Index | 141on, 83, 88–89; understand relationship between
zeros and factors of, 83
Precalculus: making sense and use of pattern or
structure, 18; regularity in repeated reasoning,
18; strategic use of appropriate tools, 17;
terminology of advanced topics and, 113–123.
See also Calculus
Precision, 17
Problem sense making. See Reasoning
Problem Set lessons: description and activities of,
29; icon indicating a, 29fig; sample Lesson 14
(Grade 9 Module 3), 30–40fig
Problem Sets: daily assessments using, 41; sample
Lesson 14 (Grade 9 Module 3), 31fig–32fig,
33 fig–36fig
Problem solving: comparing linear, quadratic, and
exponential models and, 73; functions and
graphs used for, 80–81; perseverance in, 14;
quantitative reasoning for, 51, 74, 85; reasoning
as process of, 51, 74; write expressions in
equivalent forms for, 71, 83. See also Solving
equations
Publishers’ Criteria: description of the, 2; on
importance of focus, 11
Quadratic formula: deriving the, 82; using the, 82
Quadratic functions: graphing, 92; graphing from
factored form, 89; interpreting from graphs
and tables, 90; symmetry in graphs of, 89;
transformations and modeling of, 82, 92–94;
using different forms for, 81–82, 90–92. See also
Functions
Quadratic models: construct and compare linear,
exponential, and, 73; expressions, equations,
functions, and connection to rectangles, 81,
87–90; function transformations and modeling,
82, 92–94; graphs of quadratic functions, 56,
77–78
Quantitative reasoning: constructing viable
arguments and critique others,’ 15–16; modules
demonstrating, 15; problem solving using, 51,
74, 85
Quantities: build function modeling relationship
between two, 72, 74, 85; use functions to model
relationships between, 72, 74
Radicals and integer exponents, 54, 73, 85
Rational numbers: approximate numbers that are
not rational by, 84; extending understanding of,
52; use properties of, 82
Rationale for Module Sequence, 20–21
Rearranging formulas, 60
Reasoning: abstract, 14–16; quantitative, 15–16, 51,
74, 85; regularity in repeated, 18; understand
solving equations as process of, 51, 74, 85
Reasoning abstractly: constructing viable
arguments and critique others,’ 15–16; modules
demonstrating, 14–15
Rectangles, 81, 87–90
Relationships: build function that models a, 72, 74,
85; create equations that describe numbers or,
83, 85; equations that describe numbers or, 51,
71, 74, 85; use functions to model two quantities,
72, 74; between zeros and factors of
polynomials, 83
Representation: providing English language
learners (ELLs) with multiple means of, 45;
providing students performing below grade
level with multiple means of, 47; providing
students with disabilities with multiple means
of, 46; providing students performing above
grade level with multiple means of, 48
Rigor aspects: application, 13–14; assessment, 42;
conceptual understanding, 12–13; description of,
12; Instructional Shifts requiring equal intensity
of, 30; procedural skills and fluency, 13Scaffolding: for English language learners (ELLs),
44–45; Eureka Math use of, 2; Lesson 14 (Grade
9 Module 3), 33, 35; A Story of Functions
integration of, 43–44; for students performing
above grade level, 48; for students performing
below grade level, 47–48; for students with
disabilities, 45–47
Sequences: definition and uses of, 10; linear and
exponential, 70, 75–77; modeling from a, 102
Shapes: quadratic expressions, equations,
functions, and connections to rectangles, 81,
83–90; using different forms for quadratic
functions, 81–82, 90–92
Simultaneous equations: solution sets, 60; solving
linear, 54
Socratic lessons: description and activities of, 29;
icon indicating a, 29fig
Solution sets: inequalities with two variables, 60;
simultaneous equations, 60; two-variable
equation, 60
Solving equations: description and examples of,
10; graphically represent and solve equations
and inequalities, 83; inequalities and, 58–60;
inequalities with two variables, 60; inequality
with one variable, 52–53, 75; one variable
equations and inequalities, 52–53, 75, 83, 85;
potential dangers in, 59; solution sets for, 59;