Evidence of Understanding

**compare a table of values with a situation or graph that models it**- identify and describe how key features of a graph are represented in a
**table of values***Example: map coordinate points on a graph to specific pairs of values in a table, recognize increasing output values in the table correspond to an increasing interval on the graph, etc.*

- describe when a graph may be more useful than a table of values (and vice versa)
- interpret domain and range values in a table within the context of a situation

- identify and describe how key features of a graph are represented in a

**create equivalent mathematical representations for linear, quadratic, exponential, or step functions**- analyze information from a graph or situation, represent the key features in an organized table of values, and justify why both representations are equivalent
- use
**function notation**to represent coordinate points, (x, f(x)), and describe the relationship between the independent and dependent variables

- use
- create a graph that models a situation and justify its characteristics (or vice versa)
- create a situation or graph that accurately represents a function's table of values
- create graphs with a
**scale**other than 1 and use the domain and range to justify choices

- create graphs with a

- analyze information from a graph or situation, represent the key features in an organized table of values, and justify why both representations are equivalent

**recognize functions and non-functions from tables, mappings, graphs, or situations**- identify and justify the
**domain**and**range**of a function from a situation, table, or graph- explore and justify when interval or set notation is useful for representing the domain and range

- use the
**Vertical Line Test**as a visual tool to determine if a given graph is a**function**or**relation** - analyze various representations and notice that functions are single-valued mappings from the domain of the function to its range and an input has at most one output

- identify and justify the

Develop conceptual understanding:

table of values, scale, domain, range, function, relation, vertical line test, function notation, f(x)

Supporting terms to communicate:

axes, units, coordinate point, ordered pair, interval, increasing, decreasing, positive, negative, turning point, maximum, minimum, intercept, dependent, independent, domain, range, continuous, discrete, interval and set-builder notation