### Examples

*Algebra 1 Example:*Lizzy’s mother uses the function

*C(p)*=450+7.75

*p*, where

*C(p)*represents the total cost of a rental space and

*p*is the number of people attending, to help budget Lizzy’s 16th birthday party. Lizzy’s mom wants to spend no more than $850 for the party. Graph the function in terms of the context.

### Clarifications

*Clarification 1*: Key features are limited to domain, range, intercepts and rate of change.

*Clarification 2*: Instruction includes the use of standard form, slope-intercept form and point-slope form.

*Clarification 3*: Instruction includes representing the domain, range and constraints with inequality notation, interval notation or set-builder notation.

*Clarification 4*: Within the Algebra 1 course, notations for domain, range and constraints are limited to inequality and set-builder.

*Clarification 5*: Within the Mathematics for Data and Financial Literacy course, problem types focus on money and business.

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

**Grade:**912

**Strand:**Algebraic Reasoning

**Standard:**Write, solve and graph linear equations, functions and inequalities in one and two variables.

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

**Status:**State Board Approved

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorial

## Perspectives Video: Experts

## Perspectives Video: Professional/Enthusiast

## STEM Lessons - Model Eliciting Activity

The Turning Tires MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best tire material for certain situations. The main focus of the MEA is applying surface area concepts and algebra through modeling.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

## MFAS Formative Assessments

Students are given a linear function in context and asked to interpret its parameters in the context of a problem.

Students are asked to determine the constraint on a profit equation and to interpret solutions as being viable or not in the context of the problem.

Students are given a linear function in context and asked to interpret its parameters in the context of a problem.

Students are asked to interpret key features of a graph (intercepts and intervals over which the graph is increasing) in the context of a problem situation.

## Original Student Tutorials Mathematics - Grades 9-12

Learn how to interpret key features of linear functions and translate between representations of linear functions through exploring jobs for teenagers in this interactive tutorial.

## Student Resources

## Original Student Tutorial

Learn how to interpret key features of linear functions and translate between representations of linear functions through exploring jobs for teenagers in this interactive tutorial.

Type: Original Student Tutorial

## Perspectives Video: Expert

It's important to stay inside the lines of your project constraints to finish in time and under budget. This NASA systems engineer explains how constraints can actually promote creativity and help him solve problems!

Type: Perspectives Video: Expert

## Parent Resources

## Perspectives Video: Expert

It's important to stay inside the lines of your project constraints to finish in time and under budget. This NASA systems engineer explains how constraints can actually promote creativity and help him solve problems!

Type: Perspectives Video: Expert