 # Standard #: MAFS.912.F-IF.1.2

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Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

### General Information

Subject Area: Mathematics
Domain-Subdomain: Functions: Interpreting Functions
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Understand the concept of a function and use function notation. (Algebra 1 - Major Cluster) (Algebra 2 - Supporting Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes

### Test Item Specifications

Also assesses:
MAFS.912.F-IF.1.1

MAFS.912.F-IF.2.5

Assessment Limits :
For F-IF.1.2, in items that require the student to find a value given a
function, the following function types are allowed: quadratic,
polynomials whose degrees are no higher than 6, square root, cube
root, absolute value, exponential except for base e, and simple
rational.

Items may present relations in a variety of formats, including sets of
ordered pairs, mapping diagrams, graphs, and input/output models.

In items requiring the student to find the domain from graphs,
relationships may be on a closed or open interval.

In items requiring the student to find domain from graphs,
relationships may be discontinuous.

Items may not require the student to use or know interval notation.

Calculator :

Neutral

Clarification :
Students will evaluate functions that model a real-world context for
inputs in the domain.

Students will interpret the domain of a function within the real-world
context given.

Students will interpret statements that use function notation within
the real-world context given.

Students will use the definition of a function to determine if a
relationship is a function, given tables, graphs, mapping diagrams, or
sets of ordered pairs.

Students will determine the feasible domain of a function that models
a real-world context.

Stimulus Attributes :
For F-IF.1.1, items may be set in a real-world or mathematical
context.

For F-IF.1.2, items that require the student to evaluate may be
written in a mathematical or real-world context. Items that require
the student to interpret must be set in a real-world context.

For F-IF.2.5, items must be set in a real-world context.
Items must use function notation

Response Attributes :
For F-IF.2.5, items may require the student to apply the basic
modeling cycle.

Items may require the student to choose an appropriate level of
accuracy.

Items may require the student to choose and interpret the scale in a
graph.

Items may require the student to choose and interpret units.

Items may require the student to write domains using inequalities.

#### Related Courses

 Course Number1111 Course Title222 1200310: Algebra 1 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond) 1200320: Algebra 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond) 1200370: Algebra 1-A (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond) 1200400: Foundational Skills in Mathematics 9-12 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond) 7912070: Access Liberal Arts Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 and beyond (current)) 7912080: Access Algebra 1A (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 and beyond (current)) 1200315: Algebra 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond) 1200375: Algebra 1-A for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 and beyond (current)) 7912100: Fundamental Algebraic Skills (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated)) 1207300: Liberal Arts Mathematics 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current)) 7912075: Access Algebra 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 and beyond (current))

#### Related Access Points

 Access Point Number Access Point Title MAFS.912.F-IF.1.AP.2a Match the correct function notation to a function or a model of a function (e.g., x f(x) y).

#### Assessments

 Name Description Sample 3 - High School Algebra 1 State Interim Assessment This is a State Interim Assessment for 9th-12th grades. Sample 1 - High School Algebra 1 State Interim Assessment This is the State Interim Assessment for high school.

#### Formative Assessments

 Name Description Cell Phone Battery Life Students are asked to interpret statements that use function notation in the context of a problem. What Is the Value? Students are asked to determine the corresponding input value for a given output using a table of values representing a function, f. What Is the Function Notation? Students are asked to use function notation to rewrite the formula for the volume of a cube and to explain the meaning of the notation. Graphs and Functions Students are asked to determine the value of a function, at an input given using function notation, by inspecting its graph. Evaluating a Function Students are asked to evaluate a function at a given value of the independent variable.

#### Lesson Plans

 Name Description Representing Polynomials This lesson unit is intended to help you assess how well students are able to translate between graphs and algebraic representations of polynomials. In particular, this unit aims to help you identify and assist students who have difficulties in recognizing the connection between the zeros of polynomials when suitable factorizations are available, and graphs of the functions defined by polynomials as well as recognizing the connection between transformations of the graphs and transformations of the functions obtained by replacing f(x) by f(x + k), f(x) + k, -f(x), f(-x). Functions and Everyday Situations This lesson unit is intended to help you assess how well students are able to articulate verbally the relationships between variables arising in everyday contexts, translate between everyday situations and sketch graphs of relationships between variables, interpret algebraic functions in terms of the contexts in which they arise and reflect on the domains of everyday functions and in particular whether they should be discrete or continuous. How much is your time worth? This lesson is designed to help students understand compound interest formulas as a function with respect to an independent variable. They will also be required to translate word problems into function models and use a graphing calculator to predict outcomes for various inputs. Freeze In this lesson students will learn how to write equations in function notation when given a real-world scenario. Students will work in groups to determine an equation for a given scenario, as well as, write a scenario for a given equation. Domain Representations This lesson asks students to use graphs, tables, number lines, verbal descriptions, and symbols to represent the domain of various functions. The material allows students to examine and utilize connections between a function's symbolic representation, a function's graphical representation, and a function's domain. Exponential Graphing Using Technology This lesson is teacher/student directed for discovering and translating exponential functions using a graphing app. The lesson focuses on the translations from a parent graph and how changing the coefficient, base and exponent values relate to the transformation.

#### Original Student Tutorial

 Name Description Travel with Functions Learn how to evaluate and interpret function notation by following Melissa and Jose on their travels in this interactive tutorial.

#### Tutorial

 Name Description Function Notation This tutorial will help the students to understand the function notation such as f(x), which can be thought as another way of representing the y-value in a function, especially when graphing. The y-axis is even labeled as the f(x) axis, when graphing.

#### Unit/Lesson Sequence

Name Description
Sample Algebra 1 Curriculum Plan Using CMAP

This sample Algebra 1 CMAP is a fully customizable resource and curriculum-planning tool that provides a framework for the Algebra 1 Course. The units and standards are customizable and the CMAP allows instructors to add lessons, worksheets, and other resources as needed. This CMAP also includes rows that automatically filter and display Math Formative Assessments System tasks, E-Learning Original Student Tutorials and Perspectives Videos that are aligned to the standards, available on CPALMS.

Learn more about the sample Algebra 1 CMAP, its features and customizability by watching the following video:

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#### Original Student Tutorial

 Name Description Travel with Functions: Learn how to evaluate and interpret function notation by following Melissa and Jose on their travels in this interactive tutorial.

#### Tutorial

 Name Description Function Notation: This tutorial will help the students to understand the function notation such as f(x), which can be thought as another way of representing the y-value in a function, especially when graphing. The y-axis is even labeled as the f(x) axis, when graphing.