data graphed in
9 r = –0.11
r = 0.88
the scatter plot.
8
r = 0.11
7
The data has a positive correlation. Because of
6 this, r-value must be positive. Also, the data are
5 fairly close to forming a straight line, so of the
4 choices, r 5 0.88 would be the most accurate.
3 Technology can be used to verify the correlation
2
coefficient. The coefficient of determination for
this data set is 0.7744.
1
x
0 1 2 3 4 5 6 7 8 9
When interpreting the correlation between two variables, you are looking at the association between
the variables. While an association may exist, that does not mean there is causation between
the variables. Causation is when one event causes a second event. A correlation is a necessary
condition for causation, but a correlation is not a sufficient condition for causation. Correlation
may be due to a common response, which is when another reason may cause the same result, or a
confounding variable, which is when other variables are either unknown or unobserved.
For example, consider an experiment conducted by a group of college students that found that
more class absences correlated to rainy days. The group concluded that rain causes students to be
sick. However, this correlation does not imply causation. Rain is neither a necessary condition
(because students can get sick on days it does not rain) nor a sufficient condition (because not
every student who is absent is necessarily sick) for students being sick.

Glossary
A
absolute minimum
absolute maximum
A function has an absolute minimum if there
A function has an absolute maximum if there is a point that has a y-coordinate that is less
is a point that has a y-coordinate that is than the y-coordinates of every other point
greater than the y-coordinates of every other on the graph.
point on the graph.
Example
Example
The ordered pair (1, 24) is the absolute
The ordered pair (4, 2) is the absolute minimum of the graph of the function
maximum of the graph of the function 2 4 10
1 2 y 5 __
  3 x2 2 __
  3 x 2 ___
  3  .
f(x) 5 2 __
2 x 1 4x 2 6.
y
y
8
8
6
6
4
4
(4, 2) y = 2 x 2 – 4 x – 10 2
3 3 3
2
–8 –6 –4 –2 0 2 4 6 8 x
–8 –6 –4 –2 0 2 4 6 8 x
–2
–2
–4
–4 (1, –4)
–6
–6
–8
–8
1
y = – x2 + 4x – 6
2
argument of a function
The argument of a function is the variable on

which the function operates.
Example
In the function f(x 1 5) 5 32, the argument is
x 1 5.
Glossary • G-1
A1_THL_GLOSS_TIG.indd 1 03/06/21 8:23 PM

arithmetic sequence axis of symmetry
An arithmetic sequence is a sequence of The axis of symmetry of a parabola is the

numbers in which the difference between any vertical line that passes through the vertex and
two consecutive terms is a constant. divides the parabola into two mirror images.
Example Example
The sequence 1, 3, 5, 7 is an arithmetic Line K is the axis of symmetry of this parabola.
sequence with a common difference of 2.
K
average rate of change
Another name for the slope of a linear function

is average rate of change. The formula for the
f(t) 2 f(s)
average rate of change is   ________ . 
t 2 s   
Example
The average rate of change of the function
shown is 3.
8
B
6
base
4
2 The base of a power is the expression that is

used as a factor in the repeated multiplication.
–8 –6 –4 –2 0 2 4 6 8 x
–2
–4 basic function
–6
A basic function is the simplest function of
–8 its type.
Example
The basic linear function is f(x) 5 x.
The basic exponential function is g(x) 5 2 x.
The basic quadratic function is h(x) 5 x2.
binomial
Polynomials with exactly two terms

