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Reading Guide: Functions Progressions Document Section and Reading Focus Overview (pp 2-4) Notes What is the mathematical meaning of function? How is this meaning similar to/different from the everyday meaning? What is students’ preparation in grades K7 for formal learning of function in grades 8-12? Grade 8 (pp 5-6) How are functional relations explored? What is the main focus on Grade 8? How is that focus developed? How do qualitative graphs support student understanding of the relationship between quantities? HS: Interpreting Functions (pp 7-10) What activities will support students’ ability to interpret functions? Why are graphs and contexts important for students to use? What functions should be treated extensively? HS: Building Functions (pp 11-15)* How do contexts support students’ ability to build functions? What is the role of transforming functions? What are the expectations around inverse functions? HS: Linear and Exponential Models (pp 16-17) How will students distinguish between relationships that can be modeled using linear or exponential functions? What is the role of context in supporting these standards? HS: Trigonometric Functions (pp 1821)* What is the role of geometry in extending the domain of trigonometric functions? What contexts can be modeled with trigonometric functions? *Includes STEM standards Denver Public Schools, February 2015 Page 1