Unit Guide - CCSS Algebra 1 - Unit 8 - Functions
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maciej czekalaUnit Guide - CCSS Algebra 1 - Unit 8 - Functions
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maciej czekalaAlgebra 1
Unit 8:Functions
.F.A.1, 8.F.B.5, HSF.BF.B.4, HSF.BF.B.4.a, HSF.BF.B.4.c, HSF.IF.A.1, HSF.IF.A.2, HSF.IF.B.4, HSF.IF.B.5,
8
HSF.IF.B.6, HSF.IF.C.7
unctions can model real-world scenarios like a car's speed, market trends,
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population growth, and travel time. They can help students analyze data, solve
problems, and prepare for advanced math and careers. They’re also just a
distinct way to represent some familiar equations.
valuate functions, usingfunction notation, from equations and graphs
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Determine the domainof a function given an equation or situation and
determine the domain and range given a graph
Determinewhether a relation is a functionfrom tables, graphs, and word problems
Describe a graph by locatingabsolute maxima/minimaandrelative maxima/minimaand
identifying intervals where the graph isincreasing,decreasing,positive, andnegative
Calculate theaverage rate of changegiven an equation,table, or graph
Determine theinverse of linear functionsfrom graphsand equations
CCSS
Full text of standards included at the Common misconceptions
end of this unit guide
.F.A.1:Understand
8 isunderstanding function notation |Students oftenconfuse the notation
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that a function is a 𝑓(𝑥) with multiplication. They might think that𝑓(𝑥) means𝑓 times𝑥, rather
rule that assigns to than understanding it as thefunction𝑓 applied to the input𝑥 (said “𝑓 of𝑥” ).
each input exactly one This confusion is of course very understandable, so be sure to acknowledge
output. The graph of a it and emphasize that context is key.
function is the set of
ordered pairs ow to help:Reiterate often that function notationis simply a
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consisting of an input shorthand, similar to using𝑦. The beauty of function notation is that
and the corresponding it tells us what value was substituted for𝑥 after it’s been simplified.
output. For example, if we simplify a function and get𝑦 = 3, we don’t know
what was plugged in to get that value. If we write𝑓(5) = 3, then we
.F.B.5:Describe
8 know that when𝑥 = 5, and5 is substituted into the function, we will
qualitatively the get out3. Function notation𝑓(𝑥) is generally isolated by itself on one
functional relationship side of the equation. It is also useful in naming different functions. If
between two you are working with two functions, they could be named𝑓(𝑥) and
quantities by 𝑔(𝑥) to note which is which.
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a nalyzing a graph. o much vocabulary! |This unit has a lot of new vocabularyfor students,
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Sketch a graph that particularly vocabulary that describes different aspects of graphs. It can be
exhibits the qualitative confusing for students to have so much new vocabulary at once, especially
features of a function when so much of it is graph related.
that has been
described verbally. ow to help:Have students use theVocabulary andnotation
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notetakeras they work through the unit. They shouldrecord all new
SF.BF.B.4:Find
H vocabulary and notation so they have a reference. Review definitions
inverse functions. as a class and ensure that all students have definitions and pictures or
examples for all new words. See “Best practices” for a selection of
SF.BF.B.4.a:Solve an
H definitions.
equation of the form
f(x) = c for a simple ixing up domain/range or input/output |Domainandinputboth describe
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function f that has an 𝑥-values andrangeandoutputboth describe𝑓(𝑥)-values, or𝑦- values.
inverse and write an However, it’s important to note that domain and input are not synonymous,
expression for the even though they both describe𝑥-values. An input is aspecificnumberthat
inverse. is substituted into a function for the𝑥-value. The domain is theset of all
inputsthat a function can accept. Similarly for outputand range, output is
SF.BF.B.4.c:Read
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the specific resulting𝑓(𝑥)-value when an input is plugged in. The range is
values of an inverse
the set of all possible outputs.
function from a graph
or a table, given that
ow to help:Associate the words domain, input, and𝑥- value
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the function has an
together, along with range, output, and𝑦-value. Create a poster with
inverse.
the axes and words for easy reference. As students use these words
SF.IF.A.1:
H regularly, they will become more automatic.
