The task brings to mind one function which is of more value as a brain teaser than of mathematical value. This task can provide an opportunity to discuss mathematical modeling and function fitting to bring in a real-world example one can discuss predicting sea levelsas well as the nature of scientific extrapolation and inductive reasoning versus mathematical deductive reasoning.

Or one can modify the rule to, for example, use the last letter for words with fewer than three letters. For examples such as in the first part, a question might come up along the lines of "Could we define a function using other letters in the word?

The act of guessing what someone is thinking is not really mathematics, but mirrors the process one often goes through when modeling with mathematics.

Below is one possible way to complete the table consistent with this rule. There are a number of reasonable possibilities.

This task can be modified to be played as a game where the instructor has a chosen rule and then gives input-output pairs one by one, and students have to try to guess the rule. It also encourages students to think more broadly about functions as relating objects other than numbers, although this broad application is not intended to be assessed.

For example, in Scrabble every word has at least two letters, so a second-letter function would be well-defined there. Students who think they have found the rule could either describe it, or perhaps supply input-output pairs which follow the rule they are guessing.

Because of its ambiguity, this task would be more suitable for use in a classroom than for assessment. Solution We can notice that the letters provided as output are the last letters in the words provided as input, so one possible rule is "take the last letter" of the input.

IM Commentary The purpose of this task is to connect the a function described by a verbal rule with corresponding values in a table one of six connections to be made between the four ways to represent a function, the other two being through its graph and through an expression.

Either the set from which the input is taken can be modified to be words with at least three letters. What is needed in either case is an analysis of whether the chosen rule is appropriate and whether there are other reasonable rules.

Sometimes such tasks are presented without asking students to do the mathematical work of describing the rule, which is a main purpose for the task, or acknowledging the possibility for multiple possible table values, which would be mathematically incorrect. Teachers should scrutinize similar tasks with care.Write a function rule to describe the number of beads she will use.

domain: _____ Find a reasonable domain and range for the function if Marlena makes up to 7 bracelets. range: _____ Giselle is. Algebra 1 answers to Chapter 4 - An Introduction to Functions - Writing a Function Rule - Practice and Problem-Solving Exercises 14 including work step by step written by community members like you.

function rule p 5 w. Practice Form K Open-Ended Sketch a graph of a quadratic function. Write the function rule that you graphed.

Writing Describe the general shape of the function y 5 |x|. Practice (continued) Form K Graphing a Function Rule Answers may vary. In the function rule y — I + k, how does changing the value of k affect the graph? Lesson Check Do you know HOW? Graph each function rule.

1.y=2x+4 5. The function rule h — 18 + n represents the height h, in inches, of a stack of traffic cones. a. Make a table for the function rule.

b. Suppose the stack of cones can be no taller than 30 in. Sep 18, · Objective: I can write equations that represent functions. Make sure you have completed the lesson check! Follow these steps Writing a Function Rule When writing a function rule, we want to look for key words! Homework!!!

Practice # STP # Break the problem down in parts!

DownloadPractice 4-5 writing a function rule answers

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