Common Core Math 8

Identifying Functions
Enrichment Investigation #1
Common Core State Standard(s): Standard(s) for Mathematical Practice:
8.F.1 Understand that a function is a 1. Make sense of problems and
rule that assigns to each input exactly persevere in solving them
one output. The graph of a function is 2. Reason abstractly and
the set of ordered pairs consisting of an quantitatively
input and the corresponding output 3. Construct viable arguments and
8.F.2 Compare properties of two critique the reasoning of others
functions each represented in a 5. Use appropriate tools
different way (algebraically, graphically, strategically
numerically in tables, or by verbal
descriptions).
8.F.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.

Materials Needed:
 Choices Board Handout
 List of Questions Handout
 Choices Board Assessment

Instructions: The challenge is for students who demonstrate a strong understanding of

identifying functions and are able to work independently with little to no assistance. Allowing
students to have choice will increase student motivation to learn. Work should be done by the
students to extend their understanding.
1. Distribute Choices Board and List of Questions to student(s).
2. Students should be able to work independently with little help.
3. Have students set goals/time frame for completing work. Check in on
progress.
4. Evaluate with rubric.

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Sources:
 Questions taken from Small, Marian, and Amy Lin. More Good Questions;
Great Ways to Differentiate Secondary Mathematics Instruction. Reston:
National Council of Teachers of Mathematics, 2010.
 Lesson adapted from Conklin, Wendy. Differentiation Strategies For
Mathematics. Huntington Beach: Shell Education, 2010.

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Choices Board

Directions: Choose two symbols from the choices board (triangle, circle, square, or star) and
complete all questions from the list of questions handout that correspond with those numbers
and symbols. You will complete 8 questions in all. Explain your answers on a separate sheet of
paper. You will be graded on the following guidelines:

1. Are all the requirements of the assignment attempted?

2. Are all calculations/comparisons accurate?
3. Is work shown?
4. Is the word presented in a clear manner with no spelling errors?

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

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List of Questions

1. How are these two equations alike? How are they different? y = 3x – 2, y = 6x – 4

2. Which of these four relationships are most alike? Why?

y = 4x + 5, y = 4x + 3, y = 3x + 5, y = 4x – 3

3. Is the graph of y = 3x2 + 4x – 5 more like the graph of y = 3x2 – 5 or more like the
graph of y = 4x – 5? Use a graphing calculator.

4. Use a graphing calculator to graph y = 6x2 + 5x + 1. Does the graph change more if you
increase the 6 by 1, the 5 by 1, or the 1 by 1?

5. The tortoise and the hare start at the same place, and they each run at a constant
speed. The tortoise wins the race. Use graphs or equations to describe the path of each
racer. Consider how long the race is and how fast each animal is moving. You can use
graphs or equations to visualize the race.

6. Describe three different relationships that could reasonably produce these three
straight-line graphs.

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7. Jeremy is crossing an intersection on his bike. How fast should the approaching car be
going to avoid a collision? Things to consider: Who is traveling faster? Where is the
starting point for the bike or car? When will they meet? How can they avoid a collision?
How might a graph help you decide this?

8. Jocelyn is starting her own dog walking business. She charges a fixed fee for any dog
weighing 20 pounds or less. She charges an additional per-pound fee for dogs weighing
more than 20 pounds. How does her profit change if she decides to charge more for
either the fixed fee or the additional amount per pound?

9. Consider the equation 3y + 4x – 12 = 0. What information does the graphical

representation of the equation quickly provide that the algebraic representation does not
provide as readily? Hints: What does your graph look like? Was it obvious that you would
get a line when you looked at the equation? What did you need to know to know that?
Does y increase or decrease when x increases by 3? Why does that make sense? Is it
easier to tell on the graph or with the algebraic expression?

10. The slope of a line is 2/3. Provide the coordinates for two points on the line. Hint:
Does the line slant up or down? Is it steep? If you knew one point on the line, how would
you move to get another point? Is there more than one line with this slope?