Understand that a
function from one set he domain is always all real numbers |While manyfunctions, especially
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(called the domain) to those that students have regularly seen, have a domain of all real numbers,
another set (called the rational functions can have restrictions to the domain. Rational functions
range) assigns to each can have restrictions when the denominator is 0 and other functions, like
element of the domain those that include square roots, have different restrictions.
exactly one element
of the range. ow to help:It’s important for students to be ableto identify
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functions that have potential domain restrictions. Spend time going
SF.IF.A.2:Use
H over the special cases included in this unit (rational and square root
function notation, functions) and show examples of other types of functions that also
evaluate functions for have restrictions so that students see a variety of examples. Since
inputs in their they’ve mainly worked with linear functions in the past, which have
domains, and interpret no domain restrictions, this will be new for them and they’ll need
statements that use plenty of practice.
function notation in
terms of a context. onfusing increasing/decreasing and positive/negative intervals on graphs
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|Students might have difficulty correctly identifyingwhere a function is
SF.IF.B.4:For a
H increasing, decreasing, positive, and/or negative.
function that models a
relationship between ow to help:Encourage students to reference theirvocabulary on
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two quantities, thevocabulary and notation notetakerto make surethey know what
interpret key features they’re being asked to find. For increasing/decreasing intervals,
of graphs and tables in students need to think about slope. They can use a piece of dry
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t erms of the s paghetti, popsicle stick, or even their pencil to line it up with the
quantities, and sketch section of the graph they are looking at to get an exaggerated view of
graphs showing key the slope of the line. It’s important for students to have lots of
features given a verbal practice with these terms, especially writing the intervals for each. It
description of the may be helpful to give one graph as an example and have students
relationship. find all four intervals to help them see the differences between them.
SF.IF.B.5:Relate the
H isunderstanding the concept of inverses |It’s importantto clarify that the
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domain of a function inverse functionreversesthe input-output pairs ofthe original function.
to its graph and, What used to be the input is now the output, and vice versa. Sometimes
where applicable, to this can make the inverse fail to be a function, and be merely a relation.
the quantitative Regardless, students might think that finding the inverse of a function is the
relationship it same as just finding the reciprocal (it’s not!).
describes.
ow to help:Inverses are easiest to visualize intables and with
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SF.IF.B.6:Calculate
H points on a graph, where the inputs and outputs are literally reversed.
and interpret the For example, if the point(𝑎, 𝑏) is on the original function, the inverse
average rate of change function will have the point(𝑏, 𝑎). It can also be helpful to share
of a function examples, like imagine you have a machine that turns apples into
(presented apple juice. The function is the process of making apple juice from
symbolically or as a apples. The inverse function would be a magical machine that turns
table) over a specified apple juice back into apples. There are many more examples you
interval. could use that are more realistic, like converting back and forth from
degrees fahrenheit to degrees celsius. Have students come up with
SF.IF.C.7:Graph
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their own examples!
functions expressed
symbolically and show
lgebraic errors |There are so many places for potentialalgebraic mistakes!
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key features of the
Evaluating functions, finding a domain with a restriction, and finding the
graph, by hand in
inverse of an equation all require precision with arithmetic, order of
simple cases and using
operations, simplifying, and isolating a variable.
technology for more
complicated cases.
ow to help:Encourage students to take their timewith each
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algebraic step, show their work, and check their answers. Review
common mistakes and show examples as needed. Have students help
to find each other’s mistakes as they arise, which helps build critical
thinking, error analysis, and confidence.
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Unit resources
● For the videos in this unit, use theLearning summaryvideo notetaking guide.
● For the articles in this unit, use theArticle notetakingguide.
● For the exercises in this unit, use theBlank workspacetemplate.
● To record key terms and information, use theVocabularyand notation notetaker.
Lesson overview
Lesson Objective Teaching tips
esson 1: Evaluating
L tudents will be able to
S ● W
arm up activity:Give students problems where
functions evaluate functions from they use substitution and the order of operations
equations and graphs.
to simplify. For example,
CSS: 8.F.A.1,
C
HSF.IF.A.1, Find the value of𝑦 when𝑥 = 3 in the equation
2
HSF.IF.A.2 𝑦 = (2𝑥 + 1) − 5.