are binomials.
Example
The polynomial 3x 1 5 is a binomial.
G-2 • Glossary

boundary line closed (closure)
A boundary line, determined by the inequality When an operation is performed on any of the
in a linear inequality, divides the plane into two numbers in a set and the result is a number
half-planes and the inequality symbol indicates that is also in the same set, the set is said to be
which half-plane contains all the solutions. closed (or to have closure) under that operation.
Example Example
For the linear inequality y . 2x 1 8, the The set of whole numbers is closed under
boundary line is a dashed line because no point addition. The sum of any two whole numbers is
on that line is a solution. always another whole number.
8
coefficient of determination
6 The coefficient of determination measures how
4 well the graph of a regression fits the data. It is
2 calculated by squaring the correlation coefficient
and represents the percentage of variation of
–8 –6 –4 –2 0 2 4 6 8 x the observed values of the data points from
–2 their predicted values.
–4
Example
–6
The correlation coefficient for a data set is
–8
20.9935. The coefficient of determination for
the same data set is approximately 0.987, which
means 98.7% of the data values should fall on
the graph.
C
causation common difference
Causation is when one event affects the The difference between any two consecutive
outcome of a second event. terms in an arithmetic sequence is called the
common difference. It is typically represented by
the variable d.
centroid Example
The centroid is a point whose x-value is the The sequence 1, 3, 5, 7 is an arithmetic
mean of all the x-values of the points on the sequence with a common difference of 2.
scatter plot and its y-value is the mean of all the
y-values of the points on the scatter plot.
Example
common ratio
For the data points (1, 3), (1, 7), (2, 6), (3, 5), and The ratio between any two consecutive terms
(3, 4), the centroid is (2, 5). in a geometric sequence is called the common
ratio. It is typically represented by the variable r.
Example
The sequence 2, 4, 8, 16 is a geometric
sequence with a common ratio of 2.
Glossary • G-3

common response conjecture
A common response is when a variable other A conjecture is a mathematical statement

than the ones measured cause the same result that appears to be true, but has not been
as the one observed in the experiment. formally proven.
completing the square consistent systems
Completing the square is a process for writing a Systems that have one or many solutions are
quadratic expression in vertex form which then called consistent systems.
allows you to solve for the zeros.
constant function
compound interest
If the dependent variable of a function does not
In a compound interest account, the balance is change or remains constant over the entire domain,
multiplied by the same amount at each interval. then the function is called a constant function.
Example Example
Sonya opens a savings account with $100. She The function shown is a constant function.
earns $4 in compound interest the first year.
The compound interest y is found by using the f(x)
equation y 5 100(1 1 0.04) t, where t is the time 10
in years.
concave down
A graph that opens downward is identified as

being concave down.
0 x
concave up 10
A graph that opens upward is identified as being

concave up. constraints
In a system of linear inequalities, the inequalities

confounding variable are known as constraints because the values of
the expressions are “constrained” to lie within a
A confounding variable is when there are other certain region on the graph.
variables in an experiment that are unknown
or unobserved.
G-4 • Glossary

continuous graph correlation coefficient
A continuous graph is a graph of points that The correlation coefficient is a value between 21
are connected by a line or smooth curve on the and 1, which indicates how close the data are
graph. Continuous graphs have no breaks. to the graph of the regression equation. The
closer the correlation coefficient is to 21 or 1,
Example
the stronger the relationship is between the two
The graph shown is a continuous graph. variables. The variable r is used to represent the
y
10
Example
The correlation coefficient for these data
is 20.9935. The value is negative because the
equation has a negative slope. The value is close
to 21 because the data are very close to the
–10 0 10 x graph of the equation of the line.
How Long Does an Ice

y Sculpture Last?
108
–10
Percent of Sculpture Remaining

96
84
correlation 72
60
A measure of how well a regression fits a set of 48
data is called a correlation.
36
24
12
0 1 2 3 4 5 6 7 8 9 x
Time (hours)
Glossary • G-5

D
difference of two squares
decreasing function
The difference of two squares is an expression in
If a function decreases across the entire domain, the form a2 2 b2 that can be factored as
then the function is called a decreasing function. (a 1 b)(a 2 b).
Example
The function shown is a decreasing function. discrete graph
f(x)
A discrete graph is a graph of isolated points.
10
Example
The graph shown is a discrete graph.
y
10
0 x
10
–10 0 10 x
degree
The degree of a polynomial is the greatest

variable exponent in the expression.
–10
degree of a polynomial
The greatest exponent for any variable term

in a polynomial determines the degree of discriminant
the polynomial.
Example The discriminant is the radicand expression in
the Quadratic Formula which “discriminates” the
The polynomial 2x3 1 5x2 2 6x 1 1 has a number of real roots of a quadratic equation.
degree of 3.
Example
The discriminant in the Quadratic Formula is the
dependent quantity expression b2 2 4ac.
When one quantity is determined by another in a

problem situation, it is said to be the dependent domain
quantity.
Example The domain is the set of input values in a relation.
In the relationship between driving time and Example

distance traveled, distance is the dependent The domain of the function y 5 2x is the set of all
quantity, because distance depends on the real numbers.
driving time.
G-6 • Glossary

