Accelerated Math 8, Quarter 2, Unit 2.

Function Notation and Sequences (10 days)

Accelerated Math 8, Quarter 2, Unit 2.3

Function Notation and Sequences

Overview
Number of instructional days:

10

(1 day = 4560 minutes)

Content to be learned

Mathematical practices to be integrated

Understand the concept of a

function as assigning to each element of the
domain exactly one element of the range.

MP 2: Reason abstractly and quantitatively.

Use function notation and

interpret statements that use function notation,
including notation in terms of a given situation.

input.

Evaluate functions for any

Relate arithmetic sequences to

linear functions.

Understand that s 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.

Use function notation, evaluate

functions for inputs in their domains, and
interpret statements that use function notation
in terms of context.
MP 5: Use appropriate tools strategically

Identify, graph and write the

general form of arithmetic sequences.

Identify, graph and write the

general form of geometric sequences.

Construct arithmetic and geometric

sequences, given a graph, a description of a
relationship, table, or two input-output
pairs.

MP 6: Attend to precision

Understand the relationship

between geometric sequences and the
upcoming unit on exponential functions.

Recognize that sequences are

functions, sometimes defined recursively,
whose domain is a subset of the integers.

Use function notation, evaluate functions

for inputs in their domains, and interpret
statements that use function notation in
terms of context.

Essential questions

How can you determine if a

relation is a function?

What is the advantage of using

the notation
f(x) = as opposed to y = ?

How would you represent a

sequence using function notation?

How do you use a linear model

to identify, graph, and write the general form of
arithmetic sequences?

How would you use an

exponential model to identify, graph, and write
the general form of geometric sequences?

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

27

Accelerated Math 8, Quarter 2, Unit 2.3

Function Notation and Sequences (10 days)

Written Curriculum
Common Core State Standards for Mathematical Content
Interpreting Functions

F-IF

Understandtheconceptofafunctionandusefunctionnotation[Learn as general principle; focus on

linear and exponential and on arithmetic and geometric sequences]
FIF.1

Understandthatafunctionfromoneset(calledthedomain)toanotherset(calledtherange)
assignstoeachelementofthedomainexactlyoneelementoftherange.Iffisafunctionandx
isanelementofitsdomain,thenf(x)denotestheoutputoffcorrespondingtotheinputx.The
graphoffisthegraphoftheequationy=f(x).(MajorContent)

FIF.2

Usefunctionnotation,evaluatefunctionsforinputsintheirdomains,andinterpretstatements
thatusefunctionnotationintermsofacontext.(MajorContent)

FIF.3

Recognizethatsequencesarefunctions,sometimesdefinedrecursively,whosedomainisa
subsetoftheintegers.Forexample,theFibonaccisequenceisdefinedrecursivelyby
f(0)=f(1)=1,f(n+1)=f(n)+f(n1)forn1.(MajorContent;ExtendedinAlgebra2)

Construct and compare linear, quadratic, and exponential models and solve problems
FLE.2

Constructlinearandexponentialfunctions,includingarithmeticandgeometricsequences,
givenagraph,adescriptionofarelationship,ortwoinputoutputpairs(includereadingthese
fromatable). (Tasks are limited to constructing linear and exponential functions in simple
context, not multi-step.) (Supporting Content; Extended in Algebra 2)

Common Core Standards for Mathematical Practice

2

Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations.
They bring two complementary abilities to bear on problems involving quantitative relationships: the
ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the
representing symbols as if they have a life of their own, without necessarily attending to their referents
and the ability to contextualize, to pause as needed during the manipulation process in order to probe into
the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent
representation of the problem at hand; considering the units involved; attending to the meaning of
quantities, not just how to compute them; and knowing and flexibly using different properties of
operations and objects.
5

Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem.
These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a
spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient
students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions
about when each of these tools might be helpful, recognizing both the insight to be gained and their
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

28

Accelerated Math 8, Quarter 2, Unit 2.3

Function Notation and Sequences (10 days)

limitations. For example, mathematically proficient high school students analyze graphs of functions and
solutions generated using a graphing calculator. They detect possible errors by strategically using
estimation and other mathematical knowledge. When making mathematical models, they know that
technology can enable them to visualize the results of varying assumptions, explore consequences, and
compare predictions with data. Mathematically proficient students at various grade levels are able to
identify relevant external mathematical resources, such as digital content located on a website, and use
them to pose or solve problems. They are able to use technological tools to explore and deepen their
understanding of concepts.
6

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear
definitions in discussion with others and in their own reasoning. They state the meaning of the symbols
they choose, including using the equal sign consistently and appropriately. They are careful about
specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem.
They calculate accurately and efficiently, express numerical answers with a degree of precision
appropriate for the problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school they have learned to examine claims and
make explicit use of definitions.

Clarifying the Standards

Current Learning
In Accelerated Math 8, students understood that a function is a rule that assigns to each input exactly one
output. (8.F.1) They compared properties of two functions, such as the rate of change of each function
when the two functions were represented in different ways. (8.F.2) By analyzing a graph, students
described where a function was increasing or decreasing and if the function was linear or nonlinear.
(8.F.5)
Students determine if a relation is a function and determine the domain and range of a function. They use
function notation to evaluate functions for inputs in the domain. They interpret statements that use
function notation in terms of a context. They recognize that sequences are functions that can sometimes
be defined recursively, whose domain is a subset of the integers. Students interpret key features of graphs
and tables, and sketch graphs showing these key features. Students calculate and interpret the average rate
of change of a function, and estimate the rate of change from a graph.
Students determine an explicit expression, a recursive process or the steps for calculation from a given
situation in order to write a function that describes a relationship between two quantities. They build
functions to model situations by combining standard function types using arithmetic operations. Students
identify the effect on the graph of replacing f(x) with f(x) + k, kf(x), f(kx), and f(x + k).
Future Learning
Students will continue to use and build upon their knowledge of functions throughout algebra 1,
algebra 2, and precalculus. They will continue to graph by hand and to use technology for more
complicated cases. Students will analyze functions and build functions to model relationships between
two quantities. They will explore linear, exponential, quadratic, absolute value, step, piecewise-defined,
logarithmic, rational, and trigonometric functions.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

29

Accelerated Math 8, Quarter 2, Unit 2.3

Function Notation and Sequences (10 days)

Additional Findings
Principles and Standards for School Mathematics notes that high school students should be able to
interpret functions in a variety of formats. Students should solve problems in which they use tables,
graphs, words and symbolic expressions to represent and examine functions and patterns of change.
Students should learn algebra both as a set of concepts and competencies tied to the representation of
quantitative relationships and as a style of mathematical thinking for formalizing patterns, functions, and
generalizations (p. 287).
By the completion of algebra 1, high school students should have substantial experience in exploring the
properties of different classes of functions.
High school students algebra experience should enable them to create and use tabular, symbolic,
graphical, and verbal representations and to analyze and understand patterns, relations, and functions with
more sophistication than in the middle grades.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

30