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he first video provides a general overview of
functions and how to solve them. Don’t worry too
much at this point about the definition of a
function, focus onunderstandingandusing
function notation. We’ll dive into the definition of
a function in lesson 7.
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valuating a function is like solving a puzzle! For
equations, you substitute the input, simplify, and
get the output. For graphs, you look at the input
on the𝑥-axis and then find the corresponding𝑦-
value for the output.
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ave students complete theVocabulary and
notation notetakeras they work through this
unit—it's very vocabulary-heavy!
esson 2: Inputs and
L tudents will be able to find
S ● In the previous lesson, students were given a value
outputs of a the input for a given output for the input and then found the corresponding
function of a function algebraically and
output. Here, students are given a value for the
graphically.
output and are asked to find the corresponding
CSS: 8.F.A.1,
C input, both algebraically and graphically.
HSF.IF.A.1,
HSF.IF.A.2 hen solving for the output algebraically, be
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sure students replace the output value given
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ith the𝑓(𝑥) and then solve for𝑥 (or
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whichever variable is used).
hen solving graphically, the output given is
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the𝑦- value, so make sure students locate that
on the𝑦-axis and find the corresponding𝑥-
values.
● It may be helpful to remind students that the
notation𝑓(𝑥) represents the output, just as𝑦
does. To warm up, they can replace𝑓(𝑥) with𝑦 if
that makes it easier for them to make sense of the
problem.
esson 3: Functions
L tudents will be able to write
S ● T
his lesson focuses on understanding the
and equations equations in function difference between equations and functions. In
notation.
the first video, Sal makes a Venn diagram, giving
CSS: 8.F.A.1,
C examples of equations, functions, and both. Make
HSF.IF.A.1 a Venn diagram together as a class and add
examples from students to help clarify the
differences and similarities. If you create the Venn
diagram on poster paper, hang it up for future
reference.
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his lesson encourages students to begin to think
about functions as an idea, not tied to any specific
letters. For exampleℎ(𝑏) is the functionℎ acting
on the input𝑏.
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pend time reviewing the wording of problems to
help students understand what they are being
asked to do. For example,
or a given input value𝑏, the function𝑓 outputs
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a value𝑎 to satisfy the equation
𝑎 − 5 = 2( 𝑏 + 3). Write a formula for𝑓(𝑏) in
terms of𝑏.
ince students are familiar with𝑥 as the input
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and𝑦 as the output, it may be helpful to relate
(or rename) the variables given. In the example
above,𝑏 is like𝑥 (the input) and𝑎 is like𝑦 (the
output), so we need to solve the equation for𝑎
(the output) before replacing𝑎 with𝑓(𝑏) .
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esson 4:
L tudents will be able to
S ● E
ncourage students to read each problem slowly
Interpreting function interpret function notation in and carefully to interpret the meaning of the
notation a context.
variables in the situation. Have them write the
equation on their paper and label each part with
CSS: 8.F.A.1,
C the meaning and value, if it’s given. It can be very
HSF.IF.A.2 confusing for students to see so many letters
together!
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pend time reviewing how to translate function
notation in different contexts. For example, if they
are given a problem like “𝑉(𝑑) models the vertical
distance of a bug walking up a wall (in cm) after𝑑
seconds. What does the statement𝑉(5) = 3
mean?,” have students translate that𝑉(5) means
the “vertical distance after
5 seconds.”
esson 5:
L tudents will be able to write
S ● W
arm up activity:Give problems where students
Introduction to the the domain and range of a practice graphing one-variable inequalities on a
domain and range of function given a graph. number line. You can use thisnumber line
a function template.
CSS: 8.F.A.1,
C Graph
HSF.IF.A.1,
HSF.IF.B.5
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he first video shows multiple ways to indicate an
interval, including whether the endpoints are
included or not included. Many different notations
are shown, which are good for students to be
familiar with, but they will only need to know how
to write intervals with inequalities.
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omain and range may seem very abstract!
However, it is concrete to show on a graph. Have
students use colored pencils or mark-up tools to
show the domain and range on a graph
before trying to describe it numerically.
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he videos introduce different notations for
representing the domain and range of functions.
