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.

Assessed with:
MAFS.912.FIF.2.4
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Perspectives Video: Expert
ProblemSolving Tasks
Unit/Lesson Sequence
Virtual Manipulative
MFAS Formative Assessments
Students are given a linear function represented by an equation and an exponential function represented by a graph in a realworld context and are asked to compare the rates of change of the two functions.
Students are given two linear functions, one represented by a graph and the other by an equation, and asked to compare their intercepts in the context of a problem.
Students are asked to compare two quadratic functions, one given by a table and the other by a function.
Student Resources
ProblemSolving Tasks
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 nonnegative root.
Type: ProblemSolving Task
In the middle grades, students have lots of experience analyzing and comparing linear functions using graphs, table, symbolic expressions, and verbal descriptions. In this task, students may choose a representation that suits them and then reason from within that representation.
Type: ProblemSolving Task
Virtual Manipulative
This interactive simulation investigates graphing linear and quadratic equations. Users are given the ability to define and change the coefficients and constants in order to observe resulting changes in the graph(s).
Type: Virtual Manipulative
Parent Resources
ProblemSolving Tasks
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 nonnegative root.
Type: ProblemSolving Task
In the middle grades, students have lots of experience analyzing and comparing linear functions using graphs, table, symbolic expressions, and verbal descriptions. In this task, students may choose a representation that suits them and then reason from within that representation.
Type: ProblemSolving Task