UNIT 4: FUNCTIONS
Real Life Scenario:
Your parents are allowing you to go on a spring break trip with your friends. They don’t trust you driving their vehicle so they plan on renting a car for you. Your parents will decide on your destination based on the cost and recommendations that you provide them.
Your parents are allowing you to go on a spring break trip with your friends. They don’t trust you driving their vehicle so they plan on renting a car for you. Your parents will decide on your destination based on the cost and recommendations that you provide them.
Priority Standards:
8 F 1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs
consisting of an input and the corresponding output.
8 F 2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
8 F 1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs
consisting of an input and the corresponding output.
8 F 2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
Supporting Standards:
8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the
function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the
function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.