Math 1 Module 2: Linear and Exponential Functions Learning Tracker

Learning Target Success Criteria Self Assessment

1. I can model a linear function. Model data in a 1 - I am totally lost.

❏ Graph 2 - I’m getting there.
❏ Table 3 - I’ve got this.
❏ Explicit Equation 4 - I mastered it and can teach it to someone else.
❏ Context

2. I can model an exponential Model data in a 1 - I am totally lost.

function. ❏ Graph 2 - I’m getting there.
❏ Table 3 - I’ve got this.
❏ Explicit Equation 4 - I mastered it and can teach it to someone else.
❏ Context

3. I can translate from one
representation of a function to
another.
❏ Given one of the representations of a linear or 1 - I am totally lost.
geometric function, find the remaining 2 - I’m getting there.
representations: Explicit Rule, Recursive 3 - I’ve got this.
Rule (where applicable), Table, List, Context, 4 - I mastered it and can teach it to someone else.
Graph

4. I can use set(s) of the real number Identify characteristics of sets of numbers: 1 - I am totally lost.
system to describe domain. Natural, Whole, Integer, Rational, Irrational 2 - I’m getting there.
Real 3 - I’ve got this.
4 - I mastered it and can teach it to someone else.

5. I can identify whether a set of data is Identify from the following: 1 - I am totally lost.
discrete based on the model given. ❏ Graph 2 - I’m getting there.
❏ Context 3 - I’ve got this.
❏ Recursive Rule 4 - I mastered it and can teach it to someone else.
❏ Domain

6. I can identify whether a set of data is Identify from the following: 1 - I am totally lost.
continuous based on the model given ❏ Graph 2 - I’m getting there.
❏ Context 3 - I’ve got this.
❏ Domain 4 - I mastered it and can teach it to someone else.
 Learning Target
7. I can determine characteristics of a
function based on given
information. (slope, rate of change,
domain, discrete, continuous )
8. I can compare the growth of a
linear function to an exponential
function.
9. I can write an equation of a line
using point slope form.
Success Criteria Self Assessment
Identify: 1 - I am totally lost.
❏ Discrete vs. Continuous 2 - I’m getting there.
❏ Linear vs. Exponential 3 - I’ve got this.
❏ Increasing vs. Decreasing 4 - I mastered it and can teach it to someone else.
❏ Rate of change (slope) vs. common ratio
❏ Domain
❏ Identify the change between specific input 1 - I am totally lost.
values. 2 - I’m getting there.
❏ Compare growth in a linear function and an 3 - I’ve got this.
exponential function. 4 - I mastered it and can teach it to someone else.
❏ y = m(x - x1) + y1 1 - I am totally lost.
❏ m = (y2 - y1)/(x2 - x1) 2 - I’m getting there.
3 - I’ve got this.
4 - I mastered it and can teach it to someone else.
Math 1

Module 2 Learning Target #1: I can model a linear equation.

1. Given the following table, create a graph, explicit equation and context.

x f(x)
Equation:
1 15
___________________________
2 13
___
3 11
4 9 Context (story):

5 7 _____________________________

6 5
_____________________________

_____________________________

2. Given the following scenario, create a table, graph, and explicit equation.

Isabella collects small figurines called Hatchimals. Currently,

she has 20 figurines in her collection. Her mother told her that
if she completes all her chores each month, they will take a trip
to Target and she can pick out a 2-Pack CollEGGtibles as a
reward.

Equation:

___________________________
___
 3. Given the following equation, create a table, graph, and context. 𝒇(𝒙) = . 𝟓𝒙 + 𝟔

Context:

___________________________

___________________________

___________________________

___________________________

4. Given the following graph, create a table, equation and context.

Equation:

___________________________
(2, 21) ___

Context:

___________________________

(1, 11) ___________________________

___________________________

___________________________

(0, 1)
Math 1 Module 2

Learning Target #2: I can model an exponential equation.

1. Given the following table, create a graph, explicit equation and context.

x f(x)
150 Equation:
0 10 140
___________________________
1 20 130
120
___
2 40 110

3 80 100
Context (story):
90
4 160 _____________________________
80

5 320 70
60
50
_____________________________
40
30
20 _____________________________
10

2. Given the following scenario, create a table, graph, and explicit equation.

Isabella collects small figurines called Hatchimals. Currently,

she has 12 figurines in her collection. Her goal is to save chore
and gift money to triple her collection every year.