11. A line passes through two of these points. What could the equation of the line be?

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12. You know that a line goes through the point (4, 2) and that it slants up and to the
right. Name at least one other thing that you are sure is NOT true about the line.

13. You graph the points described in each table of values. How are the graphs alike and
different? What other table of values might result in a graph similar to the two you have?

Option 1:

x 1 2 3 4
y 4 7 10 13

x 1 2 3 4
y 9 17 25 33

Option 2:

x 1 2 3 4
y 5 8 11 14

x 1 2 3 4
y 9 12 15 18

14. Consider the two options. Pick one to solve and then answer the following questions.
You may create either tables or graphs to help you understand the different choices and
the best value.

What do you need to consider when deciding which location to use for the party? Did the
graphs show linear relationships between the cost and the number of people? How do you
know a graph is or is not linear? Did the graphs intersect for the two locations? What
would be the best choice for 10 people? 15? More than 20? Explain.

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Option 1: Juan is planning a party. The restaurant charges $60 for the room and $10 per
person for food. The community center charges $200 for the room and food for up to 16
guests, and then charges an additional $6 per person. To get the best price, which
location should Juan use for his party?

Option 2: Eric is planning a party. The restaurant charges $60 for the room and $10 per
person for food. The community center charges $150 for the room and food for up to 10
guests, and then charges an additional $6 per person. If there are more than 20 guests,
the community center charges $200 instead of $150 for the hall rental. The food charges
to not change. To get the best price which location should Eric use for his party?

15. Consider the two options. Pick one to answer and then answer the following questions.

Is your function linear, quadratic, or sinusoidal (a sine wave – trigonometry)? Did a graph
of your function help you with the question? What real-world context did your function
model? Why does it make sense that the graph was restricted? What is the domain or
range of your function? How did you decide what the restrictions were for your domain or
range?

Option 1: Provide an example where the domain of a function used to model a real-world
situation must be restricted. Explain why this would be necessary

Option 2: Provide an example where the range of a function used to model a real-world
situation must be restricted. Explain why this would be necessary.

Hint: Think of a context where a function is used to model the situation, decide whether
the function is linear, quadratic, or sinusoidal, and decide which domain and range values
need to be excluded (i.e., negative heights or times).

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16. Consider the two options. Pick one to answer and then answer the following questions.

Do you know which way your line slants? How do you know? Could (-4, 1) be on your line?
How do you know? Could (-3, 0) be on your line? How do you know? Why was it a good idea
to choose one point where the x-coordinate was 3 away from -4? What points did you use?

Option 1: A line of slope 2/3 goes through (-4, -1). Name two more points on the line.

Option 2: A line of slope -2/3 goes through (-4, -1). Name two more points on the line.

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Choices Board Assessment

Shape 1: (45 Points Total)

1. Are all the requirements of the assignment attempted?

2. Are all calculations/comparisons accurate?
3. Is work shown?

Shape 2: (45 Points Total)

1. Are all the requirements of the assignment attempted?

2. Are all calculations/comparisons accurate?
3. Is work shown?

Presentation of Answers: (10 Points Total)

Is the word presented in a clear manner with no spelling errors?

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 Common Core Math 8

Identifying Functions
Enrichment Investigation #2
Common Core State Standard(s): Standard(s) for Mathematical Practice:
8.F.1 Understand that a function is a 2. Reason abstractly and
rule that assigns to each input exactly quantitatively
one output. The graph of a function is 3. Construct viable arguments and
the set of ordered pairs consisting of an critique the reasoning of others
input and the corresponding output 4. Model with mathematics
5. Use appropriate tools
strategically
7. Look for and make use of
structure

Materials Needed:
 Computer
 Internet
 The Tech Challenge Handout

Instructions: The challenge is for students who demonstrate a strong understanding of

identifying functions and are able to work independently with little to no assistance. Allowing
students to have choice will increase student motivation to learn. Work should be done by the
students to extend their understanding.
1. Distribute The Tech Challenge to students and go over expectations and
deadlines.
2. Have students come up with a plan to complete work within allotted time
frame. One activity could take 2-3 days to complete if students create
quality work.
3. Evaluate
Sources:
 Modified from Differentiating Instruction with Menus: Math Laurie E.
Westphal Prufrock Press Inc.
 Example from Thomas, Edward J., and John R. Brunsting. Styles and
Strategies for Teaching Middle School Mathematics. Thoughtful Education
Press, 2010.
Websites used in lesson:
 http://www.glogster.com
 http://www.wordle.net
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 Common Core Math 8

The Tech Challenge!