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tudents should be familiar with these notations,
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but they don’t appear in the exercise. They’ll need
to use inequalities, which are only shown in the
first video. See “Best practices” for more on
domain and range with inequalities.
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he domains and ranges of continuous graphs are
written with inequality notation while the same
for discrete graphs are written as a list. See “Best
practices,” below, for more.
esson 6:
L tudents will be able to
S ● W
arm up activity:Have students substitute and
Determining the determine the domain of a simplify equations with square roots, exponents,
domain of a function function given its equation. parentheses, and rational expressions with a
tudents will be able to
S variable in the denominator. For example,
CSS: 8.F.A.1,
C determine the domain of a
HSF.IF.A.1, ind the output of each function when the
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function in a word problem.
HSF.IF.B.5 input is 6:
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hen determining the domain of a function given
its equation, it’s important to check for undefined
input values. Review types of functions that have
restrictions on their domains, like square roots (the
value under the square root must be positive) and
division (the denominator must not be equal to 0)
andwhythese constraints must be met. This is
also a good opportunity to review what real
numbers are if necessary. Challenge students to
identify other functions where the domain is
restricted.
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tudents must read and interpret word problems
before they are able to determine the domain.
Encourage them to read carefully to understand
each situation, and draw a picture if it’s helpful.
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he videos use bracket notation for the domain
but the exercise uses inequality notation (as in
previous exercises).
esson 7:
L tudents will be able to
S ● D
etermining whether a relation is a function can
Recognizing determine whether a relation be confusing as it is quite abstract. Provide a
functions is a function from tables,
concrete example for students to reference as
graphs, and words.
they work through the lesson. For example, a soda
CSS: 8.F.A.1,
C machine (or snack machine) is a function because
HSF.IF.A.1
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hen you press a button, you know what you’re
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getting out. If you press the grape soda button,
you get out a grape soda, not an orange soda. A
soda machine would NOT be a function if you
could get different types of soda when pushing
the same button—the grape soda button could
give you either a grape soda or an orange soda.
See “Best practices” for more on functions.
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his lesson shows examples of how functions can
be presented in tables, graphs, and words. Show
connections between each presentation and how
one function can be represented in multiple ways.
When graphing, be sure to discuss the vertical line
test! Even when no graph is provided, drawing or
visualizing the idea of the vertical line test can be
very helpful for students when determining if a
relation is a function.
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hen students get to the word problems,
encourage them to work slowly and read carefully!
esson 8: Maximum
L tudents will be able to
S ● T
he first two videos present the definition of
and minimum points identify absolute and relative absolute and relative maxima and minima. The
maxima and minima on a
notation in the mathematical definition may be
CSS: 8.F.B.5,
C graph.
confusing for students, and that’s okay at this
HSF.IF.C.7 point. For now, they only need to identify the key
points on graphs. See “Best practices” for
definitions.
esson 9: Intervals
L tudents will be able to
S ● S
tudents continue to use inequalities to denote
where a function is identify intervals on a graph intervals on the axes of graphs.
positive, negative, where the function is
increasing, or positive, negative, increasing, ● E
ncourage students to use the markup tool in
and decreasing. exercises to highlight where the function is
decreasing
positive, negative, increasing, or decreasing
CCSS: HSF.IF.C.7 so they can better visualize what is
happening.
● T
he first exercise focuses on positive and negative
intervals while the second exercise focuses on
increasing and decreasing intervals. See “Best
practices” for definitions.
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esson 10:
L tudents will be able to
S ● In this lesson, students interpret key features of a
Interpreting features interpret features of graphs in graph (relative max or min, positive or negative
of graphs context.
interval, increasing or decreasing interval,𝑦-
intercept, etc.) in a context. Encourage students to
CCSS:HSF.IF.B.4 read each scenario carefully to determine the
meaning of the key features.
esson 11: Average
L tudents will be able to
S ● W
arm up activity.Find the slope of a line given
rate of change calculate the average rate of two points. Remind students of the formula to find
change given a graph or a 𝑦 −𝑦 ∆𝑥
CCSS: HSF.IF.B.6 table. slope, 𝑥2 −𝑥1 = ∆𝑦
. For example,
2 1
tudents will be able to
S ind the slope of the line between the points
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determine the interval on a
(-1, 6) and (3, -2).
