Standard 1: Understand, compare and analyze properties of functions.

Students are given a linear and an exponential function, one represented verbally and the other by a table. Then students are asked to compare the rate of change in each in the context of the problem.

Type: Formative Assessment

Students are given a linear function represented by an equation and an exponential function represented by a graph in a real-world context and are asked to compare the rates of change of the two functions.

Type: Formative Assessment

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.

Type: Formative Assessment

Students are asked to find the first five terms of a sequence defined recursively, explain why the sequence is a function, and describe its domain

Type: Formative Assessment

Students are asked to prove that a linear function grows by equal differences over equal intervals.

Type: Formative Assessment

Students are asked to prove that an exponential function grows by equal factors over equal intervals.

Type: Formative Assessment

Students are given four verbal descriptions of functions and asked to identify each as either linear or exponential and to justify their choices.

Type: Formative Assessment

Students are asked to compare a quadratic and an exponential function in context.

Type: Formative Assessment

Students are given a set of data and are asked to use technology to create a scatter plot and write a function that fits the data set.

Type: Formative Assessment

Students are asked to determine if each of two sequences is a function and to describe its domain, if it is a function.

Type: Formative Assessment

Students are asked to interpret statements that use function notation in the context of a problem.

Type: Formative Assessment

Students are asked to provide an example of a nonlinear function and explain why it is nonlinear.

Type: Formative Assessment

Students are asked to interpret key features of a graph (intercepts and intervals over which the graph is increasing) in the context of a problem situation.

Type: Formative Assessment

Students are asked to compare a linear function and an exponential function in context.

Type: Formative Assessment

Students are asked to determine the corresponding input value for a given output using a table of values representing a function, f.

Type: Formative Assessment

Students are given a table of functional values in context and are asked to find the average rate of change over a specific interval.

Type: Formative Assessment

Students are given a graph of an exponential function and are asked to calculate and compare the average rate of change over two different intervals of time.

Type: Formative Assessment

Students are asked to estimate the average rate of change of a nonlinear function over two different intervals given its graph.

Type: Formative Assessment

Students are asked to calculate and interpret the rate of change of a linear function given its graph.

Type: Formative Assessment

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. 

Type: Formative Assessment

Students are asked to determine the value of a function, at an input given using function notation, by inspecting its graph.

Type: Formative Assessment

Students are asked to evaluate a function at a given value of the independent variable.

Type: Formative Assessment

This lesson allows the students to connect the science of cricket chirps to mathematics. In this lesson, students will collect real data using the CD "Myths and Science of Cricket Chirps" (or use supplied data), display the data in a graph, and then find and use the mathematical model that fits their data.

Type: Lesson Plan

This lesson will provide students with an opportunity to collect and analyze bivariate data and use technology to create scatter plots, lines of best fit, and determine the correlation strength of the data being compared. Students will have a hands on inquire based lesson that allows them to create gliders to analyze data. This lesson is an application of skills acquired in a bivariate unit of study.

Type: Lesson Plan

This lesson provides the students with scatter plots, lines of best fit and the linear equations to practice interpreting the slope and y-intercept in the context of the problem.

Type: Lesson Plan

Students will interpret the meaning of slope and y-intercept in a wide variety of examples of real-world situations modeled by linear functions.

Type: Lesson Plan

This lesson will not only reinforce students understanding of slope and y-intercept, but will also ensure the students understand how it can be modeled in a real world situation. The focus of this lesson is to emphasize that slope is a rate of change and the y-intercept the value of y when x is zero. Students will be able to read a problem and create a linear equation based upon what they read. They will then make predictions based upon this information.

Type: Lesson Plan

Students will explore representing the movement of objects and the relationship between the various forms of representation: verbal descriptions, value tables, graphs, and equations. These representations include speed, starting position, and direction. This exploration includes brief direct instruction, guided practice in the form of a game, and independent practice in the form of a word problem. Students will demonstrate understanding of this concept through a written commitment of their answer to the word problem supported with evidence from value tables, graphs, and equations.

Type: Lesson Plan

Students are asked to determine a procedure for ranking healthcare plans based on their assumptions and the cost of each plan given as a function. Then, they are asked to revise their ranking based on a new set of data.