Guidelines:

1. You will complete all activities listed within the time period worked out between you
and your teacher.
2. Your goal is 100 points.
3. You may be as creative as you like within the guidelines listed below.
4. Activities may be turned in at any time during the working time period unless
otherwise directed. They will be graded and recorded on this sheet as you continue
to work, so keep it safe!
5. Your work MUST demonstrate higher-level thinking and demonstrate pride in your
workmanship.
6. An explanation of your mathematical thinking, reasoning, and understanding
must be included. This explanation must be thorough and demonstrate the process
of your thinking in creating your activity. Do not assume that your teacher will know
how you completed your activity.
Plan Point Date Points
to Do Activity to Complete Value Completed Earned

Go to the website: www.glogster.com and create a free account if you don’t already
have one. Then create an electronic collage of images and videos that describe 25
and relate to functions (the “pinboard” template might be the best to use for this
activity). Feel free to create categories that are examples of functions and
categories that are not examples of functions. Be creative!

Go to the website: www.wordle.com and create a wordle using all the vocabulary
words that you’ve used in this unit. Also include other words that might relate to 25
functions that your class has not discussed.

Create a set of 12 “Function” cards using different graphs or examples of functions

that you’ve found online, in newspapers/magazines, or ones that you’ve created 25
(see non-graphical example on next page). Allow some cards to be functions and
some not. Then play “Function or Not a Function” with a classmate to see if they
can correctly identify your graphs as functions or not.

Reflect on your project. Write a 5 paragraph, one-page essay describing what

you’ve learned, what was challenging about your project, and what you’d do 25
differently next time. Feel free to dedicate one paragraph to each of the activities.

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Function or Not a Function?

Card 1

What are the names of your siblings?

Domain Range
Tom Bill

Kim Ed

Alex Kristine, Emma

Wendy --

Sarah Sandy, Sue, Kathy

(Not a Function)

Card 2

How many siblings to you have?

Domain Range
Tom 1

Kim 1

Alex 2

Wendy 0

Sarah 3

(Function)

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 Common Core Math 8

Identifying Functions
Enrichment Investigation #3
Common Core State Standard(s): Standard(s) for Mathematical Practice:
8.F.2 Compare properties of two 1. Make sense of problems and
functions each represented in a persevere in solving them
different way (algebraically, graphically, 2. Reason abstractly and
numerically in tables, or by verbal quantitatively
descriptions). 3. Construct viable arguments and
critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools
strategically
6. Attend to precision
Materials Needed:
 Index Cards
 Instruction Handout

Instructions: The challenge is for students who demonstrate a strong understanding of

identifying functions and are able to work independently with little to no assistance. Allowing
students to have choice will increase student motivation to learn. Work should be done by the
students to extend their understanding.
1. Give each student the instruction handout.
2. Allow them ample time to complete the activity (2-4 days).
3. Evaluate.
Sources:
 Conklin, Wendy. Differentiation Strategies For Mathematics. Huntington
Beach: Shell Education, 2010.

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 Common Core Math 8

Would You Rather?

Instruction Handout

Would You Rather? is a game that gives players two scenarios to choose which
one they would rather have for themselves. It is your job to create 12 playing
cards with two “Would You Rather?” scenarios on them. The “Would You
Rather?” scenarios must provide two functions where the players must choose
the one with the best rate of change or outcome. See the example below. Your
work must demonstrate higher-level thinking and display pride in your
workmanship. You will be graded on the completeness of your game, the
effectiveness of your cards, and your overall display. Your cards may be written
or typed. If you choose to, allow others to play your game to discover the overall
effectiveness of your cards.

