standard_description: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
problem_activity: Warm-up
This warm-up prompts students to consider possible input and output values for a familiar function in a familiar context. The work here prepares students to do the same in other mathematical contexts and to think about domain and range in the rest of the lesson.
Student Facing
Earlier, you saw a situation where the total number of times a dog has barked was a function of the time, in seconds, after its owner tied its leash to a post and left. Less than 3 minutes after he left, the owner returned, untied the leash, and walked away with the dog.
Could each value be an input of the function? Be prepared to explain your reasoning.
15
\(84\frac12\)
300
Could each value be an output of the function? Be prepared to explain your reasoning.
15
\(84\frac12\)
300
Student Response
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Activity Synthesis
Invite students to share their responses and reasoning. Highlight explanations that make a convincing case as to why values beyond 180 could not be inputs for this function and why fractional values could not be outputs.
Some students may argue that 300 could be an input because "300 seconds after the dog's owner walked away" is an identifiable moment, even though the dog and its owner have walked away and may no longer be near the post. Acknowledge that this is a valid point, and that it highlights the need for a function to be more specifically defined in terms of when it "begins" and "ends." If time permits, solicit some ideas on how this could be done.
Tell students that, in this lesson, they will think more about values that make sense as inputs and outputs of functions.


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