Type: Lesson Plan

Students will use information from the internet or a car dealership's advertisement to identify a car and determine the future value of the car using different depreciation rates over different intervals of time. Students will graph their data to show exponential decay and compare to a linear decrease on the same graph.

Type: Lesson Plan

In this lesson, students will use graphing calculators to explore linear equations in the form y = mx + b. They will observe the graphs of equations with different values of slope and y-intercept. They will draw conclusions about how the value of slope and y-intercept are visible in the appearance of the graph.

Type: Lesson Plan

Students will investigate falling objects with very low air friction.

Type: Lesson Plan

This activity has students apply their knowledge to distinguish between numerical data that can be modeled in linear or exponential forms. Students will create mathematical models (graph, equation) that represent the data and compare these models in terms of the information they show and their limitations. Students will use the models to compute additional information to predict future outcomes and make conjectures based on these predictions.

Type: Lesson Plan

This lesson is designed to help students solve real-world problems involving compound and continuously compounded interest. Students will also be required to translate word problems into function models, evaluate functions for inputs in their domains, and interpret outputs in context.

Type: Lesson Plan

Students will solve multiple systems of equations using two methods: graphing and substitution. This will help students to make a connection between the two methods and realize that they will indeed get the same solution graphically and algebraically.  Students will compare the two methods and think about ways to decide which method to use for a particular problem. This lesson connects prior instruction on solving systems of equations graphically with using algebraic methods to solve systems of equations.

Type: Lesson Plan

In this lesson students will learn how to write equations in function notation when given a real-world scenario. Students will work in groups to determine an equation for a given scenario, as well as, write a scenario for a given equation.

Type: Lesson Plan

Dancing Polynomials is designed to lead students from the understanding that the equation of a line produces a linear pattern to the realization that using an exponent greater than one will produce curvature in a graph and that further patterns emerge allowing students to predict what happens at the end of the graph. Using graphing calculators, students will examine the patterns that emerge to predict the end behavior of polynomial functions. They will experiment by manipulating equations superimposed onto landmarks in the shape of parabolas and polynomial functions. An end behavior song and dance, called "Graph Me Baby" will allow students to become graphs to physically understand the end behavior of the graph.

Type: Lesson Plan

This lesson introduces students to the quadratic parent function, as well as reinforces some key features of quadratic functions. It allows students to explore basic transformations of quadratic functions and provides a note-taking sheet for students to organize their learning. There is a "FUN" cut and paste activity for students to match quadratic graphs with verbal descriptions and their equations.

Type: Lesson Plan

This lesson covers quadratic translations as they relate to vertex form of a quadratic equation. Students will predict what will happen to the graph of a quadratic function when more than one constant is in a quadratic equation. Then, the students will graph quadratic equations in vertex form using their knowledge of the translations of a quadratic function, as well as describe the translations that occur. Students will also identify the parent function of any quadratic function as .

Type: Lesson Plan

In this lesson, students will apply their knowledge to model a real-world linear situation in a variety of ways. They will analyze a situation in which 2 candles burn at different rates. They will create a table of values, determine a linear equation, and graph each to determine if and when the candles will ever be the same height. They will also determine the domain and range of their functions and determine whether there are constraints on their functions.

Type: Lesson Plan

The Turning Tires MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best tire material for certain situations. The main focus of the MEA is applying surface area concepts and algebra through modeling.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

Continue exploring how to determine if a relation is a function using graphs and story situations in this interactive tutorial. 

This is the second tutorial in a 2-part series. Click HERE to open Part 1.

Type: 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

Learn how to calculate and interpret an average rate of change over a specific interval on a graph in this interactive tutorial.

Type: Original Student Tutorial

Richard Bertram discusses his mathematical modeling contribution to the Birdsong project that helps the progress of neuron and ion channel research.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

<p>Researchers Frank Johnson, Richard Bertram,&nbsp;Wei&nbsp;Wu, and Rick&nbsp;Hyson&nbsp;explore the necessity of scientific and mathematical collaboration in modern neuroscience, as it relates to their NSF research on birdsong.</p>

Type: Perspectives Video: Expert

What happens when math models go wrong in forecasting hurricanes?

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

<p>SCCA race car drivers discuss how using a chassis dyno to graph horsepower and torque curves helps them maximize potential in their race cars.</p>

Type: Perspectives Video: Professional/Enthusiast

Lofty ideas about kites helped power a kayak from California to Hawaii.

