View Standards
**Standard(s): **
[MA2015] AL1 (9-12) 26 :

[MA2019] AL1-19 (9-12) 15 :

*Example: A sequence with constant growth will be a linear function, while a sequence with proportional growth will be an exponential function.*

26 ) Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. [F-IF2]

[MA2019] AL1-19 (9-12) 15 :

15. Define a function as a mapping from one set (called the domain) to another set (called the range) that assigns to each element of the domain exactly one element of the range.

a. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. *Note: If *f* is a function and *x *is an element of its domain, then *f(x) *denotes the output of* f* corresponding to the input *x*.*

b. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. **Limit to linear, quadratic, exponential, and absolute value functions.**

[MA2019] AL1-19 (9-12) 22 : 22. Define sequences as functions, including recursive definitions, whose domain is a subset of the integers.

a. Write explicit and recursive formulas for arithmetic and geometric sequences and connect them to linear and exponential functions.

In Module 3, Topic A, students explore arithmetic and geometric sequences as an introduction to the formal notation of functions (F-IF.A.1, F-IF.A.2). They interpret arithmetic sequences as linear functions with integer domains and geometric sequences as exponential functions with integer domains (F-IF.A.3, F-BF.A.1a). Students compare and contrast the rates of change of linear and exponential functions, looking for structure in each and distinguishing between additive and multiplicative change (F-IF.B.6, F-LE.A.1, F-LE.A.2, F-LE.A.3).

View Standards
**Standard(s): **
[MA2015] AL1 (9-12) 26 :

[MA2019] AL1-19 (9-12) 15 :

26 ) Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. [F-IF2]

[MA2019] AL1-19 (9-12) 15 :

15. Define a function as a mapping from one set (called the domain) to another set (called the range) that assigns to each element of the domain exactly one element of the range.

a. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. *Note: If *f* is a function and *x *is an element of its domain, then *f(x) *denotes the output of* f* corresponding to the input *x*.*

b. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. **Limit to linear, quadratic, exponential, and absolute value functions.**

[MA2019] AL1-19 (9-12) 28 : 28. 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. *Note: Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; maximums and minimums; symmetries; and end behavior.* **Extend from relationships that can be represented by linear functions to quadratic, exponential, absolute value, and linear piecewise functions.**

In Module 3, Topic B, students connect their understanding of functions to their knowledge of graphing from Grade 8. They learn the formal definition of a function and how to recognize, evaluate, and interpret functions in abstract and contextual situations (F-IF.A.1, F-IF.A.2). Students examine the graphs of a variety of functions and learn to interpret those graphs using precise terminology to describe such key features as domain and range, intercepts, intervals where the function is increasing or decreasing, and intervals where the function is positive or negative. (F-IF.A.1, F-IF.B.4, F-IF.B.5, F-IF.C.7a).