Unit 3 (Linear)

Unit 3 - Linear Functions Learning Targets
 
2a)  I can write a recursive rule, for example a Now-Next rule, for linear patterns given any representation (a graph, table, contextual situation, or function rule).
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2b) I can write a function rule (e.g. y= or f(x)=) for linear patterns given any representation. 
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2c) I can translate a graph of a linear function and rewrite the function rule to reveal the translation. 
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2d) I can explain the effects of a linear graph when f(x) is replaced by f(x)+k or f(x+k). 
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2e) I can rewrite linear expressions from a contextual situation in equivalent forms using the distributive property and/or combining like terms. 
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2HP) I can write a recursive rule or a function rule when the rate of change and initial value are not explicitly stated. 
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3a) I can determine and explain the rate of change and the initial value of a linear pattern given any representation. 
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3b) I can interpret and explain how changing the rate of change and/or the initial value in linear functions affects all representations. 
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3c) I can provide a reasonable domain and range for a linear function given a contextual situation and/or the graph. 
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3d) I can compare and contrast two different linear functions given any representation. 
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3HP): I can compare the key features in context of a linear function using multiple representations. 
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4a) I can make a scatterplot for two variables, describe how the variables are related, and find an appropriate linear function to model the data. 
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4b) I can assess the strength and direction of a linear association by examining the correlation coefficient (calculated using technology). 
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4c) I can interpret the slope and intercept of a linear model in the context of the data. 
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4d) I can identify possible explanations for an association between two variables, including cause-and effect.
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4HP) I can compare different linear models for the same set of data and justify the choice of one over the other. 
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5a) I can represent questions about linear functions with an equation or inequality. 
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5b) I can solve a linear equation or inequality using tables, graphs, or algebraic methods. 
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5c) I can defend the reasonableness of a solution according to the context of the problem. 
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5d) I can explain and justify the algebraic steps used to solve a linear equation or inequality. 
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5HP) Given the reasoning of another person, I can critique and explain the appropriateness of their method of solving linear equations or inequalities.
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