Standard #: MAFS.912.F-IF.2.4 (Archived Standard)

Students are asked to interpret key features of a graph (intercepts and intervals over which the graph is increasing) in the context of a problem situation.

Students are asked to interpret key features of a graph (symmetry) in the context of a problem situation.

Students are given a table of functional values and asked to describe and interpret key features of the graph in the context of the problem.

Students are asked to sketch a graph from a verbal description.

Students are asked to evaluate three verbal descriptions and to state why each does or does not match a given graph.

Students investigate the amount of space that could be saved by flattening cardboard boxes. The analysis includes linear graphs and regression analysis along with discussions of slope and a direct variation phenomenon.

"To The Limit" MEA has students identify several factors that can affect a population’s growth. Students will examine photos to list limiting factors and discuss their impact on populations. As a group they will develop a solution to minimize the impact of pollution on fish population.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

• Model a periodic situation, the height of a person on a Ferris wheel, using trigonometric functions.
• Interpret the constants a, b, c in the formula h = a + b cos ct in terms of the physical situation, where h is the height of the person above the ground and t is the elapsed time.

This is an entry lesson into quadratic functions and their shapes. Students see some real-life representations of parabolas. This lesson provides important vocabulary associated with quadratic functions and their graphs in an interactive manner. Students create a foldable and complete a worksheet using their foldable notes.

This is a short activity where students are able to determine the height of an elevated railing by using the equations associated with freefall. This lesson may also be appropriate for analyzing graphs related to position/velocity/acceleration versus time.

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.

Join us as we watch ball games and explore how the height of a ball bounce over time is represented by quadratic functions, which provides opportunities to interpret key features of the function in this interactive tutorial.

This is part 1 of a two-part series: Click HERE to open part 2.

Learn about exponential decay as you calculate the value of used cars by examining equations, graphs, and tables in this interactive tutorial.

Learn how to interpret key features of linear functions and translate between representations of linear functions through exploring jobs for teenagers in this interactive tutorial. 

Learn about exponential growth in the context of interest earned as money is put in a savings account by examining equations, graphs, and tables in this interactive tutorial.

Learn about exponential functions and how they are different from linear functions by examining real world situations, their graphs and their tables in this interactive tutorial.

Jump to it and learn more about how quadratic equations are used in robot navigation problem solving!

Richard Bertram discusses his mathematical modeling contribution to the Birdsong project that helps the progress of neuron and ion channel research.

Download the CPALMS Perspectives video student note taking guide.

SCCA race car drivers discuss how using a chassis dyno to graph horsepower and torque curves helps them maximize potential in their race cars.

In this task, students use trigonometric functions to model the movement of a point around a wheel and, through space. Students also interpret features of graphs in terms of the given real-world context.

This task is meant to be a straight-forward assessment task of graph reading and interpreting skills. This task helps reinforce the idea that when a variable represents time, t = 0 is chosen as an arbitrary point in time and positive times are interpreted as times that happen after that.

This task could be used for assessment or for practice. It allows students to compare characteristics of two quadratic functions that are each represented differently, one as the graph of a quadratic function and one written out algebraically. Specifically, students are asked to determine which function has the greatest maximum and the greatest non-negative root.

This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.

In this task students are given graphs of quantities related to weather. The purpose of the task is to show that graphs are more than a collection of coordinate points; they can tell a story about the variables that are involved, and together they can paint a very complete picture of a situation, in this case the weather. Features in one graph, like maximum and minimum points, correspond to features in another graph. For example, on a rainy day, the solar radiation is very low, and the cumulative rainfall graph is increasing with a large slope.

This problem introduces a logistic growth model in the concrete settings of estimating the population of the U.S. The model gives a surprisingly accurate estimate and this should be contrasted with linear and exponential models.

This task is for instructional purposes only and students should already be familiar with some specific examples of logistic growth functions. The goal of this task is to have students appreciate how different constants influence the shape of a graph.

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.

Students explore and manipulate expressions based on the following statement:

A function f defined for -a < x="">< a="" is="" even="" if="" f(-x)="f(x)" and="" is="" odd="" if="" f(-x)="-f(x)" when="" -a="">< x="">< a.="" in="" this="" task="" we="" assume="" f="" is="" defined="" on="" such="" an="" interval,="" which="" might="" be="" the="" full="" real="" line="" (i.e.,="" a="">

The primary purpose of this task is to lead students to a numerical and graphical understanding of the behavior of a rational function near a vertical asymptote, in terms of the expression defining the function.

The purpose of this task is to give students practice constructing functions that represent a quantity of interest in a context, and then interpreting features of the function in the light of the context. It can be used as either an assessment or a teaching task.

In this activity, students adjust slider bars which adjust the coefficients and constants of a linear function and examine how their changes affect the graph. The equation of the line can be in slope-intercept form or standard form. This activity allows students to explore linear equations, slopes, and y-intercepts and their visual representation on a graph. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Allows students access to a Cartesian Coordinate System where linear equations can be graphed and details of the line and the slope can be observed.

Using this virtual manipulative, students are able to graph a function and a set of ordered pairs on the same coordinate plane. The constants, coefficients, and exponents can be adjusted using slider bars, so the student can explore the affect on the graph as the function parameters are changed. Students can also examine the deviation of the data from the function. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

In this online tool, students input a function to create a graph where the constants, coefficients, and exponents can be adjusted by slider bars. This tool allows students to explore graphs of functions and how adjusting the numbers in the function affect the graph. Using tabs at the top of the page you can also access supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Join us as we watch ball games and explore how the height of a ball bounce over time is represented by quadratic functions, which provides opportunities to interpret key features of the function in this interactive tutorial.