double root exponential decay function
The root of an equation indicates where the An exponential decay function is an exponential
graph of the equation crosses the x-axis. function with a b-value greater than 0 and less
A double root occurs when the graph just than 1 and is of the form y 5 a ? (1 2 r) x, where r
touches the x-axis but does not cross it. is the rate of decay.
Example Example
The quadratic equation y 5 (x 2 2)2 has a double Greenville has a population of 7000. Its
root at x 5 2. population is decreasing at a rate of 1.75%. The
y exponential decay function that models this
situation is f(x) 5 7000 ? 0.9825x.
8
6
4
exponential functions
2 The family of exponential functions includes
functions of the form f(x) 5 a ? bx, where a and b
–6 –4 –2 0 2 4 6 x
–2 are real numbers, and b is greater than 0 but is
not equal to 1.
–4
Example
The function f(x) 5 2 x is an exponential function.
E
exponential growth function
explicit formula
An exponential growth function is an
An explicit formula of a sequence is a formula for exponential function with a b-value greater than
calculating the value of each term of a sequence 1 and is of the form y 5 a ? (1 1 r) x, where r is
using the term’s position in the sequence. The the rate of growth.
explicit formula for an arithmetic sequence is Example
an 5 a1 1 d(n 2 1). The explicit formula for a
geometric sequence is Blueville has a population of 7000. Its population
gn 5 g1 ? r n 2 1. is increasing at a rate of 1.4%. The exponential
growth function that models this situation is
Example f(x) 5 7000 ? 1.014 x.
The sequence 1, 3, 5, 7, 9, . . . can be described
by the rule an 5 2n 2 1 where n is the position of
the term. The fourth term of the sequence extract the square root
a4 is 2(4) 2 1, or 7.
To extract a square root, solve an equation of
the form a2 5 b for a.
exponent
extrapolation
The exponent of a power is the number of times
that the base is used as a factor in the repeated To make predictions for values of x that are
multiplication. outside of the data set is called extrapolation.
Glossary • G-7

F
finite sequence
Factor Theorem
If a sequence terminates, it is called a
The Factor Theorem states that a polynomial
finite sequence.
function p(x) has x 2 r as a factor if and only if the
value of the function at r is 0, or p(r) 5 0. Example
The sequence 22, 26, 30 is a finite sequence.
factored form
A quadratic function written in factored form is in

the form f(x) 5 a(x 2 r1)(x 2 r2), where a fi 0.
Example
The function h(x) 5 x2 2 8x 1 12 written in
factored form is (x 2 6)(x 2 2).
first differences
First differences are the values determined by subtracting consecutive output values in a table
when the input values have an interval of 1.
Example
Time (minutes) Height (feet)

First Differences
0 0
12051 1800 2 0 5 1800
1 1800
22151 3600 2 1800 5 1800
2 3600
32251 5400 2 3600 5 1800
3 5400
function function notation
A function is a relation that assigns to each Function notation is a way of representing

element of the domain exactly one element of functions algebraically.
the range.
Example
Example
In the function f(x) 5 0.75x, f is the name of
The equation y 5 2x is a function. Every value of x the function, x represents the domain, and f(x)
has exactly one corresponding y-value. represents the range.
function family
A function family is a group of functions that

share certain characteristics.
Example
Linear functions and exponential functions are
examples of function families.
G-8 • Glossary

G
horizontal asymptote
general form (standard form) of a
quadratic function A horizontal asymptote is a horizontal line
that a function gets closer and closer to, but
A quadratic function written in the form never intersects.
f(x) 5 ax2 1 bx 1 c, where a fi 0, is in general
Example
form, or standard form.
The graph shows a horizontal asymptote at
Example
y 5 21.
The function f(x) 5 25x2 2 10x 1 1 is written in
general form. y
4
geometric sequence 3
2
A geometric sequence is a sequence of numbers
in which the ratio between any two consecutive 1
terms is a constant.
–4 –3 –2 –1 0 1 2 3 4 x
Example –1
The sequence 2, 4, 8, 16 is a geometric sequence –2
with a common ratio of 2.
–3
–4
H
half-plane
The graph of a linear inequality is a half-plane, or I

half of a coordinate plane.
Example inconsistent systems
The shaded portion of the graph is a half-plane. Systems with no solution are called
inconsistent systems.
y
18
16
14
12
10
0 1 2 3 4 5 6 7 8 9 x
Glossary • G-9

increasing function infinite solutions
If a function increases across the entire An equation with infinite solutions means
domain, then the function is called an that any value for the variable makes the
increasing function. equation true.
Example Example
The function shown is an increasing function. The equation 2x 1 1 5 2x 1 1 has
infinite solutions.
f(x)
10
f interpolation
Using a linear regression to make predictions

within the data set is called interpolation.
L
leading coefficient
The leading coefficient of a polynomial is the

