**Title:** A Piece of Pi

**Description:**
This lesson uses graphing to help students understand that pi is a constant and is the slope of the line graphed on a circumference vs. diameter graph.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
**Standard(s): **

[MA2015] AL1 (9-12) 45: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [S-ID6]

**Subject:**Mathematics (9 - 12)

**Title:**A Piece of Pi

**Description:**This lesson uses graphing to help students understand that pi is a constant and is the slope of the line graphed on a circumference vs. diameter graph.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

**Title:** Math is Functional

**Description:**
This lesson is a technology-based activity in which students extend graphing of linear functions to the use of spreadsheet software. After students have become proficient in constructing a table of values, students are able to efficiently graph equations with more extensive computational requirements. Furthermore, inquiry and discovery about slope and y-intercept will help students conceptualize material normally presented in Algebra I textbooks.
**Standard(s): **

[MA2015] AL1 (9-12) 13: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [A-CED2]

**Subject:**Mathematics (9 - 12), or Technology Education (9 - 12)

**Title:**Math is Functional

**Description:**This lesson is a technology-based activity in which students extend graphing of linear functions to the use of spreadsheet software. After students have become proficient in constructing a table of values, students are able to efficiently graph equations with more extensive computational requirements. Furthermore, inquiry and discovery about slope and y-intercept will help students conceptualize material normally presented in Algebra I textbooks.

**Title:** You Mean ANYTHING To The Zero Power Is One?

**Description:**
This lesson is a technology-based project to reinforce concepts related to the Exponential Function. It can be used in conjunction with any textbook practice set. Construction of computer models of several Exponential Functions will promote meaningful learning rather than memorization.
**Standard(s): **

**Subject:**Mathematics (9 - 12), or Technology Education (9 - 12)

**Title:**You Mean ANYTHING To The Zero Power Is One?

**Description:**This lesson is a technology-based project to reinforce concepts related to the Exponential Function. It can be used in conjunction with any textbook practice set. Construction of computer models of several Exponential Functions will promote meaningful learning rather than memorization.

**Title:** Numerical Analysis

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students use iteration, recursion, and algebra to model and analyze a changing fish population. They use an interactive spreadsheet application to investigate their models.
**Standard(s): **

[MA2015] DM1 (9-12) 3: Use the recursive process and difference equations to create fractals, population growth models, sequences, series, and compound interest models. (Alabama)

**Subject:**Mathematics,Science

**Title:**Numerical Analysis

**Description:**In this lesson, one of a multi-part unit from Illuminations, students use iteration, recursion, and algebra to model and analyze a changing fish population. They use an interactive spreadsheet application to investigate their models.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** How Should I Move?

**Description:**
In this Illuminations lesson, a motion detector is used to help students understand graphs and equations. Students experience constant and variable rates of change and are challenged to consider graphs where no movements are possible to create them. Multiple representations are used throughout the lesson to allow students to build their fluency with in how graphs, tables, equations, and physical modeling are connected. The lesson also allows students to investigate multiple function types, including linear, exponential, quadratic, and piecewise.
**Standard(s): **

[MA2015] AL1 (9-12) 31: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [F-IF7]

**Subject:**Mathematics

**Title:**How Should I Move?

**Description:**In this Illuminations lesson, a motion detector is used to help students understand graphs and equations. Students experience constant and variable rates of change and are challenged to consider graphs where no movements are possible to create them. Multiple representations are used throughout the lesson to allow students to build their fluency with in how graphs, tables, equations, and physical modeling are connected. The lesson also allows students to investigate multiple function types, including linear, exponential, quadratic, and piecewise.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8,9,10,11,12

**Title:** Graph Chart

**Description:**
Using this reproducible chart, from an Illuminations lesson, students record the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs. This resource can also be used as an overhead transparency so students can share their results with their classmates.
**Standard(s): **

[MA2015] AL1 (9-12) 28: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. *Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.** [F-IF4]

**Subject:**Mathematics

**Title:**Graph Chart

**Description:**Using this reproducible chart, from an Illuminations lesson, students record the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs. This resource can also be used as an overhead transparency so students can share their results with their classmates.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Graph Chart

**Description:**
This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Graph Chart

**Description:**This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Think of a Graph

**Description:**
This reproducible transparency, from an Illuminations lesson, asks students to sketch a graph in which the side length of a square is graphed on the horizontal axis and the perimeter of the square is graphed on the vertical axis.
**Standard(s): **

[MA2015] ALC (9-12) 12: Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama)

**Subject:**Mathematics

**Title:**Think of a Graph

**Description:**This reproducible transparency, from an Illuminations lesson, asks students to sketch a graph in which the side length of a square is graphed on the horizontal axis and the perimeter of the square is graphed on the vertical axis.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Apple Pie Recording Chart

**Description:**
This reproducible activity sheet, from an Illuminations lesson, prompts students to use strings and rulers to measure and record the distance around several round objects, as well as the distance across the middle of those objects.
**Standard(s): **

[MA2015] AL1 (9-12) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [S-ID7]

**Subject:**Mathematics

**Title:**Apple Pie Recording Chart

**Description:**This reproducible activity sheet, from an Illuminations lesson, prompts students to use strings and rulers to measure and record the distance around several round objects, as well as the distance across the middle of those objects.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Automobile Mileage: Comparing and Contrasting

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students compare and contrast their findings from previous lessons of the unit. This lesson allows students the time they need to think about and discuss what they have done in the previous lessons. This lesson provides the teacher with another opportunity to listen to student discourse and assess student understanding.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Automobile Mileage: Comparing and Contrasting

**Description:**In this lesson, one of a multi-part unit from Illuminations, students compare and contrast their findings from previous lessons of the unit. This lesson allows students the time they need to think about and discuss what they have done in the previous lessons. This lesson provides the teacher with another opportunity to listen to student discourse and assess student understanding.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Bathtub Water Levels

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students examine real-life data that illustrates a negative slope. Students interpret the meaning of the negative slope and y-intercept of the graph of the real-life data. By examining the graphical representation of the data, students relate the slope and y-intercept of the least squares regression line to the real-life data. They also interpret the correlation coefficient of the least squares regression line. This lesson incorporates an interactive regression line applet.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Bathtub Water Levels

**Description:**In this lesson, one of a multi-part unit from Illuminations, students examine real-life data that illustrates a negative slope. Students interpret the meaning of the negative slope and y-intercept of the graph of the real-life data. By examining the graphical representation of the data, students relate the slope and y-intercept of the least squares regression line to the real-life data. They also interpret the correlation coefficient of the least squares regression line. This lesson incorporates an interactive regression line applet.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Gallery Walk

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students view the work of other students in the class and explain their own work. Students move from graph to graph during this time and, without any talking, view the work of their classmates. While on their Gallery Walk, the students think about the data their classmates plotted and whether or not the information accompanying each graph seems appropriate. Each pair of students then stands next to their own work and explains one of the graphs.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Gallery Walk

**Description:**In this lesson, one of a multi-part unit from Illuminations, students view the work of other students in the class and explain their own work. Students move from graph to graph during this time and, without any talking, view the work of their classmates. While on their Gallery Walk, the students think about the data their classmates plotted and whether or not the information accompanying each graph seems appropriate. Each pair of students then stands next to their own work and explains one of the graphs.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Tube Viewer Simulation

**Description:**
This student interactive, from Illuminations, simulates the effect of viewing an image through a tube. As students move the location of the person or change the length of the tube, the image and measurements also change.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Tube Viewer Simulation

**Description:**This student interactive, from Illuminations, simulates the effect of viewing an image through a tube. As students move the location of the person or change the length of the tube, the image and measurements also change.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12