Sketch graphs of linear, quadratic and exponential functions, and translate between graphs, tables and symbolic representations. Represent and solve problems in various contexts using exponential functions, such as investment growth, depreciation and population growth. Represent and solve problems in various contexts using linear and quadratic functions.įor example: Write a function that represents the area of a rectangular garden that can be surrounded with 32 feet of fencing, and use the function to determine the possible dimensions of such a garden if the area must be at least 50 square feet. As students learn to make connections between the representations of the models and the real-world situation they begin to understand how variables in their life are connected to the mathematics they study in school as well as extend their knowledge of function types themselves. The key features that separate these function types include intercepts, asymptotes, restricted domain, and rate of change. Students need to be able to fluidly translate among tables, graphs, and equations of these functions in order to match key features of these functions to real-world situations. This standard specifies that high school students should be able to model situations using a variety of functions that include linear, quadratic, exponential, absolute value, inverse, power, square root, and other common functions. Mathematical modeling is a process that allows students to describe and make sense of the relationship between an independent variable and a dependent variable found in a real-world setting.
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