GRADE BAND HIGH SCHOOL Domain Building Functions and

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GRADE BAND: HIGH SCHOOL Domain: Building Functions and Interpreting Functions

GRADE BAND: HIGH SCHOOL Domain: Building Functions and Interpreting Functions

Why this domain is a priority for professional development Prerequisites: (F-IF. 1) is a

Why this domain is a priority for professional development Prerequisites: (F-IF. 1) is a Prerequisite for making sense of the rest of F-IF and F-BF. As well as a fluency with function notation To enrich the understanding of a function. It is not just “something that passes the vertical line test”

Why this domain is a priority for professional development (F-IF. * + F-BF. 1)

Why this domain is a priority for professional development (F-IF. * + F-BF. 1) Modeling a context/data/etc. algebraically with a function arises in many, many places (F-BF. 2+) Motivate why modeling with functions is useful: you can operate on them. (F-IF. 3) Recursive relations are encountered in middle school, and so provide an entry point to functions.

Why this domain is a priority for professional development Units and how they support

Why this domain is a priority for professional development Units and how they support understanding of functions Reason conceptually about varying parameters In the context of a function that contains parameters, we want students and teachers to think of the effect of varying those parameters. � E. g. “If Debbie’s weekly allowance is doubled, will her new weekly income be more or less than twice the original amount? ”

Key standards in this domain that pd should focus on Notation – terminology/verbiage tensions

Key standards in this domain that pd should focus on Notation – terminology/verbiage tensions (FBF. 1) Multiple representations of functions (F-IF. 7 -9) Understand that if a function is modeling something, that operating on that function has a meaning to that model (F-IF. 2 -5) � E. g. finding the inverse function (F-IF. 4) Capacity to discuss functions verbally (F-IF. 4, F -IF. 9)