### General Information

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**912

**Strand:**Functions

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

Compare key features of linear functions each represented algebraically, graphically, in tables or written descriptions.

Course Number1111 |
Course Title222 |

1200310: | Algebra 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |

1200320: | Algebra 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |

1200370: | Algebra 1-A (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |

1200400: | Foundational Skills in Mathematics 9-12 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |

7912080: | Access Algebra 1A (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current)) |

1200315: | Algebra 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |

1200375: | Algebra 1-A for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |

7912075: | Access Algebra 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current)) |

Access Point Number |
Access Point Title |

MA.912.F.1.AP.5 | Identify key features of linear and quadratic functions each represented in the same way algebraically or graphically (key features are limited to domain; range; intercepts; intervals where the function is increasing, decreasing, positive or negative; end behavior). |

Name |
Description |

Comparing Linear Functions | Students are given two linear functions, one represented by a graph and the other by an equation, and asked to compare their intercepts in the context of a problem. |

Name |
Description |

Stop That Arguing | Students will explore representing the movement of objects and the relationship between the various forms of representation: verbal descriptions, value tables, graphs, and equations. These representations include speed, starting position, and direction. This exploration includes brief direct instruction, guided practice in the form of a game, and independent practice in the form of a word problem. Students will demonstrate understanding of this concept through a written commitment of their answer to the word problem supported with evidence from value tables, graphs, and equations. |

Graphing vs. Substitution. Which would you choose? | Students will solve multiple systems of equations using two methods: graphing and substitution. This will help students to make a connection between the two methods and realize that they will indeed get the same solution graphically and algebraically. Students will compare the two methods and think about ways to decide which method to use for a particular problem. This lesson connects prior instruction on solving systems of equations graphically with using algebraic methods to solve systems of equations. |

My Candles are MELTING! | In this lesson, students will apply their knowledge to model a real-world linear situation in a variety of ways. They will analyze a situation in which 2 candles burn at different rates. They will create a table of values, determine a linear equation, and graph each to determine if and when the candles will ever be the same height. They will also determine the domain and range of their functions and determine whether there are constraints on their functions. |