###
Using Linear Equations to Count Pecans

**Students will write linear equations in point-slope form given two points via a verbal description.**

###
Working with Literal Equations

The lesson will provide a conceptual basis for illustrating the parallelism between solving multi-step equations and translating literal equations into solutions for specified variables.

###
Product and Quotient Properties of Exponents

This lesson helps students understand two foundational exponential properties: The Product and Quotient Properties of Exponents. Students will collaborate to formulate a rule for these properties. Ultimately, students should conclude that when the same bases are being multiplied, exponents will be added; and when the same bases are being divided, exponents will be subtracted. As the lesson progresses, students will apply these rules to simplify expressions of various difficulties.

###
Objects in Motion

This resource provides flexible alternate or additional learning activities for students learning about the concepts of distance, speed, and acceleration. IPC TEKS (4)(A)

###
Kid2Kid: Determining the Meaning of Slope and Intercepts

Kid2Kid videos on determining the meaning of slope and intercepts in English and Spanish

###
Conservation of Momentum

This resource was created to support TEKS IPC(4)(E).

###
Writing Equations to Describe Functional Relationships (Table → Equation)

Given a problem situation represented in verbal or symbolic form, the student will identify functions.

###
Writing Verbal Descriptions of Functional Relationships

Given a problem situation containing a functional relationship, the student will verbally describe the functional relationship that exists.

###
Writing Inequalities to Describe Relationships (Graph → Symbolic)

Given the graph of an inequality, students will write the symbolic representation of the inequality.

###
Writing Inequalities to Describe Relationships (Symbolic → Graph)

Describe functional relationships for given problem situations, and write equations or inequalities to answer questions arising from the situations.

###
Connecting Multiple Representations of Functions

The student will consider multiple representations of linear functions, including tables, mapping diagrams, graphs, and verbal descriptions.

###
Writing the Symbolic Representation of a Function (Graph → Symbolic)

Given the graph of a linear or quadratic function, the student will write the symbolic representation of the function.

###
Determining Reasonable Domains and Ranges (Verbal/Graph)

Given a graph and/or verbal description of a situation (both continuous and discrete), the student will identify mathematical domains and ranges and determine reasonable domain and range values for the given situations.

###
Interpreting Graphs

Given a graph, the student will analyze, interpret, and communcate the mathematical relationship represented and its characteristics.

###
Making Predictions and Critical Judgments (Table/Verbal)

Given verbal descriptions and tables that represent problem situations, the student will make predictions for real-world problems.

###
Collecting Data and Making Predictions

Given an experimental situation, the student will write linear functions that provide a reasonable fit to data to estimate the solutions and make predictions.

###
Writing Expressions to Model Patterns (Table/Pictorial → Symbolic)

Given a pictorial or tabular representation of a pattern and the value of several of their terms, the student will write a formula for the nth term of a sequences.

###
Finding Specific Function Values (Verbal/Symbolic)

Given a verbal and symbolic representations of a function, the student will find specific function values.

###
Simplifying Polynomial Expressions

Given verbal and symbolic representations of polynomial expressions, the student will simplify the expression.

###
Solving Equations and Inequalities

Given verbal and symbolic representations in the form of equations or inequalities, the student will transform and solve the equations or inequalities.