QC: F.1.a, equations. For example, rearrange Ohm’s law V = G.1.a, G.1.g IR to highlight resistance R. Domain: Interpreting Functions Cluster: Interpret functions that arise in applications in terms of the context Standards Key ideas and Details Intervention Supports F.IF.4 For a function that models a relationship ML: A lesson that requires students to identify parts of distance/time QC: G.3.e, between two quantities, interpret key features of graphs. G.3.f, G.3.g graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key V: Features several videos to help students identify parts of functions. features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; V: Provides several videos on finding the domain and range of functions. symmetries; end behavior; and periodicity. *(Modeling standard) A: A lesson showing how slope is related to ramps. F.IF.5 Relate the domain of a function to its graph and, QC: C.1.d,E.2.a, where applicable, to the quantitative relationship R: Provides several examples on slope and how it is connected to the real F.2.d, G.3.e it describes. For example, if the function h(n) world. gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*(*Modeling standard) F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*(Modeling standard) Cluster: Analyze functions using different representations Standards Key ideas and Details Intervention Supports F.IF.7b R: Shows examples of graphing. Graph functions expressed symbolically and QC: E.2.b, F.2.b show key features of the graph, by hand in
QC: F.1.a, G.1.a, G.1.g equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. Domain: Interpreting Functions Cluster: Interpret functions that arise in applications in terms of the context Standards Key ideas and Details Intervention Supports F.IF.4 QC: G.3.e, G.3.f, G.3.g F.IF.5 QC: C.1.d,E.2.a, F.2.d, G.3.e F.IF.6 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *(Modeling standard) Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*(*Modeling standard) Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*(Modeling standard) ML: A lesson that requires students to identify parts of distance/time graphs. V: Features several videos to help students identify parts of functions. V: Provides several videos on finding the domain and range of functions. A: A lesson showing how slope is related to ramps. R: Provides several examples on slope and how it is connected to the real world. Cluster: Analyze functions using different representations Standards Key ideas and Details Intervention Supports F.IF.7b QC: E.2.b, F.2.b Graph functions expressed symbolically and show key features of the graph, by hand in R: Shows examples of graphing.