Students should be aware of the key functions Example: Without using the graphing capabilities of a calculator, sketch the graph of typically associated with each function type. and identify the and the maximum or minimum point. x-intercepts, y-intercept, Linear functions domain & range, rate of – change, intercepts, increasing/decreasing Example: The function models the amount of aspirin left in the bloodstream hours. Graph the function showing Quadratic functions domain and range, the key features of the graph. Interpret the key features in context of the problem. – x-intercepts (zeros), intervals of increasing and decreasing, intervals of positive Students should be able to identify key feature of linear, quadratic and exponential functions from the graphical and negative values, maximums and minimums, representation. and end behavior Example: Which of the following is the function graphed below? Exponential functions domain and range, rate – of change, increasing or decreasing (growth and decay), intervals of positive and negative values, end behavior (NCDPI Math 1 released EOC #4 modified) At the Math 1 students should not be exposed to finding the line of symmetry of a quadratic function using the formula , unless it is developed conceptually. Example: Which of the following could be the function of a real variable x whose graph is shown below? Explain. This concept this concept can be developed with a study of the quadratic formula. If the students need to find the line of symmetry (not a requirement of Math 1), they can find the midpoint of the zeros of the function. *This task could be modified for a Math 1 classroom to not use vertex form. () Instructional Resources Tasks Additional Resources (Illustrative Mathematics) Back to: Functions Interpreting Functions – NC.M1.F-IF.8a Analyze functions using different representations.
Students should be aware of the key functions typically associated with each function type. Linear functions – domain & range, rate of change, intercepts, increasing/decreasing Quadratic functions – domain and range, x-intercepts (zeros), intervals of increasing and decreasing, intervals of positive and negative values, maximums and minimums, and end behavior Exponential functions – domain and range, rate of change, increasing or decreasing (growth and decay), intervals of positive and negative values, end behavior At the Math 1 students should not be exposed to finding the line of symmetry of a quadratic function using the formula , unless it is developed conceptually. This concept this concept can be developed with a study of the quadratic formula. If the students need to find the line of symmetry (not a requirement of Math 1), they can find the midpoint of the zeros of the function. Example: Without using the graphing capabilities of a calculator, sketch the graph of and identify the x-intercepts, y-intercept, and the maximum or minimum point. Example: The function models the amount of aspirin left in the bloodstream hours. Graph the function showing the key features of the graph. Interpret the key features in context of the problem. Students should be able to identify key feature of linear, quadratic and exponential functions from the graphical representation. Example: Which of the following is the function graphed below? (NCDPI Math 1 released EOC #4 modified) Example: Which of the following could be the function of a real variable x whose graph is shown below? Explain. *This task could be modified for a Math 1 classroom to not use vertex form. () Instructional Resources Tasks Additional Resources (Illustrative Mathematics) Back to: Functions – Interpreting Functions NC.M1.F-IF.8a Analyze functions using different representations.
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