1. GRADE BAND: HIGH SCHOOL Domain: Building Functions and Interpreting Functions

2. Why this domain is a priority for professional development Prerequisites:  (F-IF.1) is a Prerequisite for making sense of the rest of F-IF and F-BF.  As well as a fluency with function notation To enrich the understanding of a function. It is not just “something that passes the vertical line test”

3. Why this domain is a priority for professional development  (F-IF.* + F-BF.1) Modeling a context/data/etc. algebraically with a function arises in many, many places  (F-BF.2+) Motivate why modeling with functions is useful: you can operate on them.  (F-IF.3) Recursive relations are encountered in middle school, and so provide an entry point to functions.

4. Why this domain is a priority for professional development  Units and how they support understanding of functions  Reason conceptually about varying parameters  In the context of a function that contains parameters, we want students and teachers to think of the effect of varying those parameters.  E.g. “If Debbie’s weekly allowance is doubled, will her new weekly income be more or less than twice the original amount?”

5. Key standards in this domain that pd should focus on  Notation – terminology/verbiage tensions (F-BF.1)  Multiple representations of functions (F-IF.7-9)  Understand that if a function is modeling something, that operating on that function has a meaning to that model (F-IF.2-5)  E.g. finding the inverse function (F-IF.4)  Capacity to discuss functions verbally (F-IF.4, F-IF.9)