0
10 x numeric coefficient of the term with the
greatest power.
Example
independent quantity
In the polynomial 27x2 1 x 1 25, the value 27 is
The quantity that the dependent the leading coefficient.
quantity depends upon is called
the independent quantity.
Example
In the relationship between driving time
and distance traveled, driving time is the
independent quantity, because it does not
depend on any other quantity.
infinite sequence
If a sequence continues on forever, it is called an

infinite sequence.
Example
The sequence 22, 26, 30, 34 . . . is an
infinite sequence.
G-10 • Glossary

Least Squares Method linear combinations method
The Least Squares Method is a method that The linear combinations method is a process
creates a regression line for a scatter plot that used to solve a system of equations by adding
has two basic requirements: 1) the line must two equations together, resulting in an equation
contain the centroid of the data set, and 2) the with one variable.
sum of the squares of the vertical distances
Example
from each given data point is at a minimum with
the line. Solve the following system of equations by using
the linear combinations method:
Example
6x 2 5y 5 3
The regression line shown was created using the
2x 1 2y 5 12
Least Squares Method.
First, multiply the second equation by 23. Then,
y
Production of Trinkets add the equations and solve for the remaining
variable. Finally, substitute y 5 3 into the first
180 equation and solve for x. The solution of the
system is (3, 3).
160
Trinkets Produced (trinkets)
140
120 linear functions

100
The family of linear functions includes functions
80 of the form f(x) 5 ax 1 b, where a and b are
60 real numbers.
40 Example
20
The function f(x) 5 3x 1 2 is a linear function.
0 1 2 3 4 5 6 7 8 9 x
Time (hours)
line of reflection
A line of reflection is the line that the graph is

linear absolute value equation reflected across.
Example
An equation in the form |x 1 a| 5 c is a linear
absolute value equation. The graph of y 5 |x| 1 2 was reflected across
the line of reflection, y 5 0.
Example
y
The equation |x 2 1| 5 6 is a linear absolute
value equation. 8
linear absolute value functions 4
2
The family of linear absolute value functions
includes functions of the form f(x) 5 a|x 1 b| 1 c, –8 –6 –4 –2 0 2 4 6 8 x
where a, b, and c are real numbers, and a is not –2
equal to 0.
–4
Example
–6
The function f(x) 5 |x 2 3| 2 2 is a linear
–8
absolute value function.
Glossary • G-11

P
literal equation
parabola
Literal equations are equations in which the
variables represent specific measures. The shape that a quadratic function forms when
graphed is called a parabola. A parabola is a
Example smooth curve with reflectional symmetry.
The equations I 5 Prt and A 5 lw are Example
literal equations.
y
M 8
6
mathematical modeling 4
(4, 2)
2
Mathematical modeling is explaining patterns in
the real world based on mathematical ideas. –8 –6 –4 –2 0 2 4 6 8 x
–2
–4
monomial –6
–8
Polynomials with only one term are monomials. 1
y = – x2 + 4x – 6
2
Example
The expressions 5x, 7, 22xy, and 13x3
are monomials. perfect square trinomial
A perfect square trinomial is an expression in the

N form a2 1 2ab 1 b2 or in the form a2 2 2ab 1 b2.
necessary condition
point-slope form
A correlation is a necessary condition for
causation, meaning that for one variable to cause The point-slope form of a linear equation is
another, they must be correlated. y 2 y1 5 m(x 2 x1)
no solution polynomial
An equation with no solution means that there is A polynomial is a mathematical expression
no value for the variable that makes the equation involving the sum of powers in one or more
true. variables multiplied by coefficients.
Example Example
The equation 2x 1 1 5 2x 1 3 has no solution. The expression 3x3 1 5x 2 6x 1 1 is
a polynomial.
G-12 • Glossary

