This problem is a quadratic function example. The other tasks in this set illustrate F.BF.1a in the context of linear (Kimi and Jordan), exponential (Rumors), and rational (Summer Intern) functions.

This web-based graphing activity explores the similarities and differences between Velocity vs. Time and Position vs. Time graphs. It interactively accepts user inputs in creating "prediction graphs", then provides real-time animations of the process being analyzed. Learners will annotate graphs to explain changes in motion, respond to question sets, and analyze why the two types of graphs appear as they do. It is appropriate for secondary physical science courses, and may also be used for remediation in preparatory high school physics courses. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. Users must register to access full functionality of all the tools available with SmartGraphs.

The purpose of this task is to give students experience modeling a real-world example of exponential growth, in a context that provides a vivid illustration of the power of exponential growth, for example the cost of inaction for a year.

This is a text that covers the standard topics in a sophomore-level course in discrete mathematics: logic, sets, proof techniques, basic number theory, functions, relations, and elementary combinatorics, with an emphasis on motivation. It explains and clarifies the unwritten conventions in mathematics, and guides the students through a detailed discussion on how a proof is revised from its draft to a final polished form. Hands-on exercises help students understand a concept soon after learning it. The text adopts a spiral approach: many topics are revisited multiple times, sometimes from a different perspective or at a higher level of complexity. The goal is to slowly develop students’ problem-solving and writing skills.

In this task students must figure out how much fresh water you must add to get a particular salt concentration in aquarium water.

The intent of this problem is to have students think about how function addition works on a fundamental level, so formulas have been omitted on purpose.

This task asks students to determine a recursive process from a context. Students who study computer programming will make regular use of recursive processes.

This simple conceptual problem does not require algebraic manipulation, but requires students to articulate the reasoning behind each statement.

In this task students are given graphs of quantities related to weather. The purpose of the task is to show that graphs are more than a collection of coordinate points, that they can tell a story about the variables that are involved and together they can paint a very complete picture of a situation, in this case the weather.

These unit conversion problems provide a rich source of examples both for composition of functions (when several successive conversions are required) and inverses (units can always be converted in either of two directions).

Temperature conversions provide a rich source of linear functions which are encountered not only in science but also in our every day lives when we travel abroad. The first part of this task provides an opportunity to construct a linear function given two input-output pairs. The second part investigates the inverse of a linear function while the third part requires reasoning about quantities and/or solving a linear equation.

Three Weeks in March is a data-driven approach to modeling the spread of coronavirus cases in the United States.In this activity, students will use a difference equation to model day-to-day changes in the known cases of coronavirus within U.S. borders, as reported by the Centers for Disease Control and Prevention, during the first three weeks of March, 2020. The solution to this difference equation is an exponential model. The activity can serve as an introduction to exponential models.The main goals of this activity are to:Learn the idea of difference equation;Model exponential growth using a difference equation;Simulate exponential growth and estimate a parameter value using software.These resources were created by Dr. Rob Kipka of Lake Superior State University.

This task allows the students to compare characteristics of two quadratic functions that are each represented differently, one as the graph of a quadratic function and one written out algebraically. Specifically, we are asking the students to determine which function has the greatest maximum and the greatest non-negative root.

This is a simple task about interpreting the graph of a function in terms of the relationship between quantities that it represents.

In this students will develop their knowledge of transformations as it applies to all functions. This lesson focuses on linear, quadratic, absolute value, exponential and radical functions. Students will need access to internet and graphing utilities.I have included the assessment I used to asses this unit. See "Resources" tab in the right.
Remix of: AEA Template for Building Lessons

This task examines, in a graphical setting, the impact of adding a scalar, multiplying by a scalar, and making a linear substitution of variables on the graph of a function f. The setting here is abstract as there is no formula for the function f. The focus is therefore on understanding the geometric impact of these three operations.

This task provides an opportunity for students to 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).

This task provides an opportunity for students to 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).

This task presents an opportunity to explore a more general and non-algebraic view of functions.

The purpose of this task is to construct and use inverse functions to model a a real-life context. Students choose a linear function to model the given data, and then use the inverse function to interpolate a data point.