Related Resources:
KROS Pacific Ocean Kayak Journey: GPS Data Set[.XLSX]
KROS Pacific Ocean Kayak Journey: Path Visualization for Google Earth[.KML]

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

A seafaring teacher filters all the good information you need to understand water purification rates for distance traveling.

Related Resources:
KROS Pacific Ocean Kayak Journey: GPS Data Set[.XLSX]
KROS Pacific Ocean Kayak Journey: Path Visualization for Google Earth[.KML]

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

If you are having trouble understanding variables, this video might help you see the light.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Teaching Idea

In this example, students are asked to write a function describing the population growth of algae. It is implied that this is exponential growth.

Type: Problem-Solving Task

This problem solving task challenges students to find the linear, exponential and quadratic functions based on two points.

Type: Problem-Solving Task

This problem solving task asks students to predict and model US population based on a chart of US population data from 1982 to 1988.

Type: Problem-Solving Task

This problem solving task asks students to solve five exponential and linear function problems based on a US population chart for the years 1790-1860.

Type: Problem-Solving Task

This problem is an exponential function example that uses the real-world problem of how fast rumors spread.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to explore various aspects of exponential models (e.g., distinguishing between constant absolute growth and constant relative growth, solving equations using logarithms, applying compound interest formulas) in the context of a real world problem with ties to developing financial literacy skills. In particular, students are introduced to the idea of inflation of prices of a single commodity, and are given a very brief introduction to the notion of the Consumer Price Index for measuring inflation of a body of goods.

Type: Problem-Solving Task

This task gives a variation of real-life contexts which could be modeled by a linear or exponential function. The key distinguishing feature between the two is whether the change by equal factors over equal intervals (exponential functions), or by a constant increase per unit interval (linear functions). The task could either be used as an assessment problem on this distinction, or used as an introduction to the differences between these very important classes of functions.

Type: Problem-Solving Task

This task requires students to use the fact that on the graph of the linear function h(x) = ax + b, the y-coordinate increases by a when x increases by one. Specific values for a and b were left out intentionally to encourage students to use the above fact as opposed to computing the point of intersection, (p,q), and then computing respective function values to answer the question.

Type: Problem-Solving Task

This task asks students to analyze data from a physical context, choose a model that reasonably fits the data, and use the model to answer questions about the physical context. This variant of the task is not scaffolded; for a more scaffolded version, see Basketball Bounces, Assessment Variation 1.

Type: Problem-Solving Task

Students are asked to select the best model for a given context and use the model to make predictions. This task assesses students’ modeling skills. Students are tasked to distinguish between situations that can be modeled with linear and exponential functions and recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

Type: Problem-Solving Task

This task can be used as a quick assessment to see if students can make sense of a graph in the context of a real world situation. Students also have to pay attention to the scale on the vertical axis to find the correct match. The first and third graphs look very similar at first glance, but the function values are very different since the scales on the vertical axes are very different. The task could also be used to generate a group discussion on interpreting functions given by graphs.

Type: Problem-Solving Task

The purpose of this task is to help students learn to read information about a function from its graph, by asking them to show the part of the graph that exhibits a certain property of the function. The task could be used to further instruction on understanding functions or as an assessment tool, with the caveat that it requires some amount of creativity to decide how to best illustrate some of the statements.

Type: Problem-Solving Task

Students are asked to write equations to model the repair costs of three different companies and determine the conditions for which each company would be least expensive. This task can be used to both assess student understanding of systems of linear equations or to promote discussion and student thinking that would allow for a stronger solidification of these concepts. The solution can be determined in multiple ways, including either a graphical or algebraic approach.

Type: Problem-Solving Task

This informational text resource is intended to support reading in the content area. The text discusses the two main factors that control the speed of a competitive swimmer: power and drag. The reader is then presented with mathematical formulas that determine these factors. The text also discusses the technological advances that have come about in the swimsuit industry. The text even entertains the idea of "technological doping" and allows the reader to question whether advanced swimsuits are hurting the competitiveness of swimming.

Type: Text Resource

This lesson is designed to introduce students to the vertical line test for functions as well as practice plotting points and drawing simple functions. The lesson provides links to discussions and activities related to the vertical line test and functions as well as suggested ways to integrate them into the lesson.

Type: Virtual Manipulative