graph that has a given rate of
change. ● T
his lesson is all about slope! The average rate of
change (ARC) is the slope for linear functions. For
nonlinear functions, the ARC is the slope of the
line that connects the endpoints of the given
interval. Watch out for typical mistakes when
finding slope, like errors with negative numbers
and not plugging into the formula correctly.
esson 12: Average
L tudents will be able to
S ● S
tudents will calculate and compare the ARC over
rate of change word calculate the average rate of different intervals of a graph. Now the graphs are
problems change given a situation and
given in context, where students need to interpret
graph or table.
the meaning of the ARC in a specific situation. See
CCSS: HSF.IF.B.6 “Best practices” for a formal definition.
esson 13: Intro to
L tudents will be able to find
S ● W
arm up activity:Have students work on
inverse functions the inverse of linear functions composite function notation problems. They
from graphs and equations.
haven’t seen this before, so let them try to figure it
CSS: HSF.BF.B.4,
C out with a partner. For example,
HSF.BF.B.4.a,
HSF.BF.B.4.c Given𝑓(𝑥) = 4𝑥 − 6, find:
● T
he first video introduces inverse functions with
equations and graphs. The first article is an
excellent resource for students who want a
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etailed explanation and additional opportunities
d
for practice.
● T
he graph of the inverse of a function is the
original function reflected over the line𝑦 = 𝑥. On
a graph, individual points can be reflected simply
by swapping the𝑥- and𝑦-values. For example,if
the point (-3, 2) is on the function, then the point
(2, -3) will be its corresponding point on the
inverse of the function. This is true for all points
on the function.
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hen working with equations, find the inverse of
the function by swapping the position of𝑥 and𝑦
in the equation to get the inverse relationship.
Then solve for𝑦 to get the equation in a form
where we can write it in function notation.
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Best practices
unctions, explained
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Arelationis a relationship between a set of values.All functions are relations but not all
relations are functions—a function is a special kind of relation. A relation is afunctionif and onlyifevery
domain (𝑥) value is mapped toexactly onerange(𝑦 or𝑓(𝑥)) value. This definition is quite abstractand may
sound more complicated than it is, so let’s dig into it further. And when in doubt, we can always use the
vertical line test by making a quick graph!
“function machine” is typically used to demonstrate the difference between a function and a general
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relation.
This is afunctionbecause when you put a number into
the rule, it always gives one answer out.
his isNOT a functionbecause when you put a number
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into the rule, you could get multiple answers out.
he soda machine example, mentioned above in the lesson overview, is a great example to share with
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students. Another example is height because every person only has one height. If the input is a student’s
name, the output would be their height and there is only one possible outcome. Some students may ask,
what if two students have the same height? And this is a very important nuance. It is still a function if two
inputs have the same output, so it is still a function if two students have the same height. What would
make this example not a function is if one student had two heights! When in doubt, students can use the
vertical line test here as well, once they have learned this tool.
n example of a relation that is not a function would be the sister function: the input is the student’s
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name, and the output is their sister’s name. It is okay for multiple students to have “none,” because
multiple inputs can have the same output, but if a single student has two sisters this is not a function!
Because then one input would map onto multiple outputs, the two sisters’ names. Have students come up
with their own examples of functions and non-function relations!
Here is analgebraicexample to show the difference between a relation and a function:
hisisa function because everyx-value will have
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exactly oney-value. When𝑥 = 2,𝑓(𝑥) = 9 for example.
his isNOTa function because when𝑥 = 2,𝑔(𝑥) = 8
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and − 8.
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Let’s look at the same data set in a picture, table, and graph to see how they compare.
Pictures Tables Graphs
omain and Range
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The domain is all possible𝑥-values of a functionand the range is all possible𝑦-values of a function.The
domain and range tell us about the possible inputs (𝑥) and outputs (𝑦) of the function. Graphs helpus
make this concept visual. When we work with a continuous graph (an unbroken line), we can use
inequality notation to make sure that we include all values between the endpoints. When we work with a
discrete graph (points), we can simply list all of the values.
