Instructional Resources Additional Resources Back to: Functions Building Functions – NC.M1.F-BF.1b Build a function that models a relationship between two quantities. Write a function that describes a relationship between two quantities. Build a function that models a relationship between two quantities by combining linear, exponential, or quadratic functions with addition and subtraction or two linear functions with multiplication. Concepts and Skills The Standards for Mathematical Practices Pre-requisite Connections Construct a function to model a linear relationship (8.F.4) Generally, all SMPs can be applied in every standard. The following SMPs can be highlighted for this standard. Operations with polynomials (NC.M1.A-APR.1) 4 Model with mathematics – Formally define a function (NC.M1.F-IF.1) Connections Disciplinary Literacy Create and two variable equations (NC.M1.A-CED.2) As stated in SMP 6, the precise use of mathematical vocabulary is the expectation in all oral and written communication. Identify and interpret key features of functions from different Students should be able to justify their process of building a new function. representations (NC.M1.F-IF.7) New Vocabulary: exponential function, quadratic function Mastering the Standard Comprehending the Standard Assessing for Understanding This standard is building functions. In this Students should combine functions to represent a contextual situation. part of the standard students should combine Example: Cell phone Company Y charges a $10 start-up fee plus $0.10 per minute, . Cell phone Company Z charges functions to represent a contextual situation. $0.20 per minute, , with no start-up fee. Which function represents the difference in cost between Company Y and Company Z? This standards well with Interpreting Functions standards, in that the purpose behind building a function is to them use that function to solve a problem. Math 1 released EOC #23) The algebraic skills behind this standard occur Example: A retail store has two options for discounting items to go on clearance. in NC.M1.A-APR.1. This standard should be Option 1: Decrease the price of the item by 15% each week. taught throughout the year as each new function Option 2: Decrease the price of the item by $5 each week. family is added to the course. If the cost of an item is $45, write a function rule for the difference in price between the two options.
Instructional Resources Additional Resources Back to: Functions – Building Functions NC.M1.F-BF.1b Build a function that models a relationship between two quantities. Write a function that describes a relationship between two quantities. Build a function that models a relationship between two quantities by combining linear, exponential, or quadratic functions with addition and subtraction or two linear functions with multiplication. Concepts and Skills The Standards for Mathematical Practices Pre-requisite Connections Construct a function to model a linear relationship (8.F.4) Operations with polynomials (NC.M1.A-APR.1) Formally define a function (NC.M1.F-IF.1) Generally, all SMPs can be applied in every standard. The following SMPs can be highlighted for this standard. 4 – Model with mathematics Connections Disciplinary Literacy Create and two variable equations (NC.M1.A-CED.2) Identify and interpret key features of functions from different representations (NC.M1.F-IF.7) As stated in SMP 6, the precise use of mathematical vocabulary is the expectation in all oral and written communication. Students should be able to justify their process of building a new function. New Vocabulary: exponential function, quadratic function Mastering the Standard Comprehending the Standard Assessing for Understanding This standard is building functions. In this part of the standard students should combine functions to represent a contextual situation. This standards well with Interpreting Functions standards, in that the purpose behind building a function is to them use that function to solve a problem. The algebraic skills behind this standard occur in NC.M1.A-APR.1. This standard should be taught throughout the year as each new function family is added to the course. Students should combine functions to represent a contextual situation. Example: Cell phone Company Y charges a $10 start-up fee plus $0.10 per minute, . Cell phone Company Z charges $0.20 per minute, , with no start-up fee. Which function represents the difference in cost between Company Y and Company Z? Math 1 released EOC #23) Example: A retail store has two options for discounting items to go on clearance. Option 1: Decrease the price of the item by 15% each week. Option 2: Decrease the price of the item by $5 each week. If the cost of an item is $45, write a function rule for the difference in price between the two options.