polynomial long division quadratic functions
Polynomial long division is an algorithm for The family of quadratic functions includes
dividing one polynomial by another of equal or functions of the form f(x) 5 ax2 1 bx 1 c, where a,
lesser degree. The process is similar to integer b, and c are real numbers, and a is not equal to 0.
long division
Examples
Example
The equations y 5 x2 1 2x 1 5 and
y 5 24x2 2 7x 1 1 are quadratic functions.
Polynomial Long Division
R
(2x2 1 5x 2 12) 4 (x 1 4)
range
or
2x2 1 5x 2 12
_____________________
  
  x 1 4   The range is the set of output values in a relation.
2x2 Example
A D A. Divide   ____
x    5 2x.
2x 2 3 The range of the function y 5 x2 is the set of all
B. M ultiply 2x(x 1 4),
numbers greater than or equal to zero.
___________________
x 1 4  Q  2x
   2
1 5x 2 12  and then subtract.
B
2(2x 1 8x) 2
C C. B
ring down 212.
23x 2 12
D. Divide   ____ recursive formula
23x
x     5 23.
2(23x 2 12)
E. Multiply 23(x 1 4),
Remainder 0 A recursive formula expresses each new term of
and then subtract. a sequence based on the preceding term in the
sequence. The recursive formula for an arithmetic
sequence is an 5 an 2 1 1 d. The recursive formula
power for a geometric sequence is
gn 5 gn 2 1 ? r.
A power has a base and an exponent. Example
The formula an 5 an 2 1 1 2 is a recursive formula.
Each successive term is calculated by adding 2 to
principal square root the previous term. If a1 5 1, then
a2 5 1 1 2 5 3.
A positive square root of a number.
Q
Quadratic Formula
__________
2b  √  b2 2 4ac  
The Quadratic Formula is x 5  ________________
   2a  ,
 
and can be used to calculate the solutions to any
quadratic equation of the form ax2 1 bx 1 c, where
a, b, and c represent real numbers and a fi 0.
Glossary • G-13

reflection root (roots)
A reflection of a graph is a mirror image of the The root or roots of an equation indicate where
graph about a line of reflection. the graph of the equation crosses the x-axis.
Example Example
The triangle on the right is a reflection of the The roots of the quadratic equation
triangle on the left. x2 2 4x 1 3 5 0 are x 5 3 and x 5 1.
y y
8
8
6
6
4
4
2
2
x
(1, 0) (3, 0)
–10 –8 –6 –4 –2 0 2 4 6
–2 –6 –4 –2 0 2 4 6 x
–2
–4
–4
–6
Line of –8
Reflection
S
regression line second differences
On a scatter plot, a regression line is a Second differences are the differences between
mathematical model that can be used to predict consecutive values of the first differences.
the values of a dependent variable based upon Example
the values of an independent variable.
x y First
relation 23 25 Differences Second
Differences
22 0 5
A relation is the mapping between a set of input 22
values called the domain and a set of output 3
21 3
values called the range. 22
0 4 1
Example 22
1 3 21
The set of points {(0, 1), (1, 8), (2, 5), (3, 7)} 22
is a relation. 23
2 0
22
3 25 25
G-14 • Glossary

sequence solution of a system of linear
inequalities
A sequence is a pattern involving an ordered
arrangement of numbers, geometric figures, The solution of a system of linear inequalities
letters, or other objects. is the intersection of the solutions to each
Example inequality. Every point in the intersection region
satisfies all inequalities in the system.
The numbers 1, 1, 2, 3, 5, 8, 13 form a sequence.
Example
The solution of this system of linear inequalities …
simple interest
200a 1 100c # 800
In a simple interest account, the interest earned 75(a 2 1) 1 50c $ 150
at the end of each interval is a percent of the
starting balance (also known as the principal). … is shown by the shaded region, which
represents the intersection of the solutions to
Example each inequality.
Tonya deposits $200 in a 3-year certificate
y
of deposit that earns 4% simple interest. The
amount of interest that Tonya earns can be
8
found using the simple interest formula.
6
I 5 (200)(0.04)(3)
I 5 24 4
Tonya earns $24 in interest.
Child Rafters
2
–8 –6 –4 –2 0 2 4 6 8 x
solution –2
–4
The solution to an equation is any value
for the variable that makes the equation –6
a true statement. –8
Example
The solution of the equation 3x 1 4 5 25 is 7 Adult Rafters
because 7 makes the equation true:
3(7) 1 4 5 25, or 25 5 25.
solve an inequality
To solve an inequality means to determine

the values of the variable that make the
inequality true.
Example
The inequality x 1 5 . 6 can be solved by
subtracting 5 from each side of the inequality.
The solution is x . 1. Any number greater than 1
will make the inequality x 1 5 . 6 true.
Glossary • G-15