Continuous graph
Domain: Range:
Discrete graph
Domain: Range:
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ocabulary
V
This unit is riddled with new vocabulary, and some of it is quite complicated! Here is aselection:
Lesson 8: Maximum and minimum points
Arelative maximumpoint is a point that is higherthan all other
graph points around it. It’s like the highest point on a “peak.”
relative minimumpoint is a point that is lowerthan all other
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graph points around it. It’s like the lowest point in a “valley.”
heabsolute maximumpoint is the point that is higherthanall
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other points on a graph.
heabsolute minimumpoint is the point that is lowerthanall
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other points on a graph.
Lesson 9: Intervals where a function is positive, negative, increasing, or decreasing
A function,𝑔, isnegative(𝑔(𝑥) < 0) whenever itsgraph isbelowthe𝑥- axis.
A function,ℎ, ispositive(ℎ(𝑥) > 0) whenever itsgraph isabovethe𝑥-axis.
function,𝑝, isincreasingin an interval whereas𝑥 increases,𝑝(𝑥) also
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increases. Visually, this is where the graph goesupwardas we go from left
to right.
function,𝑞, isdecreasingin an interval whereas𝑥 increases,𝑞(𝑥)
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decreases. Visually, this is where the graph goesdownwardas we go from
left to right.
Lesson 12: Average rate of change word problems
o find theaverage rate of change(ARC) of a functionover an interval, take thetotal change in the
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function value of the intervaland divide it by thelength of the interval. The ARC of function𝑓 over
the interval𝑎 ≤ 𝑥 ≤ 𝑏 is given by this expression:
It’s a measure of how much the function changed per unit, on average, over that interval.
otice that it’s the formula for slope written with function notation! For points(𝑎, 𝑓(𝑎)) and
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(𝑏, 𝑓(𝑏)) and(𝑥1, 𝑦1) and(𝑥2, 𝑦2):
Lesson 13: Intro to inverse functions
−1
Aninverseis the reverse of something else. For afunction,𝑓(𝑥), it’s inverse is written as𝑓 (𝑥) .
−1
If𝑓(input) =output, then𝑓 (output) =input.On a graph, the inverse function is a reflection, or
mirror image, of the original function across the line𝑦 = 𝑥.
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GENERAL CLASSROOM IMPLEMENTATION RESOURCES:
● W
eekly Khan Academy quick planning guide:Use thistemplate to plan your week using Khan
Academy.
● U
sing Khan Academy in the classroom: Learn teachingtechniques and strategies to support your
students and save time with Khan Academy.
● D
ifferentiation strategies for the classroom:Discoverstrategies to support the learning of all
students.
Common Core State Standards
.F.A.1:Understand that a function is a rule thatassigns to each input exactly one output. The graph of
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a function is the set of ordered pairs consisting of an input and the corresponding output.
.F.B.5:Describe qualitatively the functional relationshipbetween two quantities by analyzing a graph
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(e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.
HSF.BF.B.4:Find inverse functions.
SF.BF.B.4.a:Solve an equation of the form f(x) =c for a simple function f that has an inverse and write
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an expression for the inverse.For example, f(x) =2x3 or f(x) = (x+1)/(x-1) for x≠ 1.
SF.BF.B.4.c:Read values of an inverse function froma graph or a table, given that the function has an
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inverse.
SF.IF.A.1:Understand that a function from one set(called the domain) to another set (called the range)
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assigns to each element of the domain exactly one element of the range. Iffis a function andxisan
element of its domain, thenf(x) denotes the outputoffcorresponding to the inputx. The graph offis
the graph of the equationy=f( x) .
SF.IF.A.2:Use function notation, evaluate functionsfor inputs in their domains, and interpret
H
statements that use function notation in terms of a context.
SF.IF.B.4:For a function that models a relationshipbetween two quantities, interpret key features of
H
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.
SF.IF.B.5:Relate the domain of a function to itsgraph and, where applicable, to the quantitative
H
relationship it describes.For example, if the functionh(n) gives the number of person-hours it takes to
assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
SF.IF.B.6:Calculate and interpret the average rateof change of a function (presented symbolically or as
H
a table) over a specified interval. Estimate the rate of change from a graph.
14
SF.IF.C.7:Graph functions expressed symbolically and show key features of the graph, by hand in
H
simple cases and using technology for more complicated cases.
15
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