Compare key features of two functions each represented algebraically, graphically, in tables or written descriptions.
Clarifications
Clarification 1: Key features include domain; range; intercepts; intervals where the function is increasing, decreasing, positive or negative; end behavior and asymptotes.
Subject Area: Mathematics (B.E.S.T.)
Grade: 912
Date Adopted or Revised: 08/20
Status: State Board Approved
Related Courses
Related Access Points
| Access Point Number |
Access Point Title |
| MA.912.F.1.AP.7 | Compare key features of two functions each represented algebraically or graphically. |
Related Resources
Formative Assessment
Lesson Plans
| Name |
Description |
| Transforming Quadratics - The basics | This lesson introduces students to the quadratic parent function, as well as reinforces some key features of quadratic functions. It allows students to explore basic transformations of quadratic functions and provides a note-taking sheet for students to organize their learning. There is a "FUN" cut and paste activity for students to match quadratic graphs with verbal descriptions and their equations. |
| Graphing Quadratics Made Easy: Vertex Form of the Equation | This lesson covers quadratic translations as they relate to vertex form of a quadratic equation. Students will predict what will happen to the graph of a quadratic function when more than one constant is in a quadratic equation. Then, the students will graph quadratic equations in vertex form using their knowledge of the translations of a quadratic function, as well as describe the translations that occur. Students will also identify the parent function of any quadratic function as  . |
Perspectives Video: Experts
Perspectives Video: Professional/Enthusiast
Problem-Solving Tasks
| Name |
Description |
| Linear Functions | This task requires students to use the fact that on the graph of the linear function h(x) = ax + b, the y-coordinate increases by a when x increases by one. Specific values for a and b were left out intentionally to encourage students to use the above fact as opposed to computing the point of intersection, (p,q), and then computing respective function values to answer the question. |
| How Is the Weather? | This task can be used as a quick assessment to see if students can make sense of a graph in the context of a real world situation. Students also have to pay attention to the scale on the vertical axis to find the correct match. The first and third graphs look very similar at first glance, but the function values are very different since the scales on the vertical axes are very different. The task could also be used to generate a group discussion on interpreting functions given by graphs. |
Text Resource
| Name |
Description |
| By the Skin of Their Suits | This informational text resource is intended to support reading in the content area. The text discusses the two main factors that control the speed of a competitive swimmer: power and drag. The reader is then presented with mathematical formulas that determine these factors. The text also discusses the technological advances that have come about in the swimsuit industry. The text even entertains the idea of "technological doping" and allows the reader to question whether advanced swimsuits are hurting the competitiveness of swimming. |
Student Resources
Problem-Solving Tasks
| Name |
Description |
| Linear Functions: | This task requires students to use the fact that on the graph of the linear function h(x) = ax + b, the y-coordinate increases by a when x increases by one. Specific values for a and b were left out intentionally to encourage students to use the above fact as opposed to computing the point of intersection, (p,q), and then computing respective function values to answer the question. |
| How Is the Weather?: | This task can be used as a quick assessment to see if students can make sense of a graph in the context of a real world situation. Students also have to pay attention to the scale on the vertical axis to find the correct match. The first and third graphs look very similar at first glance, but the function values are very different since the scales on the vertical axes are very different. The task could also be used to generate a group discussion on interpreting functions given by graphs. |
Parent Resources
Problem-Solving Tasks
| Name |
Description |
| Linear Functions: | This task requires students to use the fact that on the graph of the linear function h(x) = ax + b, the y-coordinate increases by a when x increases by one. Specific values for a and b were left out intentionally to encourage students to use the above fact as opposed to computing the point of intersection, (p,q), and then computing respective function values to answer the question. |
| How Is the Weather?: | This task can be used as a quick assessment to see if students can make sense of a graph in the context of a real world situation. Students also have to pay attention to the scale on the vertical axis to find the correct match. The first and third graphs look very similar at first glance, but the function values are very different since the scales on the vertical axes are very different. The task could also be used to generate a group discussion on interpreting functions given by graphs. |
