Standards:

EE.F-­‐IF.1–3. Use the concept of function to solve problems.

EE.F-­‐IF.4–6. Construct graphs that represent linear functions with different rates of change and interpret which is faster/slower, higher/lower, etc.

EE.F-­‐BF.1. Select the appropriate graphical representation (first quadrant) given a situation involving constant rate of change.

EE.F-­‐BF.2. Determine an arithmetic sequence with whole numbers when provided a recursive rule.

EE.F-­‐LE.1–3. Model a simple linear function such as y = mx to show that these functions increase by equal amounts over equal intervals

Skills:

Identify the relationship between theinput and output (the pattern); identify the change (function or rule) for a graph and atable; identify a linear function representedin a graph or table; extend information presented in the tables and graphs to answer questions (if 3 people eat 2 pies and6 people eat 4 pies, how many pies will 9 people eat?)

Use linear function data to create graphs, x-coordinates = input, y-coordinates= output; create a table to record values x and f(x), compare the rate of change (ratio of y/x) between the two functions; explainthat the higher value represents a faster or higher change, the lower value represents aslower or lower change; compare the graph to determine which is faster/higher and slower/lower change.

Identify the graph that demonstrates a given rate of change; identify the recursive rule (e.g., + 3 or -2) for arithmetic sequences; extend the arithmetic sequence by applying the recursive rule (constant rateof change); translate an arithmatic sequence into graphical form.

A function is represented in the form of f(x)=x, use the function to create a table of values for x and f(x); determine the constant rate of change between the f(x) values when x values increase is constant; graph the values to determine constant rate.of change.