Example:

Imagine you are throwing a party for you and 20 guests.

Would you rather:

 Book the restaurant that charges $60 for the room and $10 per person for
food.

Or

 Book the community center that charges $150 for the room and food for up
to 10 guests, and then charges an additional $6 per person. If there are
more than 20 guests, the community center charges $200 instead of $150
for the hall rental. The food charges to not change.

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 Common Core Math 8

Identifying Functions
Enrichment Investigation #4
Common Core State Standard(s): Standard(s) for Mathematical Practice:
8.F.2 Compare properties of two 1. Make sense of problems and
functions each represented in a persevere in solving them
different way (algebraically, graphically, 2. Reason abstractly and
numerically in tables, or by verbal quantitatively
descriptions). 3. Construct viable arguments and
critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools
strategically
6. Attend to precision

Materials Needed:
 Printing Books activity sheet
 Printing Books Spreadsheet
 Computer
 Graphing Calculator (optional)

Instructions: The challenge is for students who demonstrate a strong understanding of

identifying functions and are able to work independently with little to no assistance. Allowing
students to have choice will increase student motivation to learn. Work should be done by the
students to extend their understanding.
1. Distribute the Printing Books activity sheet to each student. Have them
read the scenario and the three options: the local printing company, the
local company center, and the school district.
2. Before they begin working, ask them to circle the one they predict will be
the best solution to the problem.
3. Using the Printing Books Spreadsheet, students will make a table for
printing up to 2500 books. They will also use the “Chart Wizard” to create a
graph of all three scenarios (Stage 1). This way, students can practice using
Excel to create tables and graphs instead of using their graphing calculator.
4. After they’ve made their table & graphs using Excel, they should revisit
their predictions and see if they were correct. They should reflect on this (1
paragraph essay).

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 Common Core Math 8

5. Pose the following change to the scenario (Stage 2): Western High School
will need 400 textbooks next year, Eastern High School will need 550
textbooks next year, and Northern High School will need 1400 textbooks
next year.
6. Each student should submit a written proposal (1 page) to the Board of
Education defending his or her choice.
7. They should turn in their 1 paragraph reflection and 1 page proposal to you
after the desired time period is over.
Sources:
 NCTM Illuminations Resources for Teaching Math. “Printing Books”
Activity. http://illuminations.nctm.org/LessonDetail.aspx?id=L271
 Based on an idea from Navigating Through Algebra in Grades 6-8 (NCTM,
2001)

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Printing Books NAME __________________

Stage 1:
Purchasing decisions for an algebra textbook for the school system must be made.
The Board of Education needs to know the cost of providing a 325-page algebra
textbook to three different schools. The schools have agreed to pilot a new
textbook this year; the publisher is making page proofs of the book available, but
the schools are responsible for making the actual copies needed for all students. An
assistant has done some research and has discovered the following three
possibilities:

 Local Printing Company: The algebra textbook can be printed by a local

printer for a cost of $9.50 per book with an initial cost of $5,000 for
typesetting.
 Local Copy Center: The textbook can be duplicated at a local copying center
for $0.05 per page plus $2.00 per book for binding.
 School District: The copying center within the school district can print the
textbook at a cost of $0.035 per page plus an initial cost of $3,000 for
typesetting.

In the past, algebra textbook orders have never exceeded 2,250 books, and the cost
has never exceeded $35,000. Using the Excel file titled “Printing Books – AS –
Spreadsheet”, do a mathematical analysis of these three different options.

