### The buttons above will direct you to the six conceptual categories of the CCSS-M. Clicking the above links will allow you to view the standards and associated 5-E Lesson Plans. These complete lessons come packaged with models, documentation, and resources. Please feel free to submit your own lesson plans by contacting our webmaster. Growing this database will empower teachers to bring high quality learning opportunities to thousands of students.

## Functions CCSS-M Domains, Clusters, and Standards

## F.IF – Interpreting Functions

### Understand the concept of a function and use function notation.

#### 1. Understand that a 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. If *f *is a function and *x *is an element of its domain, then *f*(*x*) denotes the output of *f *corresponding to the input *x*. The graph of *f *is the graph of the equation *y *= *f*(*x*).

#### 2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

#### 3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. *For example, the* *Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) +* *f(n **– 1) for n *≥ *1.*

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

#### 4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. *Key features include: intercepts; intervals where the* *function is increasing, decreasing, positive, or negative; relative maximums* *and minimums; symmetries; end behavior; and periodicity. ★*

#### Calorimeter – HS PS3 2 + A CED – F IF – F BF

#### Bouncy Ball – HS PS3 2 + A CED – F IF – F BF

#### Nutrition – HS LS1 2 + F IF

#### Disease Outbreak – F IF

#### Radioactive Decay – HS PS1 8 + F BF – F LE – F IF

#### Ebola – HS LS 2 2 + F IF

#### Rabbits Grass Weeds – HS LS2 1 + F IF

#### Survival of the Fittest – HS LS4 3 + N Q – F IF

#### Cellular Resperation HS LS1 7 + F IF 4 + F IF 7

#### Vertex Form of a Parabola F BF 1 + F IF 4

#### Relating Resistance Current Temperature HS PS 3 2 + F IF 4

#### Nondisjunction Down Syndrome HS LS 3 2 + F IF 4

#### Exploring Impact of Environmental Change HS LS 4 5 + F IF 4

#### Planetary Motion HS-ESS1-4, N-Q-2, F-LE-1,6, G-MG-1, F-IF-4

#### Parabolic Curves and Catapults HS-ESS1-4, A-SEE1+3, A-CED1+2, F-IF5+7

#### Gas Model Lab HS-PS3-2, A-CED2, F-IF4+6, F-BF1, F-LE1

#### Bouncing Ball Model Accuracy HS-PS3-1, A-CED2+3, F-IF4+5, F-BF1

#### 5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *For example, if the function* *h gives the number of person-hours it takes to assemble n engines in a* *factory, then the positive integers would be an appropriate domain for the* *function.* ★

#### Calorimeter – HS PS3 2 + A CED – F IF – F BF

#### Bouncy Ball – HS PS3 2 + A CED – F IF – F BF

#### CO2 and Ocean Acidification HS ESS 3 6 + S ID 6 + F IF 5

#### Parabolic Curves and Catapults HS-ESS1-4, A-SEE1+3, A-CED1+2, F-IF5+7

#### Bouncing Ball Model Accuracy HS-PS3-1, A-CED2+3, F-IF4+5, F-BF1

#### 6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. ★

#### Gas Model Lab HS-PS3-2, A-CED2, F-IF4+6, F-BF1, F-LE1

### Analyze functions using different representations.

#### 7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases*. ★*

#### Gas Lab – HS PS3 2 + F BF – F IF

#### Cellular Resperation HS LS1 7 + F IF 4 + F IF 7

#### Physics Electric Force – PS2 4 + F IF 7 + F IF 9

#### Maintaining Homeostasis HS LS1 3 + F IF 7

#### Population Growth – HS LS 2 2 + A CED 1 + F IF 7

#### a. Graph linear and quadratic functions and show intercepts, maxima, and minima. ★

#### Maintaining Homeostasis HS LS1 3 + F IF 7

#### Parabolic Curves and Catapults HS-ESS1-4, A-SEE1+3, A-CED1+2, F-IF5+7

#### b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. ★

#### Rational Exponents HS-PS2-1, HS-F-IF-7b

#### c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. ★

#### d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. ★

#### e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. ★

#### Logarithmic and Exponential Growth HS-LS2-2, A-CED1, F-IF7

#### Population Growth – HS LS 2 2 + A CED 1 + F IF 7

#### 8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

#### Gas Lab – HS PS3 2 + F BF – F IF

#### a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

#### b. Use the properties of exponents to interpret expressions for exponential functions. *For example, identify percent rate of change in functions such as y = (1.02)*^{t}, y = (0.97)^{t}, y = (1.01)^{12t}, y = (1.2)^{t/10}, and classify them as representing exponential growth or decay.

