All Lessons

(A) Determine the domain and range of a linear function in mathematical problems; determine reasonable domain and range values for real-world situations, both continuous and discrete; and represent domain and range using inequalities

HSF.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

(E) Determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d

(C) Determine the effects on the graph of the parent function f(x) = x2 when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d.

(Y10A) Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)

HSF.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

(7) Quadratic functions and equations. The student applies the mathematical process standards when using graphs of quadratic functions and their related transformations to represent in multiple ways and determine, with and without technology, the solutions to equations.

(B) Describe the relationship between the linear factors of quadratic expressions and the zeros of their associated quadratic functions

(Y10A) Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts (ACMNA269)

HSF.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

HSF.IF.8.A Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

HSF.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

HSF.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

(I) Determine and analyze the key features of exponential, logarithmic, rational, polynomial, power, trigonometric, inverse trigonometric, and piecewise defined functions, including step functions such as domain, range, symmetry, relative maximum, relative minimum, zeros, asymptotes, and intervals over which the function is increasing or decreasing

HSF.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*

(G) Estimate graphically the solutions to systems of two linear equations with two variables in real-world problems

(Y10) Solve linear simultaneous equations, using algebraic and graphical techniques, including using digital technology (ACMNA237)

HSA.REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

(7) Quadratic functions and equations. The student applies the mathematical process standards when using graphs of quadratic functions and their related transformations to represent in multiple ways and determine, with and without technology, the solutions to equations.

(A) Graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetry

(B) Describe the relationship between the linear factors of quadratic expressions and the zeros of their associated quadratic functions

(C) Determine the effects on the graph of the parent function f(x) = x2 when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d.

(8) Quadratic functions and equations. The student applies the mathematical process standards to solve, with and without technology, quadratic equations and evaluate the reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data.

(A) Solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formula

(Y10A) Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)

HSF.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

HSF.IF.8.A Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

HSF.IF.8.B Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)ᵗ, y = (0.97)ᵗ, y = (1.01)12ᵗ, y = (1.2)ᵗ/10, and classify them as representing exponential growth or decay.

(B) Write equations of quadratic functions given the vertex and another point on the graph, write the equation in vertex form (f(x) = a(x - h)2+ k), and rewrite the equation from vertex form to standard form (f(x) = ax2+ bx + c)

(B) Describe the relationship between the linear factors of quadratic expressions and the zeros of their associated quadratic functions

HSF.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

(G) Identify functions using sets of ordered pairs, tables, mappings, and graphs

(Y11-12) Generate tables of values for linear functions, including for negative values of x (ACMEM122)

HSF.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

(D) Graph exponential functions that model growth and decay and identify key features, including y-intercept and asymptote, in mathematical and real-world problems

(Y10A) Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)

HSF.IF.7.E Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

(C) Identify terms of arithmetic and geometric sequences when the sequences are given in function form using recursive processes

(Y6) Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)

HSF.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.

(A) Determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms, including y = mx + b, Ax + By = C, and y - y1 = m(x - x1)

(Y11-12) Use rates to make comparisons (ACMEM074)

HSF.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

(B) Write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y - y1 = m(x - x1), given one point and the slope and given two points

(Y9) Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)

HSF.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

(C) Graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems

HSF.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

(G) Graph functions, including exponential, logarithmic, sine, cosine, rational, polynomial, and power functions and their transformations, including af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d, in mathematical and real-world problems

(Y10A) Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)

HSF.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

(F) Graph exponential, logarithmic, rational, polynomial, power, trigonometric, inverse trigonometric, and piecewise defined functions, including step functions

(I) Determine and analyze the key features of exponential, logarithmic, rational, polynomial, power, trigonometric, inverse trigonometric, and piecewise defined functions, including step functions such as domain, range, symmetry, relative maximum, relative minimum, zeros, asymptotes, and intervals over which the function is increasing or decreasing

(E) Determine or analyze an appropriate piecewise model for problem situations

(Y11-12) Interpret and use graphs in practical situations, including travel graphs and conversion graphs (ACMEM124)

HSF.IF.7.B Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

(A) Solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formula

HSF.IF.8.A Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

(A) Solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formula

HSF.IF.8.A Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

(D) Write a formula for the nth term of arithmetic and geometric sequences, given the value of several of their terms

(B) Represent arithmetic sequences and geometric sequences using recursive formulas

HSF.BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.*