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
- Model a periodic situation, the height of a person on a Ferris wheel, using trigonometric functions.
- Interpret the constants a, b, c in the formula h = a + b cos ct in terms of the physical situation, where h is the height of the person above the ground and t is the elapsed time.
Functions represented algebraically are limited to linear, quadratic, or
exponential.
Functions represented using tables or graphs are not limited to linear,
quadratic, or exponential.
Functions may be represented using tables or graphs.
Functions may have closed domains.
Functions may be discontinuous.
Items should have a single transformation.
Neutral
Students will determine the value of k when given a graph of the
function and its transformation.
Students will identify differences and similarities between a function
and its transformation.
Students will identify a graph of a function given a graph or a table of
a transformation and the type of transformation that is represented.
Students will graph by applying a given transformation to a function.
Students will identify ordered pairs of a transformed graph.
Students will complete a table for a transformed function.
Items should be given in a mathematical context.
Items must use function notation.
Items may present a function using an equation, a table of values, or
a graph.Items may require the student to explain or justify a transformation
that has been applied to a function.
Items may require the student to explain how a graph is affected by a
value of k.
Items may require the student to find the value of k.
Items may require the student to complete a table of values.
Sample Test Items (1)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | The table below shows the values for the function y = f(x).
Complete the table for the function |
N/A | TI: Table Item |
Related Courses
Related Resources
Formative Assessments
| Name | Description |
| Comparing Functions – Quadratic | Students are given the graph of f(x) = x2 and are asked to compare the graphs of five other quadratic functions to the graph of f. |
| Comparing Functions - Exponential | Students are asked to use technology to graph exponential functions and then to describe the effect on the graph of changing the parameters of the function. |
| Write the Equations | Students are given the graphs of three absolute values functions and are asked to write the equation of each. |
| Comparing Functions - Linear | Students are asked to compare the graphs of four different linear functions to the graph of f(x) = x. |
Lesson Plans
| Name | Description |
| Ferris Wheel | This lesson is intended to help you assess how well students are able to: |
| Representing Polynomials | This lesson unit is intended to help you assess how well students are able to translate between graphs and algebraic representations of polynomials. In particular, this unit aims to help you identify and assist students who have difficulties in recognizing the connection between the zeros of polynomials when suitable factorizations are available, and graphs of the functions defined by polynomials as well as recognizing the connection between transformations of the graphs and transformations of the functions obtained by replacing f(x) by f(x + k), f(x) + k, -f(x), f(-x). |
| Functions, Graphs, and Symmetry...Oh My! | This lesson plan includes transformations, domain, range, and symmetry for 5 different types of functions. Students will learn how to look at a function and determine what the graph will look like without plotting any points. Students will also be able to analyze the symmetry of functions algebraically. |
| Translating Quadratic Functions | In this lesson, students will investigate the changes to the graph of a quadratic function when the function is modified in four different ways by inclusion of an additive or multiplicative constant. Students will work in groups to graph quadratic functions, prepare a display of their functions, and determine how the modification affects the graph of the quadratic function. Then, students participate in a gallery walk, where members of each group will share their findings with a small group of students. At the end, there is a class discussion to see if everyone had similar findings and to solidify the knowledge of translating quadratic functions. |
Original Student Tutorials
| Name | Description |
| Dilations...The Effect of k on a Graph | Visualize the effect of using a value of k in both kf(x) or f(kx) when k is greater than zero in this interactive tutorial. |
| Reflections...The Effect of k on a Graph | Learn how reflections of a function are created and tied to the value of k in the mapping of f(x) to -1f(x) in this interactive tutorial. |
| Translations...The Effect of k on the Graph | Explore translations of functions on a graph that are caused by k in this interactive tutorial. GeoGebra and interactive practice items are used to investigate linear, quadratic, and exponential functions and their graphs, and the effect of a translation on a table of values. |
Problem-Solving Tasks
| Name | Description |
| Building a quadratic function from f(x) = x^2 | This task aims for students to understand the quadratic formula in a geometric way in terms of the graph of a quadratic function. |
| Building an explicit quadratic function by composition | This task is intended for instruction and to motivate "Building a general quadratic function." This task assumes that the students are familiar with the process of completing the square. |
| Building a General Quadratic Function | In this resource, a method of deriving the quadratic formula from a theoretical standpoint is demonstrated. This task is for instructional purposes only and builds on "Building an explicit quadratic function." |
| Transforming the Graph of a Function | This problem solving task examines, in a graphical setting, the impact of adding a scalar, multiplying by a scalar, and making a linear substitution of variables on the graph of the function f. This resource also includes standards alignment commentary and annotated solutions. |
