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Mathematics - Secondary Curriculum Secondary Mathematics I
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Strand: FUNCTIONS - Interpreting Linear and Exponential Functions (F.IF)

Understand the concept of a linear or exponential function and use function notation. Recognize arithmetic and geometric sequences as examples of linear and exponential functions (Standards F.IF.13). Interpret linear or exponential functions that arise in applications in terms of a context (Standards F.IF.46). Analyze linear or exponential functions using different representations (Standards F.IF.7, 9).

Standard 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.

  • Cell Phones
    This simple task assesses whether students can interpret function notation. The four parts of the task provide a logical progression of exercises for advancing understanding of function notation and how to interpret it in terms of a given context.
  • FUNCTIONS - Interpreting Linear and Exponential Functions (F.IF) - Sec Math I Core Guide
    The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics I Interpreting Linear and Exponential Functions (F.IF).
  • Introduction to the Materials (Math 1)
    Introduction to the Materials in the Mathematics One of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems.
  • Module 3: Features of Functions - Student Edition (Math 1)
    The Mathematics Vision Project, Secondary Math One Module 3, Features of Functions, is the culminating functions module in Secondary Math I. In this module, students broaden their thinking about functions to relationships that are not either linear or exponential.
  • Module 3: Features of Functions - Teacher Notes (Math 1)
    The Mathematics Vision Project, Secondary Math One Module 3 Teacher Notes, Features of Functions, is the culminating functions module in Secondary Math I. In this module, students broaden their thinking about functions to relationships that are not either linear or exponential.
  • Random Walk II
    This task follows up on ''The Random Walk,'' looking in closer detail at what outcomes are possible. These problems form a bridge between work on functions and work on probability. The task is better suited for instruction than for assessment as it provides students with a non standard setting in which to interpret the meaning of functions. Students should carry out the process of flipping a coin and modeling this Random Walk in order to develop a sense of the process before analyzing it mathematically.
  • The Random Walk
    This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips. In addition, the task provides an opportunity to compute some probabilities in a discrete situation. The task could be used to segue the discussion from functions to probability, in particular the early standards in the S-CP domain.
  • Using Function Notation II
    The purpose of the task is to explicitly identify a common error made by many students, when they make use of the "identity" f(x+h)=f(x)+f(h). The task has students find a single explicit example for which the identity is false, but it is worth emphasizing that in fact the identity fails for the vast majority of functions.
  • Yam in the Oven
    The purpose of this task is to give students practice interpreting statements using function notation. It can be used as a diagnostic if students seem to be having trouble with function notation, for example interpreting f(x) as the product of f and x.


UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey  Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.