This is part 1 of a two-part series: Click HERE to open part 2.

Learn about exponential decay as you calculate the value of used cars by examining equations, graphs, and tables in this interactive tutorial.

Learn how to interpret key features of linear functions and translate between representations of linear functions through exploring jobs for teenagers in this interactive tutorial. 

Learn about exponential growth in the context of interest earned as money is put in a savings account by examining equations, graphs, and tables in this interactive tutorial.

Learn about exponential functions and how they are different from linear functions by examining real world situations, their graphs and their tables in this interactive tutorial.

Jump to it and learn more about how quadratic equations are used in robot navigation problem solving!

In this task, students use trigonometric functions to model the movement of a point around a wheel and, through space. Students also interpret features of graphs in terms of the given real-world context.

This task is meant to be a straight-forward assessment task of graph reading and interpreting skills. This task helps reinforce the idea that when a variable represents time, t = 0 is chosen as an arbitrary point in time and positive times are interpreted as times that happen after that.

This task could be used for assessment or for practice. It allows students to compare characteristics of two quadratic functions that are each represented differently, one as the graph of a quadratic function and one written out algebraically. Specifically, students are asked to determine which function has the greatest maximum and the greatest non-negative root.

This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.

In this task students are given graphs of quantities related to weather. The purpose of the task is to show that graphs are more than a collection of coordinate points; they can tell a story about the variables that are involved, and together they can paint a very complete picture of a situation, in this case the weather. Features in one graph, like maximum and minimum points, correspond to features in another graph. For example, on a rainy day, the solar radiation is very low, and the cumulative rainfall graph is increasing with a large slope.

This problem introduces a logistic growth model in the concrete settings of estimating the population of the U.S. The model gives a surprisingly accurate estimate and this should be contrasted with linear and exponential models.

This task is for instructional purposes only and students should already be familiar with some specific examples of logistic growth functions. The goal of this task is to have students appreciate how different constants influence the shape of a graph.

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.

Students explore and manipulate expressions based on the following statement:

A function f defined for -a < x="">< a="" is="" even="" if="" f(-x)="f(x)" and="" is="" odd="" if="" f(-x)="-f(x)" when="" -a="">< x="">< a.="" in="" this="" task="" we="" assume="" f="" is="" defined="" on="" such="" an="" interval,="" which="" might="" be="" the="" full="" real="" line="" (i.e.,="" a="">

The primary purpose of this task is to lead students to a numerical and graphical understanding of the behavior of a rational function near a vertical asymptote, in terms of the expression defining the function.

The purpose of this task is to give students practice constructing functions that represent a quantity of interest in a context, and then interpreting features of the function in the light of the context. It can be used as either an assessment or a teaching task.

In this activity, students adjust slider bars which adjust the coefficients and constants of a linear function and examine how their changes affect the graph. The equation of the line can be in slope-intercept form or standard form. This activity allows students to explore linear equations, slopes, and y-intercepts and their visual representation on a graph. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Allows students access to a Cartesian Coordinate System where linear equations can be graphed and details of the line and the slope can be observed.

Using this virtual manipulative, students are able to graph a function and a set of ordered pairs on the same coordinate plane. The constants, coefficients, and exponents can be adjusted using slider bars, so the student can explore the affect on the graph as the function parameters are changed. Students can also examine the deviation of the data from the function. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

In this online tool, students input a function to create a graph where the constants, coefficients, and exponents can be adjusted by slider bars. This tool allows students to explore graphs of functions and how adjusting the numbers in the function affect the graph. Using tabs at the top of the page you can also access supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

In this task, students use trigonometric functions to model the movement of a point around a wheel and, through space. Students also interpret features of graphs in terms of the given real-world context.

This task is meant to be a straight-forward assessment task of graph reading and interpreting skills. This task helps reinforce the idea that when a variable represents time, t = 0 is chosen as an arbitrary point in time and positive times are interpreted as times that happen after that.

This task could be used for assessment or for practice. It allows students to compare characteristics of two quadratic functions that are each represented differently, one as the graph of a quadratic function and one written out algebraically. Specifically, students are asked to determine which function has the greatest maximum and the greatest non-negative root.

This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.

In this task students are given graphs of quantities related to weather. The purpose of the task is to show that graphs are more than a collection of coordinate points; they can tell a story about the variables that are involved, and together they can paint a very complete picture of a situation, in this case the weather. Features in one graph, like maximum and minimum points, correspond to features in another graph. For example, on a rainy day, the solar radiation is very low, and the cumulative rainfall graph is increasing with a large slope.

This problem introduces a logistic growth model in the concrete settings of estimating the population of the U.S. The model gives a surprisingly accurate estimate and this should be contrasted with linear and exponential models.

This task is for instructional purposes only and students should already be familiar with some specific examples of logistic growth functions. The goal of this task is to have students appreciate how different constants influence the shape of a graph.

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.

Students explore and manipulate expressions based on the following statement:

A function f defined for -a < x="">< a="" is="" even="" if="" f(-x)="f(x)" and="" is="" odd="" if="" f(-x)="-f(x)" when="" -a="">< x="">< a.="" in="" this="" task="" we="" assume="" f="" is="" defined="" on="" such="" an="" interval,="" which="" might="" be="" the="" full="" real="" line="" (i.e.,="" a="">

The primary purpose of this task is to lead students to a numerical and graphical understanding of the behavior of a rational function near a vertical asymptote, in terms of the expression defining the function.

The purpose of this task is to give students practice constructing functions that represent a quantity of interest in a context, and then interpreting features of the function in the light of the context. It can be used as either an assessment or a teaching task.

Allows students access to a Cartesian Coordinate System where linear equations can be graphed and details of the line and the slope can be observed.