Standard #: MAFS.912.F-IF.1.2 (Archived Standard)

Students are asked to interpret statements that use function notation in the context of a problem.

Students are asked to determine the corresponding input value for a given output using a table of values representing a function, f.

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. 

Students are asked to determine the value of a function, at an input given using function notation, by inspecting its graph.

Students are asked to evaluate a function at a given value of the independent variable.

This lesson is designed to help students solve real-world problems involving compound and continuously compounded interest. Students will also be required to translate word problems into function models, evaluate functions for inputs in their domains, and interpret outputs in context.

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.

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.

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

The purpose of this task is to give students practice interpreting statements using function notation. It can be used as a diagnostic if students seem to be having trouble with function notation, for example mistakenly interpreting f(x) as the product of f and x.

The purpose of the task is to explicitly identify a common error made by many students when using the "identity" f(x + h) = f(x) + f(h).

This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips. In addition, the task provides an opportunity to compute some probabilities in a discrete situation. The task could be used to segue the discussion from functions to probability, in particular the early standards in the S-CP domain.

This simple task assesses whether students can interpret function notation. The four parts of the task provide a logical progression of exercises for advancing understanding of function notation and how to interpret it in terms of a given context.

This task asks students to consider functions in regard to temperatures in a high school gym.

These problems form a bridge between work on functions and work on probability. The task is better suited for instruction than for assessment as it provides students with a non-standard setting in which to interpret the meaning of functions. Students should carry out the process of flipping a coin and modeling this Random Walk in order to develop a sense of the process before analyzing it mathematically.

This tasks asks students to use functions to predict the price of a pizza on a specific day and find which day the pizza would be cheapest according to a promotion.

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

The purpose of this task is to give students practice interpreting statements using function notation. It can be used as a diagnostic if students seem to be having trouble with function notation, for example mistakenly interpreting f(x) as the product of f and x.

This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips. In addition, the task provides an opportunity to compute some probabilities in a discrete situation. The task could be used to segue the discussion from functions to probability, in particular the early standards in the S-CP domain.

This simple task assesses whether students can interpret function notation. The four parts of the task provide a logical progression of exercises for advancing understanding of function notation and how to interpret it in terms of a given context.

This task asks students to consider functions in regard to temperatures in a high school gym.

These problems form a bridge between work on functions and work on probability. The task is better suited for instruction than for assessment as it provides students with a non-standard setting in which to interpret the meaning of functions. Students should carry out the process of flipping a coin and modeling this Random Walk in order to develop a sense of the process before analyzing it mathematically.

This tasks asks students to use functions to predict the price of a pizza on a specific day and find which day the pizza would be cheapest according to a promotion.

The purpose of this task is to give students practice interpreting statements using function notation. It can be used as a diagnostic if students seem to be having trouble with function notation, for example mistakenly interpreting f(x) as the product of f and x.

This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips. In addition, the task provides an opportunity to compute some probabilities in a discrete situation. The task could be used to segue the discussion from functions to probability, in particular the early standards in the S-CP domain.

This simple task assesses whether students can interpret function notation. The four parts of the task provide a logical progression of exercises for advancing understanding of function notation and how to interpret it in terms of a given context.

This task asks students to consider functions in regard to temperatures in a high school gym.

These problems form a bridge between work on functions and work on probability. The task is better suited for instruction than for assessment as it provides students with a non-standard setting in which to interpret the meaning of functions. Students should carry out the process of flipping a coin and modeling this Random Walk in order to develop a sense of the process before analyzing it mathematically.

This tasks asks students to use functions to predict the price of a pizza on a specific day and find which day the pizza would be cheapest according to a promotion.