How this resource helps
Calculate and compare changes and average rates over intervals of the same length. Explain how exponential and polynomial interval-rate patterns differ. Use a justified continuing pattern to establish eventual dominance, not just a finite list of values. Interpret end behavior, thresholds and model limitations without confusing current size, rate and eventual behavior. The suggested 3-session pathway covers: Compare fair intervals; Turn a pattern into an argument; Delayed thresholds and transfer. Seven instructional sections move from warm-up and modeling through guided, collaborative and independent practice to small-group reteach and exit tasks. Select tasks based on student evidence; the reusable 60-task bank is not intended to be assigned in full within the suggested sessions. Require equal interval lengths, correctly computed rates, a structural explanation of continued growth and a conclusion limited to the specified input domain. A graph or finite table suggests a threshold but cannot alone prove all future comparisons. When a proof is for integers only, say so; use an additional bound before claiming every real input. Download contains one 124-page PDF in a ZIP. No editable Word or PowerPoint files are included. Course-aligned, not an invented grade-specific standard. Review the full SAMPLE-watermarked preview before purchasing.
What’s Included
- 124-page student and teacher PDF
- 30 multiple-choice questions with option explanations
- 30 open-response tasks with worked teacher keys
- Daily learning targets and suggested 3-session pathway
- Worked models, response organizers and student workspaces
- Seven instructional sections: warm-up, modeling, guided practice, collaborative practice, independent practice, small-group reteach and exit tasks
- Full 124-page SAMPLE preview
Resource details
- Grade / course
- NC Math 3 (high school course; not a grade-specific standard)
- Subject and resource type
- Mathematics — Linear, Quadratic, and Exponential Models · Detailed standard-aligned student and teacher packet
- Files
- 124 main PDF pages · PDF + ZIP
- Estimated completion time
- Suggested 3-session pathway with flexible task selection and additional meetings as needed. The 60-task bank is not intended to be completed in full in these sessions.
- Answer key
- Worked teacher keys included. Multiple-choice keys explain every option; open-response keys identify reasoning and evidence to assess. Collect independent responses before revealing answers.
Standard or objective
NC.M3.F-LE.3 — Compare the end behavior of functions using their rates of change over intervals of the same length to show that a quantity increasing exponentially eventually exceeds a quantity increasing as a polynomial function.