Qualitative GraphsThese are the graphs of your life!

4 3 2 1 0In addition to level 3.0 and beyond what was taught in class, the student may: Make

connection with other concepts in math.

Make connection with other content areas.

The student will understand and explain the difference between functions and non-functions using graphs, equations, and tables. Compare

properties of a function to a non-function.

The student will be able to model and evaluate functions and non-functions. Use graphs,

equations, and tables to determine functions and non-functions.

With help from theteacher, the student has partial success with level 2 and 3 elements.

Even with help, students have no success with the functions.

Focus 6 - Learning Goal #1: Students will understand and explain the difference between functions and non-functions using graphs, equations, and tables.

Rachel’s Story:

Rachel is a volleyball player. As part of her training, she rides her bicycle every day along the same route. The graph shows her ride on this course one day.

1. The segment from 0 to 15 minutes is steeper than the line segment from 15 to 30 minutes. What does the steepness of the line represent?

2. What could have caused the change in steepness?

Rachel’s story continued…

3. Part of Rachel’s course is downhill. At what time was Rachel most likely on this part of the course?

4. Explain how the graph helped you answer this question.

5. The line segment from 30 to 45 minutes is horizontal. What does this tell about the change in time and distance during this interval of time?

6. What could have caused this straight line segment?

Ahmad’s Story:

Ahmad’s fitness training routine consists of walking, jogging, and performing exercises laid out along a park trail. The graph shows Ahmad’s training routine.

1. When is Ahmad most likely jogging? Explain how the graph helped you answer this question.

2. When is Ahmad most likely performing exercises in the park? Explain how the graph helped you answer this question.

Ahmad’s story continued…

3. Does Ahmad spend more time, less time, or the same time walking as he does jogging? Explain how the graph helped you solve this problem.

4. Why does the graph end on the horizontal axis?

5. During his training routine, when is Ahmad farthest from his home? Explain how the graph helped you answer this question.

Which of the following graphs best represents the statement, “The population of frogs decreased as the pond became more polluted.”?

Choose the best scenario for the graph.