The purpose of this task is to help students learn to read information about a function from its graph, by asking them to show the part of the graph that exhibits a certain property of the function. The task could be used to further instruction on understanding functions, or as an assessment tool with the caveat that it requires some amount of creativity to decide how to best illustrate some of the statements.

CK-12 Foundation's Middle School Math € Grade 6 Flexbook covers the fundamentals of fractions, decimals, and geometry. Also explored are units of measurement, graphing concepts, and strategies for utilizing the book's content in practical situations.

This resource was created by the Washington Office of Superintendent of Public Instruction.

Working in small groups, students complete and run functioning Python codes. They begin by determining the missing commands in a sample piece of Python code that doubles all the elements of a given input and sums the resulting values. Then students modify more advanced Python code, which numerically computes the slope of a tangent line by finding the slopes of progressively closer secant lines; to this code they add explanatory comments to describe the function of each line of code. This requires students to understand the logic employed in the Python code. Finally, students make modifications to the code in order to find the slopes of tangents to a variety of functions.

This task requires interpreting a function in a non-standard context. While the domain and range of this function are both numbers, the way in which the function is determined is not via a formula but by a (pre-determined) sequence of coin flips. In addition, the task provides an opportunity to compute some probabilities in a discrete situation.

The task is better suited for instruction than for assessment as it provides students with a non standard setting in which to interpret the meaning of functions. Students should carry out the process of flipping a coin and modeling this Random Walk in order to develop a sense of the process before analyzing it mathematically.

The purpose of the task is to explicitly identify a common error made by many students, when they make use of the "identity" f(x+h)=f(x)+f(h). A function f cannot in general be distributed over a sum of inputs.

The purpose of this task is to give students practice interpreting statements using function notation. It can be used as a diagnostic if students seem to be having trouble with function notation, for example interpreting f(x) as the product of f and x.