### General Information

**Subject Area:**Mathematics

**Grade:**912

**Domain-Subdomain:**Functions: Interpreting Functions

**Cluster:**Level 2: Basic Application of Skills & Concepts

**Cluster:**Interpret functions that arise in applications in terms of the context. (Algebra 1 - Major Cluster) (Algebra 2 - Major 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 Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved

**Assessed:**Yes

### Test Item Specifications

MAFS.912.F-IF.3.9

**Assessment Limits :**

Functions represented algebraically are limited to linear, quadratic, or

exponential.

Functions may be represented using tables, graphs or verbally.

Functions represented using these representations are not limited to

linear, quadratic or exponential.

Functions may have closed domains.

Functions may be discontinuous.

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

Key features include x-intercepts, y-intercepts; intervals where the

function is increasing, decreasing, positive, or negative; relative

maximums and minimums; symmetries; and end behavior.

**Calculator :**

Neutral

**Clarification :**

Students will determine and relate the key features of a function

within a real-world context by examining the function’s table.

Students will determine and relate the key features of a function

within a real-world context by examining the function’s graph.

Students will use a given verbal description of the relationship

between two quantities to label key features of a graph of a function

that model the relationship.

Students will differentiate between different types of functions using

a variety of descriptors (e.g., graphically, verbally, numerically, and

algebraically).

Students will compare and contrast properties of two functions using

a variety of function representations (e.g., algebraic, graphic, numeric

in tables, or verbal descriptions).

**Stimulus Attributes :**

For F-IF.2.4, items should be set in a real-world context.

For F-IF.3.9, items may be set in a real-world or mathematical

context.

Items may use verbal descriptions of functions.

Items must use function notation.

**Response Attributes :**

For F-IF.2.4, items may require the student to apply the basic

modeling cycle.

Items may require the student to write intervals using inequalities.

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.

### Sample Test Items (1)

Test Item # |
Question |
Difficulty |
Type |

Sample Item 1 | Kim is driving from Miami to Key West. The graph shows her distance from Key West.
During what interval is Kim driving the fastest? Drag numbers to the boxes to complete the inequality. |
N/A | GRID: Graphic Response Item Display |