### Grades / Levels

### Standards

Code | Grade | Cluster | Standard | Object Count |
---|---|---|---|---|

F.IF.1 | High School - Functions | Understand the concept of a function and use function notation. | Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). | 1 |

F.IF.2 | High School - Functions | Understand the concept of a function and use function notation. | Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. | 0 |

F.IF.3 | High School - Functions | Understand the concept of a function and use function notation. | Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n = 1. | 1 |

F.IF.4 | High School - Functions | Interpret functions that arise in applications in terms of the context. | For a function that models a relationship between two quantities, interpret key features of 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.? | 1 |

F.IF.5 | High School - Functions | Interpret functions that arise in applications in terms of the context. | Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(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.? | 0 |

F.IF.6 | High School - Functions | Interpret functions that arise in applications in terms of the context. | Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.? | 1 |

F.IF.7 | High School - Functions | Analyze functions using different representations. | Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.? • a. Graph linear and quadratic functions and show intercepts, maxima, and minima. • b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. • c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. • d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. • e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. | 6 |

F.IF.8 | High School - Functions | Analyze functions using different representations. | Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. • a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. • b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay. | 0 |

F.IF.9 | High School - Functions | Analyze functions using different representations. | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. | 0 |