This task rquires students to determine if linear functions would be useful to model relationships presented in a data table.

This task requires students to use the fact that on the graph of the linear function h(x)=ax+b, the y-coordinate increases by a when x increases by one. Specific values for a and b were left out intentionally to encourage students to use the above fact as opposed to computing the point of intersection, (p,q), and then computing respective function values to answer the question.

This task gives a variet of real-life contexts which could be modeled by a linear or exponential function. The key distinguishing feature between the two is whether the change by equal factors over equal intervals (exponential functions), or by a constant increase per unit interval (linear functions).

An interactive applet and associated web page that demonstrate a linear pair of angles. A pair of angles are shown and the user can drag the common side. It demonstrates that they a supplementary (add to 180 degrees) and have a common side. The angle measures can be turned off for class discussion. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

An interactive applet that allows the user to graphically explore the properties of a linear functions. Specifically, it is designed to foster an intuitive understanding of the effects of changing the two coefficients in the function y=ax+b. The applet shows a large graph of a quadratic (ax + b) and has two slider controls, one each for the coefficients a and b. As the sliders are moved, the graph is redrawn in real time illustrating the effects of these variations. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

The coffee cooling experiment is a popular example of an exponential model with immediate appeal. The model is realistic and provides a good context for students to practice work with exponential equations.

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

The task provides an opportunity for students to engage in Mathematical Practice Standard 4: Model with mathematics.

The context of this task is a familiar one: a cold beverage warms once it is taken out of the refrigerator. Rather than giving the explicit function governing this warmth, a graph is presented along with the general form of the function. Students must then interpret the graph in order to understand more specific details regarding the function.

The purpose of this task is to give students experience modeling a real-world example of exponential growth, in a context that provides a vivid illustration of the power of exponential growth, for example the cost of inaction for a year.

These supplemental learning packages were designed to help address gaps in prerequisite knowledge resulting from school closures due to the 2020 pandemic. There are two different types of package. The Videos and Notes package includes the notes that we provide for each lesson. For each lesson, there is a QR code and link to the video playlist with lessons and examples. The Videos and Questions package allows for minimal printing. Each page in the package covers a single topic, and features a QR code and link to the video playlist. A selection of practice questions are included on the page. An answer key is included at the end of the package. You may wish to use both packages, as the only duplication is in the link and QR code.   

This simple conceptual problem does not require algebraic manipulation, but requires students to articulate the reasoning behind each statement.

This task provides an opportunity for students to construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

This task provides an opportunity for students to construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

This task focuses on the fact that exponential functions are characterized by equal successive quotients over equal intervals. This task can be used alongside F-LE Equal Factors over Equal Intervals.

This task focuses on the fact that linear functions are characterized by constant differences over equal intervals. It could be used alongside to F-LE Equal Differences over Equal Intervals I & II.

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