Aligned Standard

M.EE.8.F.1-3: Given a function table containing at least 2 complete ordered pairs, identify a missing number that completes another ordered pair (limited to linear functions).

Grade Level Standard

This is aligned with the following California State Standards:

  • 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
  • 8.F.2 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
  • 8.F.3 - Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Linkage Level Descriptions

Initial Precursor

Form a pair of objects by arranging two objects in a specific order (e.g., form a pair by first placing a pencil and then placing a ruler). Arrange objects by a specified rule (e.g., arrange pencils in order by length).

Distal Precursor

Recognize a growing pattern as a pattern that increases (e.g., 3, 6, 9, 12...) and a shrinking pattern as a pattern that decreases (e.g., 12, 10, 8...).

Proximal Precursor

Communicate understanding that the numbers in the coordinate pair (x, y) represent x units left or right on the x-axis and y units up or down on the y-axis. Communicate the next term in a growing or shrinking pattern, consisting of numerals or letters, by recognizing the core unit or the pattern rule and applying it to the pattern (e.g., the pattern rule in the pattern: 3, 6, 9, 12 is add 3, so the next term in the pattern is 12 + 3 equals 15).

Target

Generate ordered pairs by recognizing the pattern rules for each coordinate and applying these rules to the x- and y-values [e.g., given (1, 3), (2, 5), (3, 7)..., the next ordered pair would be (4, 9)].

Successor

Recognize covariation as the pattern in which two variables or quantities change together. Recognize correspondence as the relationship between each x- and y-value.