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.

Also assesses:
 Assessment Limits :
For FIF.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 realworld context for
inputs in the domain.Students will interpret the domain of a function within the realworld
context given.Students will interpret statements that use function notation within
the realworld 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 realworld context.  Stimulus Attributes :
For FIF.1.1, items may be set in a realworld or mathematical
context.For FIF.1.2, items that require the student to evaluate may be
written in a mathematical or realworld context. Items that require
the student to interpret must be set in a realworld context.For FIF.2.5, items must be set in a realworld context.
Items must use function notation  Response Attributes :
For FIF.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.
MAFS.912.FIF.1.1
MAFS.912.FIF.2.5
Related Courses
Related Access Points
Related Resources
Assessments
Formative Assessments
Lesson Plans
Original Student Tutorial
ProblemSolving Tasks
Tutorial
Unit/Lesson Sequence
MFAS Formative Assessments
Students are asked to interpret statements that use function notation in the context of a problem.
Students are asked to evaluate a function at a given value of the independent variable.
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 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 corresponding input value for a given output using a table of values representing a function, f.
Original Student Tutorials Mathematics  Grades 912
Learn how to evaluate and interpret function notation by following Melissa and Jose on their travels in this interactive tutorial.
Student Resources
Original Student Tutorial
Learn how to evaluate and interpret function notation by following Melissa and Jose on their travels in this interactive tutorial.
Type: Original Student Tutorial
ProblemSolving Tasks
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.
Type: ProblemSolving Task
This task requires interpreting a function in a nonstandard 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 (predetermined) 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 SCP domain.
Type: ProblemSolving Task
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.
Type: ProblemSolving Task
This task asks students to consider functions in regard to temperatures in a high school gym.
Type: ProblemSolving Task
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 nonstandard 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.
Type: ProblemSolving Task
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.
Type: ProblemSolving Task
Tutorial
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 yvalue in a function, especially when graphing. The yaxis is even labeled as the f(x) axis, when graphing.
Type: Tutorial
Parent Resources
ProblemSolving Tasks
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.
Type: ProblemSolving Task
This task requires interpreting a function in a nonstandard 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 (predetermined) 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 SCP domain.
Type: ProblemSolving Task
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.
Type: ProblemSolving Task
This task asks students to consider functions in regard to temperatures in a high school gym.
Type: ProblemSolving Task
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 nonstandard 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.
Type: ProblemSolving Task
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.
Type: ProblemSolving Task