options: Construct and compare linear and exponential models and solve problems.

Prove and apply trigonometric identities.

Build new functions from existing functions.

Define, evaluate, and compare functions.

Extend the domain of trigonometric functions using the unit circle.

Use functions to model relationships between quantities.

Model periodic phenomena with trigonometric functions.

Build a function that models a relationship between two quantities.

Analyze functions using different representations.

Interpret functions that arise in applications in terms of the context.

Interpret expressions for functions in terms of the situation they model.

Understand the concept of a function and use function notation.
problem_activity: Activity
In this warm-up, students make sense of a linear function with a negative rate of change, set in a familiar context. Students have seen similar relationships between the amount of water in a tank and time in an earlier unit (on solving and graphing equations). Here, they think about the quantities in terms of input and output, interpret statements in function notation, and sketch a graph of the function.
The work here prepares students to find and interpret the inverse of functions written in function notation, and to use inverse functions to solve problems.
Launch
Arrange students in groups of 2. Provide access to scientific or four-function calculators, if requested.
Student Facing
A tank contained some water. The function
\(w\)
represents the relationship between
\(t\)
, time in minutes, and the amount of water in the tank in liters. The equation
\(w(t) = 80 - 2.5t\)
defines this function.
Discuss with a partner:
How is the water in the tank changing? Be as specific as possible.
What does
\(w(t)\)
represent? Is
\(w(t)\)
the input or the output of this function?
Sketch a graph of the function. Be sure to label the axes.
[IMG]
Student Response
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Activity Synthesis
Select students to share their responses, including their graph.
Make sure students recall that in an equation such as
\(w(t)=80-2.5t\)
,
\(w(t)\)
is the output when the input is
\(t\)
, that they can interpret the equation in terms of the situation, and see why the graph is a downward-slanting line.


correct_option_index: 9

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