Description
I have included my Functions foldable and my Identifying Functions QR Code Task Cards in this packet. You can perform the lesson, have some examples and guided questions, then have students self check their task cards.
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Highlights
Digital downloads
Grades
7th - 9th, Adult Education, Higher Education
Standards
CCSS8.F.A.1
CCSS8.F.A.2
CCSS8.F.A.3
Pages
14
Description
I have included my Functions foldable and my Identifying Functions QR Code Task Cards in this packet. You can perform the lesson, have some examples and guided questions, then have students self check their task cards.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS8.F.A.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.
CCSS8.F.A.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.
CCSS8.F.A.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.
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