Mathematics Standards
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Circles
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Interpreting Functions
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Linear, Quadratic, and Exponential Models
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Making Inferences and Justifying Conclusions
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Ratios and Proportional Relationships
Results
Showing 41 - 50 of 108 Standards
Standard Identifier: F-LE.2
Grade Range:
7–12
Domain:
Linear, Quadratic, and Exponential Models
Discipline:
Math I
Conceptual Category:
Functions
Cluster:
Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential]
Standard:
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). *
Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential]
Standard:
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). *
Standard Identifier: F-LE.3
Grade Range:
7–12
Domain:
Linear, Quadratic, and Exponential Models
Discipline:
Math I
Conceptual Category:
Functions
Cluster:
Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential]
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. [Linear and exponential]
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.3
Grade Range:
7–12
Domain:
Linear, Quadratic, and Exponential Models
Discipline:
Algebra I
Conceptual Category:
Functions
Cluster:
Construct and compare linear, quadratic, and exponential models and solve problems.
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.
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.5
Grade Range:
7–12
Domain:
Linear, Quadratic, and Exponential Models
Discipline:
Algebra I
Conceptual Category:
Functions
Cluster:
Interpret expressions for functions in terms of the situation they model.
Standard:
Interpret the parameters in a linear or exponential function in terms of a context. * [Linear and exponential of form f(x) = b^x + k]
Interpret expressions for functions in terms of the situation they model.
Standard:
Interpret the parameters in a linear or exponential function in terms of a context. * [Linear and exponential of form f(x) = b^x + k]
Standard Identifier: F-LE.5
Grade Range:
7–12
Domain:
Linear, Quadratic, and Exponential Models
Discipline:
Math I
Conceptual Category:
Functions
Cluster:
Interpret expressions for functions in terms of the situation they model. [Linear and exponential of form f(x) = b^x + k]
Standard:
Interpret the parameters in a linear or exponential function in terms of a context. *
Interpret expressions for functions in terms of the situation they model. [Linear and exponential of form f(x) = b^x + k]
Standard:
Interpret the parameters in a linear or exponential function in terms of a context. *
Standard Identifier: F-LE.6
Grade Range:
7–12
Domain:
Linear, Quadratic, and Exponential Models
Discipline:
Algebra I
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 *
Standard Identifier: F-IF.4
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
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. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
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. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *
Standard Identifier: F-IF.5
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *
Standard Identifier: F-IF.6
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *
Standard Identifier: F-IF.7.a
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:
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph linear and quadratic functions and show intercepts, maxima, and minima. *
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph linear and quadratic functions and show intercepts, maxima, and minima. *
Showing 41 - 50 of 108 Standards
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