###
Covalent Bonding: Electron Dot Diagrams

Given descriptions, diagrams, scenarios, or chemical symbols, students will model covalent bonds using electron dot formula (Lewis structures).

###
Using Theoretical and Experimental Probability to Make Predictions

Given an event to simulate, the student will use theoretical probabilities and experimental results to make predictions and decisions.

###
Types of Science Investigations

Students will distinguish between descriptive, comparative, and experimental investigations.

###
Experimental Design

Given investigation scenarios and lab procedures, students will identify independent variables, dependent variables, constants, and control groups.

###
Using Multiplication by a Constant Factor

Given problems involving proportional relationships, the student will use multiplication by a constant factor to solve the problems.

###
Generating Different Representations of Relationships

Given problems that include data, the student will generate different representations, such as a table, graph, equation, or verbal description.

###
Predicting, Finding, and Justifying Data from a Table

Given data in table form, the student will use the data table to interpret solutions to problems.

###
Interpreting Scatterplots

Given scatterplots that represent problem situations, the student will determine if the data has strong vs weak correlation as well as positive, negative, or no correlation.

###
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.

###
Analyzing the Effects of the Changes in m and b on the Graph of y = mx + b

Given algebraic, graphical, or verbal representations of linear functions, the student will determine the effects on the graph of the parent function *f(x) = x*.

###
Writing Equations of Lines

Given two points, the slope and a point, or the slope and the y-intercept, the student will write linear equations in two variables.

###
Predicting, Finding, and Justifying Data from a Graph

Given data in the form of a graph, the student will use the graph to interpret solutions to problems.

###
Determining the Domain and Range for Linear Functions

Given a real-world situation that can be modeled by a linear function or a graph of a linear function, the student will determine and represent the reasonable domain and range of the linear function using inequalities.

###
Investigating Methods for Solving Linear Equations and Inequalities

Given linear equations and inequalities, the student will investigate methods for solving the equations or inequalities.

###
Quadratics: Connecting Roots, Zeros, and x-Intercepts

Given a quadratic equation, the student will make connections among the solutions (roots) of the quadratic equation, the zeros of their related functions, and the horizontal intercepts (*x*-intercepts) of the graph of the function.

###
Applying the Laws of Exponents: Verbal/Symbolic

Given verbal and symbolic descriptions of problems involving exponents, the student will simplify the expressions using the laws of exponents.

###
Using the Laws of Exponents to Solve Problems

Given problem situations involving exponents, the student will use the laws of exponents to solve the problems.

###
Formulating Systems of Equations (Verbal → Symbolic)

Given verbal descriptions of situations involving systems of linear equations the student will analyze the situations and formulate systems of equations in two unknowns to solve problems.