General Information
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.
Test Item Specifications
MAFS.912.A-REI.4.10
In items where a function is represented by an equation, the function
may be an exponential function with no more than one translation, a
linear function, or a quadratic function.
In items where a function is represented by a graph or table, the
function may be any continuous function.
Neutral
Students will find a solution or an approximate solution for f(x) = g(x)
using a graph.
Students will find a solution or an approximate solution for f(x) = g(x)
using a table of values.
Students will find a solution or an approximate solution for f(x) = g(x)
using successive approximations that give the solution to a given
place value.
Students will justify why the intersection of two functions is a solution
to f(x) = g(x).
Students will verify if a set of ordered pairs is a solution of a function.
Items may be set in a mathematical or real-world context.
Items may use function notation.
Items must designate the place value accuracy necessary for
approximate solutions.
Items may require the student to complete a missing step in an
algebraic justification of the solution of f(x) = g(x).
Items may require the student to explain the role of the x-coordinate
and the y-coordinate in the intersection of f(x) = g(x).
Items may require the student to explain a process.
Items may require the student to record successive approximations
used to find the solution of f(x) = g(x).
Sample Test Items (1)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | Cora is using successive approximations to estimate a positive solution to f(x)=g(x), where f(x)=x²+13 and g(x)=3x+14. The table shows her results for different input values of x.
Use Cora's process to find the positive solution, to the nearest tenth, of f(x)=g(x). |
N/A | EE: Equation Editor |
Related Courses
Related Resources
Formative Assessments
| Name | Description |
| Using Technology | Students are asked to use technology (e.g., spreadsheet, graphing calculator, or dynamic geometry software) to estimate the solutions of the equation f(x) = g(x) for given functions f and g. |
| Graphs and Solutions - 2 | Students are asked to find the solution(s) of the equation f(x) = g(x) given the graphs of f and g and explain their reasoning. |
| Using Tables | Students are asked to find solutions of the equation f(x) = g(x) for two given functions, f and g, by constructing a table of values. |
| Graphs and Solutions -1 | Students are asked to explain why the x-coordinate of the intersection of two functions, f and g, is a solution of the equation f(x) = g(x). |
Lesson Plan
| Name | Description |
| Steel vs. Wooden Roller Coaster Lab | This lesson is a Follow Up Activity to the Algebra Institute and allows students to apply their skills on analyzing bivariate data. This STEM lesson allows students the opportunity to investigate if there is a linear relationship between a coaster's height and speed. Using technology the students can determine the line of best fit, correlation coefficient and use the line for interpolation. This lesson also uses prior knowledge and has students solve systems of equations graphically to determine which type of coaster is faster. |
Original Student Tutorial
| Name | Description |
| Solving an Equation Using a Graph | Follow as we learn why the x-coordinate of the point of intersection of two functions is the solution of the equation f(x) = g(x) in this interactive tutorial. |
Problem-Solving Tasks
| Name | Description |
| Population and Food Supply | In this task students use verbal descriptions to construct and compare linear and exponential functions and to find where the two functions intersect (F-LE.2, F-LE.3, A-REI.11). |
| Two Squares are Equal | This classroom task is meant to elicit a variety of different methods of solving a quadratic equation (A-REI.4). Some are straightforward (for example, expanding the square on the right and rearranging the equation so that we can use the quadratic formula); some are simple but clever (reasoning from the fact that x and (2x - 9) have the same square); some use tools (using a graphing calculator to graph the functions f(x) = x^2 and g(x) = (2x-90)^2 and looking for values of x at which the two functions intersect). Some solution methods will work on an arbitrary quadratic equation, while others (such as the last three) may have difficulty or fail if the quadratic equation is not given in a particular form, or if the solutions are not rational numbers. |
Unit/Lesson Sequence
| Name | Description |
| Sample Algebra 1 Curriculum Plan Using CMAP | This sample Algebra 1 CMAP is a fully customizable resource and curriculum-planning tool that provides a framework for the Algebra 1 Course. The units and standards are customizable and the CMAP allows instructors to add lessons, worksheets, and other resources as needed. This CMAP also includes rows that automatically filter and display Math Formative Assessments System tasks, E-Learning Original Student Tutorials and Perspectives Videos that are aligned to the standards, available on CPALMS. Learn more about the sample Algebra 1 CMAP, its features and customizability by watching the following video: Using this CMAPTo view an introduction on the CMAP tool, please . To view the CMAP, click on the "Open Resource Page" button above; be sure you are logged in to your iCPALMS account. To use this CMAP, click on the "Clone" button once the CMAP opens in the "Open Resource Page." Once the CMAP is cloned, you will be able to see it as a class inside your iCPALMS My Planner (CMAPs) app. To access your My Planner App and the cloned CMAP, click on the iCPALMS tab in the top menu. All CMAP tutorials can be found within the iCPALMS Planner App or at the following URL: http://www.cpalms.org/support/tutorials_and_informational_videos.aspx |
Virtual Manipulative
| Name | Description |
| Equation Grapher | 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). |
Student Resources
Original Student Tutorial
| Name | Description |
| Solving an Equation Using a Graph: | Follow as we learn why the x-coordinate of the point of intersection of two functions is the solution of the equation f(x) = g(x) in this interactive tutorial. |
Problem-Solving Tasks
| Name | Description |
| Population and Food Supply: | In this task students use verbal descriptions to construct and compare linear and exponential functions and to find where the two functions intersect (F-LE.2, F-LE.3, A-REI.11). |
| Two Squares are Equal: | This classroom task is meant to elicit a variety of different methods of solving a quadratic equation (A-REI.4). Some are straightforward (for example, expanding the square on the right and rearranging the equation so that we can use the quadratic formula); some are simple but clever (reasoning from the fact that x and (2x - 9) have the same square); some use tools (using a graphing calculator to graph the functions f(x) = x^2 and g(x) = (2x-90)^2 and looking for values of x at which the two functions intersect). Some solution methods will work on an arbitrary quadratic equation, while others (such as the last three) may have difficulty or fail if the quadratic equation is not given in a particular form, or if the solutions are not rational numbers. |
Virtual Manipulative
| Name | Description |
| Equation Grapher: | 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). |
Parent Resources
Problem-Solving Tasks
| Name | Description |
| Population and Food Supply: | In this task students use verbal descriptions to construct and compare linear and exponential functions and to find where the two functions intersect (F-LE.2, F-LE.3, A-REI.11). |
| Two Squares are Equal: | This classroom task is meant to elicit a variety of different methods of solving a quadratic equation (A-REI.4). Some are straightforward (for example, expanding the square on the right and rearranging the equation so that we can use the quadratic formula); some are simple but clever (reasoning from the fact that x and (2x - 9) have the same square); some use tools (using a graphing calculator to graph the functions f(x) = x^2 and g(x) = (2x-90)^2 and looking for values of x at which the two functions intersect). Some solution methods will work on an arbitrary quadratic equation, while others (such as the last three) may have difficulty or fail if the quadratic equation is not given in a particular form, or if the solutions are not rational numbers. |