Define and identify functions.
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Give students small whiteboards and dry-erase markers, or give each student a set of four cards labeled A, B, C, and D.
For each question you hear, write or raise the letter that corresponds to your answer.
Question #1: How many siblings do you have?
Question #2: How long did it take you to get to school today?
Question #3: What grade are you in?
Question 4:
Question 5:
If Functions Are Aspirin, Then How Do You Create The Headache? by Dan Meyer is made available at dy/dan under the CC BY 4.0 license. Accessed Oct. 26, 2017, 7:55 p.m..
Modified by The Match Foundation, Inc.For each situation below, fill in the missing information in the tables. Then determine if each chart represents a function.
Number of Dimes | Minutes of Parking |
2 | |
3 | |
7 |
Minutes of Parking | Number of Dimes |
0 | |
12 | |
54 |
Shots Attempted | Shots Made |
2 | |
4 | |
7 |
Shots Made | Shots Attempted |
1 | |
4 | |
6 |
Introducing Functions, accessed on Oct. 26, 2017, 7:57 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
Create an input/output table for each rule below.
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The following resources include problems and activities aligned to the objective of the lesson that can be used to create your own problem set.
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In each example below, an arrow is used to show an input mapping to an output. Determine which relationships are functions. For each relationship that is not a function, explain why.
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