*For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.*

### Clarifications

**Examples of Opportunities for In-Depth Focus**

Work toward meeting this standard repositions previous work with tables and graphs in the new context of input/output rules.

**Subject Area:**Mathematics

**Grade:**8

**Domain-Subdomain:**Functions

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

**Cluster:**Define, evaluate, and compare functions. (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

**Assessment Limits :**

Function notation may not be used. Functions must be linear.**Calculator :**Yes

**Context :**Allowable

**Test Item #:**Sample Item 1**Question:**Drag each function to the box to show the least rate and the greatest rate.

**Difficulty:**N/A**Type:**GRID: Graphic Response Item Display

**Test Item #:**Sample Item 2**Question:**Two linear functions are shown.

Function 1:

Function 2:

Create an equation for a third function that has a greater rate of change than one function but a smaller rate of change than the other function.

**Difficulty:**N/A**Type:**EE: Equation Editor

## Related Courses

## Related Access Points

## Related Resources

## Assessments

## Formative Assessments

## Lesson Plans

## Original Student Tutorial

## Problem-Solving Task

## Student Center Activity

## Unit/Lesson Sequence

## STEM Lessons - Model Eliciting Activity

Students are asked to determine a procedure for ranking healthcare plans based on their assumptions and the cost of each plan given as a function. Then, they are asked to revise their ranking based on a new set of data.

## MFAS Formative Assessments

Students are asked to determine and interpret the initial values of two functions represented in different ways (equation and graph), and compare them.

Students are asked to determine the rates of change of two functions presented in different forms (an expression and a table) and determine which is the greater rate of change within a real-world context.

Students are asked to determine the rate of change of two functions presented in different forms (table and graph) and determine which is the greater rate of change within a real-world context.

Students are asked to determine a specific value of two functions given in different forms (a graph and a verbal description) within a real-world context, and compare them.

## Original Student Tutorials Mathematics - Grades 6-8

See how sweet it can be to determine the slope of linear functions and compare them in this interactive tutorial. Determine and compare the slopes or the rates of change by using verbal descriptions, tables of values, equations and graphical forms.

## Student Resources

## Original Student Tutorial

See how sweet it can be to determine the slope of linear functions and compare them in this interactive tutorial. Determine and compare the slopes or the rates of change by using verbal descriptions, tables of values, equations and graphical forms.

Type: Original Student Tutorial

## Student Center Activity

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

Type: Student Center Activity

## Parent Resources

## Problem-Solving Task

This task has students engaging in a simple modeling exercise, taking verbal and numerical descriptions of battery life as a function of time and writing down linear models for these quantities. To draw conclusions about the quantities, students have to find a common way of describing them.

Type: Problem-Solving Task