| Medieval Archer | The task addresses the first part of standard MAFS.912.F-BF.2.3: "Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative)." |
| Identifying Even and Odd Functions | This task asks students to determine whether a the set of given functions is odd, even, or neither. |
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 Manipulatives
| Name | Description |
| Graphing Lines | 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. |
| Data Flyer | Using this virtual manipulative, students are able to graph a function and a set of ordered pairs on the same coordinate plane. The constants, coefficients, and exponents can be adjusted using slider bars, so the student can explore the affect on the graph as the function parameters are changed. Students can also examine the deviation of the data from the function. This activity includes 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. |
| Function Matching | This is a graphing tool/activity for students to deepen their understanding of polynomial functions and their corresponding graphs. This tool is to be used in conjunction with a full lesson on graphing polynomial functions; it can be used either before an in depth lesson to prompt students to make inferences and connections between the coefficients in polynomial functions and their corresponding graphs, or as a practice tool after a lesson in graphing the polynomial functions. |
| Function Flyer | 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. |
Student Resources
Original Student Tutorials
| Name | Description |
| Dilations...The Effect of k on a Graph: | Visualize the effect of using a value of k in both kf(x) or f(kx) when k is greater than zero in this interactive tutorial. |
| Reflections...The Effect of k on a Graph: | Learn how reflections of a function are created and tied to the value of k in the mapping of f(x) to -1f(x) in this interactive tutorial. |
| Translations...The Effect of k on the Graph: | Explore translations of functions on a graph that are caused by k in this interactive tutorial. GeoGebra and interactive practice items are used to investigate linear, quadratic, and exponential functions and their graphs, and the effect of a translation on a table of values. |
Problem-Solving Tasks
| Name | Description |
| Building a quadratic function from f(x) = x^2: | This task aims for students to understand the quadratic formula in a geometric way in terms of the graph of a quadratic function. |
| Building an explicit quadratic function by composition: | This task is intended for instruction and to motivate "Building a general quadratic function." This task assumes that the students are familiar with the process of completing the square. |
| Building a General Quadratic Function: | In this resource, a method of deriving the quadratic formula from a theoretical standpoint is demonstrated. This task is for instructional purposes only and builds on "Building an explicit quadratic function." |
| Transforming the Graph of a Function: | This problem solving task examines, in a graphical setting, the impact of adding a scalar, multiplying by a scalar, and making a linear substitution of variables on the graph of the function f. This resource also includes standards alignment commentary and annotated solutions. |
| Medieval Archer: | The task addresses the first part of standard MAFS.912.F-BF.2.3: "Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative)." |
| Identifying Even and Odd Functions: | This task asks students to determine whether a the set of given functions is odd, even, or neither. |
Virtual Manipulatives
| Name | Description |
| Graphing Lines: | 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. |
| Data Flyer: | Using this virtual manipulative, students are able to graph a function and a set of ordered pairs on the same coordinate plane. The constants, coefficients, and exponents can be adjusted using slider bars, so the student can explore the affect on the graph as the function parameters are changed. Students can also examine the deviation of the data from the function. This activity includes 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. |
| Function Matching: | This is a graphing tool/activity for students to deepen their understanding of polynomial functions and their corresponding graphs. This tool is to be used in conjunction with a full lesson on graphing polynomial functions; it can be used either before an in depth lesson to prompt students to make inferences and connections between the coefficients in polynomial functions and their corresponding graphs, or as a practice tool after a lesson in graphing the polynomial functions. |
| Function Flyer: | 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. |
Parent Resources
Problem-Solving Tasks
| Name | Description |
| Building a quadratic function from f(x) = x^2: | This task aims for students to understand the quadratic formula in a geometric way in terms of the graph of a quadratic function. |
| Building an explicit quadratic function by composition: | This task is intended for instruction and to motivate "Building a general quadratic function." This task assumes that the students are familiar with the process of completing the square. |
| Building a General Quadratic Function: | In this resource, a method of deriving the quadratic formula from a theoretical standpoint is demonstrated. This task is for instructional purposes only and builds on "Building an explicit quadratic function." |
| Transforming the Graph of a Function: | This problem solving task examines, in a graphical setting, the impact of adding a scalar, multiplying by a scalar, and making a linear substitution of variables on the graph of the function f. This resource also includes standards alignment commentary and annotated solutions. |
| Medieval Archer: | The task addresses the first part of standard MAFS.912.F-BF.2.3: "Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative)." |
| Identifying Even and Odd Functions: | This task asks students to determine whether a the set of given functions is odd, even, or neither. |
Virtual Manipulative
| Name | Description |
| Graphing Lines: | 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. |