**Title:** Make a Conjecture

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart.
**Standard(s): **

[MA2015] AL1 (9-12) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [F-BF2]

**Subject:**Health,Mathematics

**Title:**Make a Conjecture

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart.

**Thinkfinity Partner:**Illuminations

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

**Title:** Linear Alignment

**Description:**
In this Illuminations lesson, students explore linear equations and the effects of changing the slope and y-intercept on a line. It gives students exposure to y = mx + b, and can be used as an introduction to the topic. Using graphing calculators, students are challenged to overlap lines onto the sides of polygons. To achieve this goal, students change slopes and y-intercepts of lines, noting observations about behavior as they work. As students change the y-intercept of a line, they see it raise or lower the line. As students change the slope, they see it affect the steepness of the line.
**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:**Linear Alignment

**Description:**In this Illuminations lesson, students explore linear equations and the effects of changing the slope and y-intercept on a line. It gives students exposure to y = mx + b, and can be used as an introduction to the topic. Using graphing calculators, students are challenged to overlap lines onto the sides of polygons. To achieve this goal, students change slopes and y-intercepts of lines, noting observations about behavior as they work. As students change the y-intercept of a line, they see it raise or lower the line. As students change the slope, they see it affect the steepness of the line.

**Thinkfinity Partner:**Illuminations

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

**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:** Finding Our Top Speed

**Description:**
This Illuminations lesson sets the stage for a discussion of travel in the solar system. By considering a real-world, hands-on activity, students develop their understanding of time and distance. The mathematics necessary for the lesson relate to measuring time and distance as well as graphing to portray the data collected.
**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,Science

**Title:**Finding Our Top Speed

**Description:**This Illuminations lesson sets the stage for a discussion of travel in the solar system. By considering a real-world, hands-on activity, students develop their understanding of time and distance. The mathematics necessary for the lesson relate to measuring time and distance as well as graphing to portray the data collected.

**Thinkfinity Partner:**Illuminations

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

**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:** Shrinking Candles, Running Water, Folding Boxes

**Description:**
This lesson, from Illuminations, allows students to look for functions within a given set of data. After analyzing the data, the students should be able to determine the type of function that represents the data.
**Standard(s): **

[MA2015] PRE (9-12) 25: Compare effects of parameter changes on graphs of transcendental functions. (Alabama)

**Subject:**Mathematics

**Title:**Shrinking Candles, Running Water, Folding Boxes

**Description:**This lesson, from Illuminations, allows students to look for functions within a given set of data. After analyzing the data, the students should be able to determine the type of function that represents the data.

**Thinkfinity Partner:**Illuminations

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

**Title:** Automobile Mileage: Age vs. Mileage

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students plot data about automobile mileage and interpret the meaning of the slope and y-intercept of the least squares regression line. By examining the graphical representation of the data, students analyze the meaning of the slope and y-intercept of the line and put those meanings in the context of the real-life application. This lesson incorporates an interactive regression line applet.
**Standard(s): **

**Subject:**Mathematics

**Title:**Automobile Mileage: Age vs. Mileage

**Description:**In this lesson, one of a multi-part unit from Illuminations, students plot data about automobile mileage and interpret the meaning of the slope and y-intercept of the least squares regression line. By examining the graphical representation of the data, students analyze the meaning of the slope and y-intercept of the line and put those meanings in the context of the real-life application. This lesson incorporates an interactive regression line applet.

**Thinkfinity Partner:**Illuminations

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

**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:** Exploring Linear Data

**Description:**
In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
**Standard(s): **

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

**Subject:**Mathematics

**Title:**Exploring Linear Data

**Description:**In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.

**Thinkfinity Partner:**Illuminations

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

**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:** What's the Function?

**Description:**
This lesson allows students to look for functions within a given set of data. After analyzing the data, students should be able to determine what type of function best represents the data. Then, students use regression on a calculator to determine the function that provides the best fit.
**Standard(s): **

[MA2015] PRE (9-12) 25: Compare effects of parameter changes on graphs of transcendental functions. (Alabama)

**Subject:**Mathematics

**Title:**What's the Function?

**Description:**This lesson allows students to look for functions within a given set of data. After analyzing the data, students should be able to determine what type of function best represents the data. Then, students use regression on a calculator to determine the function that provides the best fit.

**Thinkfinity Partner:**Illuminations

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

**Title:** The Centroid and the Regression Line

**Description:**
This lesson, one of a multi-part unit from Illuminations, provides students with the opportunity to investigate the relationship between a set of data points and a curve used to fit the data points, using a computer-based interactive tool. Using the Regression Line Applet, students investigate the centroid of a data set and its significance for the line fitted to the data.
**Standard(s): **

**Subject:**Mathematics

**Title:**The Centroid and the Regression Line

**Description:**This lesson, one of a multi-part unit from Illuminations, provides students with the opportunity to investigate the relationship between a set of data points and a curve used to fit the data points, using a computer-based interactive tool. Using the Regression Line Applet, students investigate the centroid of a data set and its significance for the line fitted to the data.

**Thinkfinity Partner:**Illuminations

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

**Title:** The Effects of Outliers

**Description:**
This lesson, one of a multi-part unit from Illuminations, provides students with the opportunity to investigate the relationship between a set of data points and a curve used to fit the data points, using a computer-based interactive tool. Using the Regression Line Applet, students investigate the effect of outliers on a regression line and easily see their significance.
**Standard(s): **

[MA2015] PRE (9-12) 44: Understand statistics as a process for making inferences about population parameters based on a random sample from that population. [S-IC1]

**Subject:**Mathematics

**Title:**The Effects of Outliers

**Description:**This lesson, one of a multi-part unit from Illuminations, provides students with the opportunity to investigate the relationship between a set of data points and a curve used to fit the data points, using a computer-based interactive tool. Using the Regression Line Applet, students investigate the effect of outliers on a regression line and easily see their significance.

**Thinkfinity Partner:**Illuminations

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

**Title:** Building Bridges

**Description:**
In this lesson, from Illuminations, students attempt to make a transition from arithmetical to algebraic thinking by extending from problems that have single-solution responses. Values organized into tables and graphs are used to move toward symbolic representations. Problem situations involving linear, quadratic, and exponential models are employed.
**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,Professional Development

**Title:**Building Bridges

**Description:**In this lesson, from Illuminations, students attempt to make a transition from arithmetical to algebraic thinking by extending from problems that have single-solution responses. Values organized into tables and graphs are used to move toward symbolic representations. Problem situations involving linear, quadratic, and exponential models are employed.

**Thinkfinity Partner:**Illuminations

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

**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