Standard #: MAFS.912.F-IF.2.5 (Archived Standard)

Students are asked to describe the domain of a function given its graph.

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.

Students are given a graph and a verbal description of a function and are asked to describe its domain.

Students investigate the amount of space that could be saved by flattening cardboard boxes. The analysis includes linear graphs and regression analysis along with discussions of slope and a direct variation phenomenon.

This is an activity in which students find their personal biorhythms using sine functions. Biorhythms are 3 cycles (physical, emotional, and intellectual) thought to affect our behavior and performance. The biorhythms have 3 different period lengths. Students need to compute the number of days they have lived to find where they are in these cycles. Students find the equations of the functions and then graph on a graphing calculator.

This lesson is teacher/student directed for discovering and translating exponential functions using a graphing app. The lesson focuses on the translations from a parent graph and how changing the coefficient, base and exponent values relate to the transformation.

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.

What happens when math models go wrong in forecasting hurricanes?

Download the CPALMS Perspectives video student note taking guide.

This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.

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.

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.

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.

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.

This video demonstrates how to determine if a relation is a function and how to identify the domain.

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.

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.

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.

This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.

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.

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.

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.

This video demonstrates how to determine if a relation is a function and how to identify the domain.

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.

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.

This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.

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.

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.

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.

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.