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In Algebra 1, students demonstrate fluency by creating, comparing, analyzing, solving, providing multiple representations, and identifying the structures of exponential & quadratic functions building on the understanding of linear functions from grade 8 to apply linear, quadratic and exponential models to data and unfamiliar problems.
F-IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element
of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
There are no substandards for this standard.
F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
There are no substandards for this standard.
Embed F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
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Embed F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
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Achievement Level Descriptors & Evidence
Achievement Level Descriptors
Achievement Level Descriptors
Evidence
Evidence
Achievement Level Descriptors & Evidence
Achievement Level Descriptors
Achievement Level Descriptors
Evidence
Evidence
Supporting Standards
F-IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For
example, the Fibonacci sequence is defined recursively by f(0) =f(1) = 1, f(n+1) = f(n) + f(n – 1) for n ≥ 1.
While instruction in arithmetic & geometric sequences are best as a transition from linear (Unit 3) to exponential functions (Unit 4), the concept of a sequence can be introduced here through activities like growing dot patterns which can also help students visualize the three types of growth and practice function notation & function basics like domain and range among others. See also Matching Function Cards a Claim 2, 3 & 4 Embedded CFA.
F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
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F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
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N-G.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
There are no substandards for this standard.
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