Stage 2:

 Western High School will need 400 textbooks next year, Eastern High
School will need 550 textbooks next year, and Northern High School will
need 1400 textbooks next year.
Based on these new stipulations, submit a written proposal (1 page) to the Board of
Education defending your choice for the best printing company.
Include the following in your proposal:

 Algebraic equations to represent each option

 Tables and graphs using these algebraic equations
 Slopes, y-intercepts, and points of intersection that appear on the graphs

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 Common Core Math 8

Printing Books Spreadsheet

Number of Printing Copy School

Books Company Center District
0 $5,000.00 $0.00 $3,000.00
100 $5,950.00 $1,825.00 $4,137.50
200 $6,900.00 $3,650.00 $5,275.00
300 $7,850.00 $5,475.00 $6,412.50
400 $8,800.00 $7,300.00 $7,550.00
500 $9,750.00 $9,125.00 $8,687.50
600 $10,700.00 $10,950.00 $9,825.00

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Solutions:

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 Common Core Math 8

Sample analysis of data:

Western High School will need 400 textbooks for next year, so the cheapest way of having
these books made would be to use the local copy center. It would cost $7,300 dollars for
these books. Eastern High School needs 550 books. The cheapest place to go would be the
school district's in-house copy center. It would cost $9,256.25. Northern High School needs
1400 books. The cheapest way to get these books would be to go with the printing
company. This would cost $18,300. All together, these three orders would cost $34,856.25.
If all 2350 books were produced by one company, the cheapest choice would be the printing
company. This would cost $27,325. It actually would cost less to produce all the books
together, rather than letting the individual schools order their texts.

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 Common Core Math 8

Identifying Functions
Enrichment Investigation #5
Common Core State Standard(s):
8.F.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.
Materials Needed:
 Computer
 Internet
 Impossible Graphs Handout
 Enrichment 5-1 Handout
Standard(s) for Mathematical
Practice:
1. Make sense of problems and
persevere in solving them
2. Reason abstractly and
quantitatively
3. Construct viable arguments and
critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools
strategically
8. Look for and express regularity
in repeated reasoning

Instructions: The challenge is for students who demonstrate a strong understanding of

identifying functions and are able to work independently with little to no assistance. Allowing
students to have choice will increase student motivation to learn. Work should be done by the
students to extend their understanding.
1. Give students Impossible Graphs Handout.
2. Allow them to work online through the module and answer the discussion
questions on the handout. This should take 30 minutes to 1 hour.
3. When finished, allow students to work on the Algebra Enrichment 5-1
Handout. This should take 30 minutes to 1 hour depending on how
detailed the student is.
Sources:
 Shodor Interactive Lessons. “Impossible Graphs” Activity.
http://www.shodor.org/interactivate/lessons/ImpossibleGraphs/
 Kennedy, Dan and Randall Charles. Prentice Hall Mathematics Algebra 1.
New Jersey: Pearson Education, Inc. 2004

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Impossible Graphs
Directions: Read the following discussion between a student and his
teacher. Then go to the website
http://www.shodor.org/interactivate/activities/PossibleOrNot/ and scroll
through the 10 images and answer the “exploration questions” on the
following page.

Discussion:
Student: What does it mean for a graph to be impossible? After all, it is just an
abstract picture.

Teacher: A graph is an abstract picture that represents something in reality so a

graph cannot represent something in reality that cannot exist or happen. For example
the following graph would be impossible because it shows negative mass:

Student: I can make another graph that would be impossible for many situations in the
real world. If there is a graph of distance vs. time, it can't have gaps because time is
continuous. This graph shows breaks in time:

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Teacher: That's true! We can distinguish between continuous graph which you could
draw without ever lifting your pencil, and a discontinuous graph which may have gaps,
as long as it has one and only one y-value for each x-value.

Can you tell me why this graph is impossible?

Student: Because the graph shows time moving backwards.

Teacher: Exactly. As you can see, to decide whether each graph is possible or not,
we mostly need common sense, or use the vertical line test.

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Possible or Not? Exploration Questions

Go to the website:
http://www.shodor.org/interactivate/activities/PossibleOrNot/

For all 10 images, answer the following questions on a separate sheet of

paper. You may also type your answers for all 10 images.

1. For each graph, determine if it can be a graph of a function or not.

If the graph is impossible, explain why?
2. What parts of each impossible graph can you remove to turn it into
a possible graph?
3. Are there different ways of turning an impossible graph into a
possible one?
4. For each graph try to develop a story that the graph explains.

© Copyright The Shodor Education Foundation, Inc.

For more information, please visit http://www.shodor.org/

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