### Clarifications

*Clarification 1*: Instruction includes recognizing that linear functions model situations in which a quantity changes by a constant amount per unit interval; that quadratic functions model situations in which a quantity increases to a maximum, then begins to decrease or a quantity decreases to a minimum, then begins to increase; and that exponential functions model situations in which a quantity grows or decays by a constant percent per unit interval.

*Clarification 2*: Within this benchmark, the expectation is to identify the type of function from a written description or table.

**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 Assessments

## Lesson Plan

## Perspectives Video: Professional/Enthusiast

## MFAS Formative Assessments

Students are given a set of data and are asked to use technology to create a scatter plot and write a function that fits the data set.

Students are given a linear and an exponential function, one represented verbally and the other by a table. Then students are asked to compare the rate of change in each in the context of the problem.

Students are given four verbal descriptions of functions and asked to identify each as either linear or exponential and to justify their choices.

Students are asked to prove that an exponential function grows by equal factors over equal intervals.

Students are asked to prove that a linear function grows by equal differences over equal intervals.