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Alg 1 Features of Functions

Learning Goals:
I can interpret key features of a graph (F.IF.4)
I can relate the domain of a function to its graph and to the quantitative relationship it describes. (F.IF.5)

Complete the Marching In Place Activity.
Gina decided to begin a fitness program. She decided to use Marching In Place as a way to measure her level of
fitness.
In your group you will try Ginas fitness test. Each member of your group will be assigned a role. The test can be
repeated with students taking different roles.
Roles:
Marcher this person marches in place to a four-count
o Begin with both feet together
o Step forward with one foot
o Bring the other foot along side the first
o Step back to the starting point with the first foot
o Bring the other foot along side the first, returning to the starting point and completing the cycle
Counter counts out loud the number of four-count cycles the marcher completes
Timer using a watch that records seconds the timer announces the time at 10-second intervals, i.e.
10 seconds, 20 seconds
Recorder writes the number of cycles completed at each 10-second interval

Procedure:
Conduct the experiment for 2 minutes recording the number of completed cycles every 10 seconds. You may
want to conduct the experiment additional time.
Group members should organize their data in a table on the back of their sheet.
How did the marching rate (the number of cycles per second) change as time passed? How is this shown in
your table?
Group members should make a graph to display their data on the back of their sheet.
The group, using chart paper, will make a table and graph of the groups data to present to class.
What does your graph show about the marching rate as time passes?
Be ready to discuss anything unusual that may be reflected in your data.

Complete the following questions.

1. What elements are necessary in a graph?

2. What units did each coordinate in this situation have?

3. How can you tell when you were moving faster/slower?

4. What were the independent/dependent variable in this experiment?

5. Does it make sense to connect the dots in this graph? (discrete vs. continuous)

6. Estimate how many cycles were completed at 55 sec? 83 sec?

7. Estimate how many cycles would have been completed in 2 min 20 seconds.

8. Does this graph ever decrease?

9. Does this graph represent a function?

10. What is the domain of this experiment? Range?

Elevator Problem: You walk into an elevator in the basement of a building. Its control panel displays 0 as the floor
number. As you go up, the numbers increase one by one on the display, and the elevator rises 13 ft for each floor.
Complete the table below to model this situation. Then plot the data on a graph
Floor
Number
Height
(ft)
0 -4
1
2
3
4
5


1. What units did each coordinate in this situation have?

2. How can you tell when you were moving faster/slower?

3. What were the independent/dependent variable in this experiment?

4. Does it make sense to connect the dots in this graph? (discrete vs. continuous)

5. What is the highest floor with a height less than 200 ft??

6. Is there a floor with a height of exactly 200 ft?

7. Does this graph ever decrease?

8. Does this graph represent a function?

9. What is the domain of this situation? Range?

10. What equation could represent this function?

Graph the following functions with the given domain. Classify the function as discrete or continuous and then identify
the range of the function.
1.

with domain

x y






y = 2x + 1, with domain x ={}

x y





2. y=3, with an unrestricted domain

x y





3. x=3, with an unrestricted domain

x y





4. Tell whether the function represented by the table is discrete or continuous.

Duration of Storm (hours), x 1 2 3
Amount of rain (inches), y 0.5 1 1.5

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