T
standard form
term of a sequence
The standard form of a linear equation is
Ax 1 By 5 C, where A, B, and C are constants and A term of a sequence is an individual number,
A and B are not both zero. figure, or letter in the sequence.
Example
In the sequence 2, 4, 6, 8, 10, the first term
standard form of a linear equation
is 2, the second term is 4, and the third term
The standard form of a linear equation is is 6.
Ax 1 By 5 C, where A, B, and C are constants and
A and B are not both zero.
trinomial
Polynomials with exactly three terms

sufficient condition
are trinomials.
A correlation is not a sufficient condition for Example
causation, meaning that a correlation between
The polynomial 5x2 2 6x 1 9 is a trinomial.
two variables is not enough to establish that one
variables causes another.
V
system of linear equations vertex form
When two or more linear equations define a A quadratic function written in vertex form is in
relationship between quantities, they form a the form f(x) 5 a(x 2 h)2 1 k, where a fi 0.
system of linear equations. Example
Example The quadratic equation y 5 2(x 2 5)2 1 10 is
The equations y 5 3x 1 7 and y 5 24x are a written in vertex form. The vertex of the graph is
system of linear equations. the point (5, 10).
y 5 3x 1 7
y 5 24x
y
–8 –6 –4 –2 0 2 4 6 8 x
–2
–4
–6
–8
G-16 • Glossary

vertex of a parabola Vertical Line Test
The vertex of a parabola is the lowest or highest The Vertical Line Test is a visual method used to
point on the graph of the quadratic function. determine whether a relation represented as a
graph is a function.
Example
2 4 10 Example
The vertex of the graph of y 5 __  3 x2 2 __
  5 x 2 ___
  3  
is the point (1, 24), the absolute minimum of The equation y 5 3x2 is a function. The graph
passes the Vertical Line Test because there are
the parabola.
no vertical lines that can be drawn that would
y
intersect the graph at more than one point.
y
8
6 30
4 25
y = 2 x 2 – 4 x – 10 2
3 3 3 20
0 x 15
–8 –6 –4 –2 2 4 6 8
–2 10
–4 5
(1, –4)
–6
–4 –3 –2 –1 0 1 2 3 4 x
–8 –5
–10
The equation x2 1 y2 5 9 is not a function. The

graph fails the Vertical Line Test because a
vertical line can be drawn that intersects the
graph at more than one point.
–4 –3 –2 –1 0 1 2 3 4 x
–1
–2
–3
–4
Glossary • G-17

Z
vertical motion model
zero of a function
A vertical motion model is a quadratic equation
that models the height of an object at a given A zero of a function is a real number that makes
time. The equation is of the form g(t) 5 216t2 1 the value of the function equal to zero, or f(x) 5 0.
v0t 1 h0, where g(t) represents the height of the Example
object in feet, t represents the time in seconds
that the object has been moving, v0 represents The zero of the linear function f(x) 5 2(x 2 4)
the initial velocity (speed) of the object in feet per is (4, 0).
second, and h0 represents the initial height of the The zeros of the quadratic function
object in feet. f(x) 5 22x2 1 4x are (0, 0) and (2, 0).
Example
A rock is thrown in the air at a velocity of 10 feet Zero Product Property
per second from a cliff that is 100 feet high. The
height of the rock is modeled by the equation The Zero Product Property states that if the
y 5 216t2 1 10t 1 100. product of two or more factors is equal to zero,
then at least one factor must be equal to zero.
X
x-intercept
The point where a graph crosses the x-axis is the

x-intercept.
Y
y-intercept
The point where a graph crosses the y-axis is the

y-intercept.
G-18 • Glossary

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Algebra 1

Sandy Bartle Finocchi and Amy Jones Lewis

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WE BELIEVE that math education is about more than memorizing

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Module 1: Searching for Patterns

1.2 A Sort of Sorts

1.4 Function Families for 2000, Alex

2.2 The Password Is… Operations!

2.3 Did You Mean: Recursion?

2.4 3 Pegs, N Discs

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Equivalence & Congruence

Proportionality & Similarity

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