quantitatively. Note: Students should experience a variety of types of situations modeled by functions. Detailed analysis of any Construct viable particular class of functions at this stage is not advised. arguments and Students should apply these concepts throughout their future critique the reasoning mathematics courses. Draw examples from linear and of others. exponential functions. with Essential Skills and Knowledge mathematics. Ability to determine if a relation is a function Ability to identify the domain and range of a Use appropriate function from multiple representations strategically. Ability to use of function notation Knowledge of and ability to the vertical line test Attend to precision. F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function Look for and make use notation in terms of a context. of structure. Essential Skills and Knowledge Look for and express Ability to make connections between context and regularity in repeated algebraic representations which use function reasoning. notation F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n 1. ≥ Note: Draw connection to F.BF.2, which requires students to write arithmetic and geometric sequences. Emphasize arithmetic and geometric sequences as examples of linear and exponential functions. Essential Skills and Knowledge See the skills and knowledge that are stated in the Standard. F.IF.4 For a function that models a relationship between two Make sense of quantities, interpret key features of the graph and the table problems and Interpret functions in terms of the quantities, and sketch the graph showing key persevere in solving that arise in features given a verbal description of the relationship. Key them. applications features include: intercepts; intervals where the function is in terms of a context. increasing, decreasing, positive, or negative; relative Reason abstractly and maximums and minimums; symmetries; end behavior; and quantitatively. periodicity. ★
Note: Students should experience a variety of types of situations modeled by functions. Detailed analysis of any particular class of functions at this stage is not advised. Students should apply these concepts throughout their future mathematics courses. Draw examples from linear and exponential functions. Essential Skills and Knowledge Ability to determine if a relation is a function Ability to identify the domain and range of a function from multiple representations Ability to use of function notation Knowledge of and ability to the vertical line test F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. Essential Skills and Knowledge Ability to make connections between context and algebraic representations which use function notation F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1. Note: Draw connection to F.BF.2, which requires students to write arithmetic and geometric sequences. Emphasize arithmetic and geometric sequences as examples of linear and exponential functions. Essential Skills and Knowledge See the skills and knowledge that are stated in the Standard. quantitatively. Construct viable arguments and critique the reasoning of others. with mathematics. Use appropriate strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Interpret functions that arise in applications in terms of a context. F.IF.4 For a function that models a relationship between two quantities, interpret key features of the graph and the table in terms of the quantities, and sketch the graph 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. ★ Make sense of problems and persevere in solving them. Reason abstractly and quantitatively.
Algebra_I_Framework.docx