Standards Map

Mathematics > Grade 8 > Functions
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Mathematics | Grade : 8

Domain - Functions

Cluster - Define, evaluate, and compare functions.

[8.F.A.2] - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Resources:

Predecessor Standards:

  • 7.RP.A.2
    Recognize and represent proportional relationships between quantities.

Successor Standards:

  • AI.F-IF.A.2
    Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. For example, given a function representing a car loan, determine the balance of the loan at different points in time.
  • AI.F-IF.C.9
    Translate among different representations of functions (algebraically, graphically, numerically in tables, or by verbal descriptions). Compare properties of two functions each represented in a different way. For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
  • MI.F-IF.A.2
    Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. For example, given a function representing a car loan, determine the balance of the loan at different points in time.
  • MI.F-IF.C.9
    Translate among different representations of functions: (algebraically, graphically, numerically in tables, or by verbal descriptions). Compare properties of two functions each represented in a different way. For example, given a graph of one exponential function and an algebraic expression for another, say which has the larger y-intercept.

Same Level Standards:

  • 8.EE.B.5
    Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
  • 8.EE.B.6
    Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
  • 8.F.A.1
    Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. [Note: Function notation is not required in grade 8.]
  • 8.F.A.3
    Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
  • 8.F.B.5
    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.