^{t}, y = (0.97)

^{t}, y = (1.01)

^{12t}, y = (1.2)

^{t/10}, and classify them as representing exponential growth or decay

#### 9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). *For example, given a graph of one quadratic function **and an algebraic expression for another, say which has the larger maximum.*

#### Physics Electric Force – PS2 4 + F IF 7 + F IF 9

#### 10. **(+) Demonstrate an understanding of functions and equations defined parametrically and graph them**. **CA ★**

#### 11. **(+) Graph polar coordinates and curves. Convert between polar and rectangular coordinate systems. CA**

## F.BF – Building Functions

### Build a function that models a relationship between two quantities.

#### 1. Write a function that describes a relationship between two quantities. ★

#### Calorimeter – HS PS3 2 + A CED – F IF – F BF

#### Bouncy Ball – HS PS3 2 + A CED – F IF – F BF

#### Heart Rate and Exercise HS LS1 3 + F BF 1

__Mechanical Energy HS PS2 1 + PS 3 1 + F BF 1 __

#### Vertex Form of a Parabola F BF 1 + F IF 4

#### Gas Model Lab HS-PS3-2, A-CED2, F-IF4+6, F-BF1, F-LE1

#### Bouncing Ball Model Accuracy HS-PS3-1, A-CED2+3, F-IF4+5, F-BF1

#### a. Determine an explicit expression, a recursive process, or steps for calculation from a context. ★

#### Projectile Motion – HS PS2 1 + F BF

#### Gas Lab – HS PS3 2 + F BF – F IF

#### Radioactive Decay – HS PS1 8 + F BF – F LE – F IF

#### b. Combine standard function types using arithmetic operations. *For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. ★*

#### c. (+) Compose functions. *For example, if *T(y)* is the temperature in the atmosphere as a function of height, and *h(t)* is the height of a weather balloon as a function of time, then *T(h(t))* is the temperature at the location of the weather balloon as a function of time. ★*

#### 2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. ★

### Build new functions from existing functions.

#### 3. Identify the effect on the graph of replacing *f*(*x*) by *f*(*x*) + *k*, *k f*(*x*), *f*(*kx*), and *f*(*x *+ *k*) for specific values of *k *(both positive and negative); find the value of *k *given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. *Include recognizing even and odd functions from their graphs and algebraic expressions for them.*

#### HS PS2 1 + F BF – Projectile Motion

#### 4. Find inverse functions.

#### a. Solve an equation of the form *f*(*x*) = *c* for a simple function *f* that has an inverse and write an expression for the inverse. *For* *example, f(x) =2 x*^{3} or f(x) = (x+1)/(x*−**1) for x *≠ *1.*

^{3}or f(x) = (x+1)/(x

#### b. (+) Verify by composition that one function is the inverse of another.

#### c. (+) Read values of an inverse function from a graph or a table, given that the function has an inverse.

#### d. (+) Produce an invertible function from a non-invertible function by restricting the domain.

#### 5. (+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

## F.LE – Linear, Quadratic, and Exponential Functions

### Construct and compare linear, quadratic, and exponential models and solve problems.

#### 1. Distinguish between situations that can be modeled with linear functions and with exponential functions.★

#### Properties of Wave HS PS 4 1,2,3 + F LEA 1

#### Planetary Motion HS-ESS1-4, N-Q-2, F-LE-1,6, G-MG-1, F-IF-4

#### Gas Model Lab HS-PS3-2, A-CED2, F-IF4+6, F-BF1, F-LE1

#### a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.★

#### b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.★

#### c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.★

#### 2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).★

#### 3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.★

#### 4. For exponential models, express as a logarithm the solution to *ab*^{ct} = *d *where *a*, *c*, and *d *are numbers and the base *b *is 2, 10, or *e*; evaluate the logarithm using technology.★

#### 4. 1 **Prove simple laws of logarithms.** **CA** ★

#### 4.2 **Use the definition of logarithms to translate between logarithms in any base. CA** ★

#### 4.3 **Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values.** **CA★**

#### Calculating pH Using Logarithms – PS1 2 + PS1 6 + F LE 4 3

#### Earthquakes and Logarithms HS ESS 1 5 + F LE 4 3

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

#### 5. Interpret the parameters in a linear or exponential function in terms of a context.★

#### Radioactive Decay – HS PS1 8 + F BF – F LE – F IF

#### Weston Viruses HS LS3 2 + LS 4 2 + F LE + S ID + S ID

#### Modeling Viruses with Data Analysis HS LS 3 2 + HS LS 4 2 + F LE 5 + S ID 6 and 7

#### 6. **Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA★**

#### Planetary Motion HS-ESS1-4, N-Q-2, F-LE-1,6, G-MG-1, F-IF-4

## F.TF – Trigonometric Functions

### Extend the domain of trigonometric functions using the unit circle.

#### 1. Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

#### 2. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

#### 2.1 **Graph all 6 basic trigonometric functions. CA**

#### Modeling Photosynthesis HS LS 1 5 + F TF 2 1 + F TF 5

#### 3. (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–*x*, π+*x*, and 2π–*x *in terms of their values for *x*, where *x *is any real number.

#### 4. (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.

### Model periodic phenomena with trigonometric functions.

#### 5. Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.★

#### Modeling Photosynthesis HS LS 1 5 + F TF 2 1 + F TF 5

#### 6. (+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.

#### 7. (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.★

### Prove and apply trigonometric identities.

#### 8. Prove the Pythagorean identity sin^{2}(*θ*) + cos^{2}(*θ*) = 1 and use it to find sin(*θ*), cos(*θ*), or tan(*θ*) given sin(*θ*), cos(*θ*), or tan(*θ*) and the quadrant of the angle.

#### 9. (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

#### 10. **(+) Prove the half angle and double angle identities for sine and cosine and use them to solve problems. CA**