Directions: Using the digits 0 to 7, at most once each time, fill in the blanks to create a scatter plot with line of best fit y= 1/2x + 4.

(___ , ___) (___ , ___) (___ , ___) (___ , ___)

Directions: Using the digits 0 to 7, at most once each time, fill in the blanks to create a scatter plot with line of best fit y= 1/2x + 4.

(___ , ___) (___ , ___) (___ , ___) (___ , ___)

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Using the numbers 1 to 9, each only once, label the following number line.

Graph the roots of the first nine roots (e.g. √1, √2, … √9) on your number line.

What do you notice? What do you wonder?

(I’m wondering how I can make a good OM problem out of this, should I keep the boundaries of 1 to 9 ? Have students find a root that lies between each integer?)

Directions: Using the integers 2 to 8, at most once each time, fill in the boxes to make the graphic true.

Are there any places you know certain numbers have to be on the graphic? How do you know?

What’s Missing? Why?

What title would you give to this graphic? Why?

Is there a different graphic you would use for this? Why?

What’s Missing? Why?

What title would you give this graphic? Why?

Directions: Using the digits 1-6, at most once each, fill in the boxes to make a true statement.

What would changing * f*(x) to ___ x – ___ do?

Directions: Using the digits 1 to 9, fill in the red and blue boxes to create two functions ** f**(x) and

Can you create two functions ** f**(x) and

Can you create two functions ** f**(x) and