Alg 2 opt-printables and stretch items

[flannery-denny]

Exponential1

• Now that we're not beholden to a new england audience, let's make the list of states more representative. (CA, CA, MI, OR...?)

Linear2

• Add an activity (maybe optional?) where we project a scatterplot on the board and students add with markers (passing markers to the next student - or have a scribe does the drawing), crowdsourcing predictions by starting from random x and y values, and have to predict the other. When collected on the board, these dots should generally hug a straight line
• STRETCH Check to make sure we talk about horizontal shift!

Linear4 - STRETCH

• Add horizontal shift section to "other forms of linear models", and make that section required (see authoring folder)
• Flesh out other forms of linear functions (see authoring folder)
• page where students prove that changing h can be expressed as a change in b by distributing m

Quadratic 1

• Add an activity (maybe optional?) where we provide teachers with a scatter plot to project and students are given x and y values for which to predict the other coordinate. Crowd source points to add to the scatterplot. When collected on the board, these dots should generally hug a parabola.

Quadratic2

• Add an optional parabolas worksheet that challenges students to draw other kinds of parabolas. For example: "can you draw a parabola where the vertex is the x-intercept?"
• STRETCH talk about horizontal shift

Quadratic4

• Other forms of quadratic functions: converting between forms, and "here's a graph, figure out the equation". (There is already content for some of this.)
• Can we work in a section on HSA.SSE.B.3.A (Factor a quadratic expression to reveal the zeros of the function it defines)? A wbpage where we're given a vertex-oriented plot and the model in vertex form, but we need to figure out where y=0. Bonus points if the model opens up instead of down.

Exponential2

• STRETCH talk about horizontal shift!

Exponential4

• Add a section at the end, which is all about filtering by other states
• Add a worksheet to support students in filtering by one or more other states. This requires Desmos sliders. Provide a blank wbpage where students fit the model to a state of their choice.

Exponential5? (doesn't exist!)

• Can we add a lesson that comes up with a legitimate context for Adding and Multiplying exponentials? This would be a huge win, as those are dry topics that would benefit enormously from a real motivator
• HSF.IF.C.8.B - Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)ᵗ, y = (0.97)ᵗ, y = (1.01)12ᵗ, y = (1.2)ᵗ/10, and classify them as representing exponential growth or decay.

Logarithms2

• STRETCH Check to make sure we talk about horizontal shift!

Logarithms3

• Can we add a lesson that comes up with a legitimate context for Adding and Multiplying logs? This would be a huge win, as those are dry topics that would benefit enormously from a real motivator -- and it would be a fantastic link back to exponentials.

Logarithms4

• Add an optional section, where students go back to the covid dataset and transform the y-axis via log, AND transform the x-axis via expt. After each one, they use lr-plot to find the best fit. Here's a Pyret file to get you started.

Periodics2

• STRETCH talk about horizontal shift!

Periodics4

• add instruction to go back to Pyret and change the axis, to see the impact of the scale change on c02 - perhaps @opt-printable - how does this change students' perception of growth?
• Add an opt-printable for a hybrid model that combines periodic behavior with a quadratic baseline