Mathematics Standards
Remove this criterion from the search
Building Functions
Remove this criterion from the search
Interpreting Functions
Remove this criterion from the search
Linear, Quadratic, and Exponential Models
Remove this criterion from the search
Making Inferences and Justifying Conclusions
Remove this criterion from the search
Number and Operations—Fractions
Results
Showing 11 - 14 of 14 Standards
Standard Identifier: F-IF.8.b
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, and y = (1.2)^t/10, and classify them as representing exponential growth or decay.
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, and y = (1.2)^t/10, and classify them as representing exponential growth or decay.
Standard Identifier: F-IF.9
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Standard Identifier: F-LE.3
Grade Range:
8–12
Domain:
Linear, Quadratic, and Exponential Models
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Construct and compare linear, quadratic, and exponential models and solve problems. [Include quadratic.]
Standard:
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. *
Construct and compare linear, quadratic, and exponential models and solve problems. [Include quadratic.]
Standard:
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. *
Standard Identifier: F-LE.6
Grade Range:
8–12
Domain:
Linear, Quadratic, and Exponential Models
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Interpret expressions for functions in terms of the situation they model.
Standard:
Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA *
Interpret expressions for functions in terms of the situation they model.
Standard:
Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA *
Showing 11 - 14 of 14 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881