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.1.2
 Test Item #: Sample Item 1
 Question:
The points on the graph show the population data, in millions, of the state of Florida for each decade from 1900 to 2000. The data are modeled by the function P(x)=, shown on the graph.
What is the domain of the graph of P(x) that is shown?
 Difficulty: N/A
 Type: MC: Multiple Choice
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Assessments
Formative Assessments
Lesson Plans
Original Student Tutorial
Perspectives Video: Professional/Enthusiast
ProblemSolving Tasks
Text Resource
Unit/Lesson Sequence
Video/Audio/Animation
Virtual Manipulatives
MFAS Formative Assessments
Students are given a graph and a verbal description of a function and are asked to describe its domain.
Students are given verbal descriptions of two functions and are asked to describe an appropriate domain for each.
Students are asked to identify and describe the domains of two functions given their graphs.
Original Student Tutorials Mathematics  Grades 912
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.
Student Resources
Original Student 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.
Type: Original Student Tutorial
ProblemSolving Tasks
This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.
Type: ProblemSolving Task
This deceptively simple task asks students to find the domain and range of a function from a given context. The function is linear and if simply looked at from a formulaic point of view, students might find the formula for the line and say that the domain and range are all real numbers.
Type: ProblemSolving Task
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.
Type: ProblemSolving Task
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.
Type: ProblemSolving Task
Video/Audio/Animation
This video demonstrates how to determine if a relation is a function and how to identify the domain.
Type: Video/Audio/Animation
Virtual Manipulatives
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.
Type: Virtual Manipulative
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.
Type: Virtual Manipulative
Parent Resources
ProblemSolving Tasks
This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.
Type: ProblemSolving Task
This deceptively simple task asks students to find the domain and range of a function from a given context. The function is linear and if simply looked at from a formulaic point of view, students might find the formula for the line and say that the domain and range are all real numbers.
Type: ProblemSolving Task
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.
Type: ProblemSolving Task
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.
Type: ProblemSolving Task
Virtual Manipulative
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.
Type: Virtual Manipulative