Relate domain to graph and context

Start lessonBegins with Relate domain to graph and context · Slides

Teacher tools for this standard

Lesson Plan · Guided Notes · Exit Ticket · Re-teach · Homework

Lesson Plan →Objectives, pacing and practice, built from this lesson's brief.
Guided Notes →One page your students fill in and keep.
Exit Ticket →Three items at the end of class. No student accounts.
Re-teach →After an exit ticket: who missed what, and what to do tomorrow.
Homework →Assign practice; it grades itself.

HSF.IF.B.5

**HSF.IF.B.5**: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*

HSF.IF.B.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

What you'll learn

Determine the natural (algebraic) domain of a function by identifying values that cause division by zero or negative radicands
Determine the contextual domain of a function by analyzing what input values make sense in a real-world situation
Read the domain of a function from its graph using the vertical scan technique, including handling open/closed endpoints, holes, and asymptotes
Distinguish between discrete and continuous domains and graph each appropriately (isolated dots vs. connected curves)
Reconcile algebraic, graphical, and contextual perspectives on domain, recognizing that contextual domain takes priority in modeling
Write domains using interval notation, set-builder notation, and set-roster notation as appropriate

Review first: