### 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

**Strand:**Functions

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

**Status:**State Board Approved

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessment

## Lesson Plans

## Perspectives Video: Experts

## Perspectives Video: Professional/Enthusiast

## Problem-Solving Tasks

## Text Resource

## MFAS Formative Assessments

Students are asked to compare a quadratic and an exponential function in context.

## Student Resources

## Problem-Solving Tasks

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task

## Parent Resources

## Problem-Solving Tasks

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.

Type: Problem-Solving Task

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.

Type: Problem-Solving Task