- NV Math Team
- Getting Started
- Algebra I Archive
- 1: Curriculum Components
- 2: Instructional Routines
- 2A: Contemplate then Calculate
- 2B: Connecting Representations
- 2C: Group Learning Routines
- 2D: Additional Instructional Routines
- 3: ELL and SpEd Student Support
- A1 U0: Introduction to Algebra I
- A1 U1: Modeling with Functions
- A1 U2: Linear and Exponential Functions
- A1 U3: Linear Equations and Inequalities in One Variable
- A1 U4: Linear Equations and Inequalities in Two Variables
- A1 U5: Quadratic Functions
- A1 U6: Quadratic Equations
- A1 U7: Statistics
- Geometry & Algebra II Archive
- Geo U0: Introduction to Geometry
- Geo U1: Tools of Geometry
- Geo U2: Proofs about Congruence
- Geo U3: Similarity and Proof
- Geo U4: Right Triangle Trigonometry
- Geo U5: Extending to Three Dimensions
- Geo U6: Coordinate Geometry
- Geo U6: Circles
- A2 U0: Introduction to Algebra II
- A2 U1: Families of Functions
- A2 U2: Exponential Functions
- A2 U3: Trigonometric Functions
- A2 U4: Rational and Polynomial Functions
- A2 U5: Probability
- A2 U6: Statistics (Inferences from Data)
- Regents Readiness
- Find Resources
13 Components
Initial Task
Big Idea 1: Rate of change determines other characteristics of a quadratic function.
Big Idea 2: All quadratic functions share similar graphs, behaviors, and characteristics.
Big Idea 3: Functions can be represented in multiple, equivalent ways.
Formative Assessment Lesson
Re-engagement
Browse Components
Initial Task
Big Idea 1: Rate of change determines other characteristics of a quadratic function.
Big Idea 2: All quadratic functions share similar graphs, behaviors, and characteristics.
Big Idea 3: Functions can be represented in multiple, equivalent ways.
Formative Assessment Lesson
Re-engagement
Big Idea 1: Rate of change determines other characteristics of a quadratic function:
All Resources for Big Idea 1
Core Resource
A core resource supports multiple days of instruction for this Big Idea.
- Using Core Resources Guide
Instructional Routine: Contemplate then CalculateSee 4 resources
These tasks are embedded within the instructional routine called Contemplate then Calculate.
- Area of RectanglesResource:Area of Rectangles
Students will use the structure of a visual pattern that is growing in two dimensions to calculate the area of a subsequent figure. Attention should be paid to the connection between area and quadratic functions.
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- Growing HexagonsResource:Growing Hexagons
Make connections between the operations used to model how a figure changes in a pattern to predict future values.
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Teacher Feedback
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- Quadratic SequenceResource:Quadratic Sequence
Use the structure of a quadratic sequence to find a missing value.
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- Using Contemplate then Calculate Guide
Instructional Routine: Connecting RepresentationsSee 4 resources
These tasks are embedded within the instructional routine called Connecting Representations.
- Graphs and Descriptions of ParabolasResource:Graphs and Descriptions of Parabolas
Students will connect a graph of a parabola with a written description of its axis and number of roots.
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All Resources From:![None]()
A1 U5Quadratic Functions
- Quadratic Graphs and ScenariosResource:Quadratic Graphs and Scenarios
Students will connect the graph of a quadratic function with a scenario that could be represented by it.
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All Resources From:![None]()
A1 U5Quadratic Functions
- Quadratic SequencesResource:Quadratic Sequences
Use the structure of a set of sequences to match these sequences to quadratic functions.
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- Vertices and axis of symmetryResource:Vertices and axis of symmetry
Use the structure of the graph of a parabola to make connections to the vertex and axis of symmetry of those parabolas.
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