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Interpreting the graph


Tags: number lines
Alignments to Content Standards: F-IF.A
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Task

Use the graph (for example, by marking specific points) to illustrate the statements in (a)–(d). If possible, label the coordinates of any points you draw.

Test_247b94ce56803b72bef770c42747fb5f

  1. $f(0) = 2$
  2. $f(−3)=f(3)=f(9)=0$
  3. $f(2) = g(2)$
  4. $g(x)>f(x)$ for $x>2$

IM Commentary

The purpose of this task is to help students learn to read information about a function from its graph, by asking them to show the part of the graph that exhibits a certain property of the function. The task could be used to further instruction on understanding functions, or as an assessment tool with the caveat that it requires some amount of creativity to decide how to best illustrate some of the statements.

Solution

  1. Cams_part_a_redo_214b379b2331a9022ddc15c7be3da9f6
  2. Cams_part_b_redo_e0e18c3aed264da28a6844214f2b1517
  3. Cams_part_c_redo_95d55e1e704dc3b9760fafccd6a350b8
  4. Cams_part_d_redo_4de59d14c093496d6b2350cf6d2fe53e

Interpreting the graph

Use the graph (for example, by marking specific points) to illustrate the statements in (a)–(d). If possible, label the coordinates of any points you draw.

Test_247b94ce56803b72bef770c42747fb5f

  1. $f(0) = 2$
  2. $f(−3)=f(3)=f(9)=0$
  3. $f(2) = g(2)$
  4. $g(x)>f(x)$ for $x>2$
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