Equation:

___________________________
___
3. Given the following equation, create a table, graph, and context. 𝒇(𝒙) = 𝟏𝟐𝟎(. 𝟕𝟓)𝒙

Context:

___________________________

___________________________

___________________________

___________________________

4. Given the following graph, create a table, equation and context.

Equation:

___________________________
___

Context:

___________________________

___________________________

___________________________

___________________________
Math 1: Module 2
Learning Target #3: I can translate from one representation of a function to another.

1. Given the explicit rule 𝒇(𝒙) = 𝟐(𝟐)𝒙 create a table, graph and write a story.

Context (story):
x f(x)
_____________________________

_____________________________

_____________________________

2. Given the following context, create a table, graph, and equation:

Haven was doing a great job caring for his little brother. He started the day with 5 pieces of candy in his jar. Since he
was being so good, he got 2 new pieces of candy in his jar as each hour passed.

Equation:

___________________________
 3. Given the following graph, create a table, equation, and write a story.

Equation:________________________
x f(x)

Context (story):

_____________________________

_____________________________

_____________________________

4. Given the following table, create a story, graph, and equation:

x f(x)
Equation:
0 200
___________________________
1 100
Context (story):
2 50
_____________________________
3 25

4 12.5 _____________________________
5 6.25

_____________________________
Math 1 Module 2 LT#4&5 Homework Name__________________________

Learning Target #4: I can identify whether a set of data is discrete based on the model given.
Learning Target #5: I can identify whether a set of data is continuous based on the model given.

For each problem, determine if the function is discrete or continuous to fill in the missing
representations

Context:
Discrete or Continuous: ___ ____________
Bob had $15 in his bank account. Every Friday,
he had to pay his mom $4.

Graph (with correct labels): Table

x f(x)

Equation: _________________________
Math 1 Module 2 LT#4&5 Homework Name__________________________

Context:
Discrete or Continuous:

Graph (with correct labels): Table

x f(x)

Equation: _______________________
Math 1: Module 2 LT#6 HW Name: ________________________________
Learning Target #6: I can use set(s) of the real number system to describe domain.
Answer the following for each scenario below…
A) Are the independent variables best seen as discrete or continuous?

B) What is the associated domain?

Discrete Domains Continuous Domains

{𝑥|𝑥 ∈ ℕ} when starting at 𝑥 = 1

{𝑥|𝑥 ∈ ℝ, x ≥ 0}
{𝑥|𝑥 ∈ 𝕎} when starting at 𝑥 = 0

1. The waterfall pours at 25 gal/min.

2. Scott began by doing 5 chin-ups on Day 1, then added 3 pull-ups every day after.

3. My hair grows at 1 cm/week.

4. The area of an oil spill doubles every minute.

5. My older brother gets paid $20/hour for tutoring in math.

6. The smoothie machine fills up at a rate of 2 ounces/second.

7. The bank offers 3% in interest every year for a savings account.

8. Every weekend, I try to complete half of the problems in my 1000 problem packet.

9. On day 1 of a zombie infection, there are 50 people and it triples every day.

10. The population of a city goes up by 30% every year.

Math 1 Module 2 Name: _______________________________

Learning Target #7: I can determine characteristics of a function based on given information.

Using the context, determine whether the situation is continuous or discrete, linear (arithmetic) or
Exponential (geometric), Increasing or Decreasing, what the rate of change is, and what the domain is.

1. Ariel wants to save for a new dress for homecoming. She currently has saved $15. She can save $18 a
week by babysitting. The sequence gives the total amount saved for the dress each week.

Continuous or Discrete Rate of Change: __________________________

Linear (Arithmetic) or Exponential (Geometric)

Increasing or Decreasing Domain: _____________________________

2. Hamza has decided to add push-ups to his daily exercise plan. He starts with two on day one and
triples it every day.

Continuous or Discrete Rate of Change: __________________________

Linear (Arithmetic) or Exponential (Geometric)

Increasing or Decreasing Domain: _____________________________

3. Jasmine has $250 saved in an account she decides to withdraw $20 each month.

Continuous or Discrete Rate of Change: __________________________

Linear (Arithmetic) or Exponential (Geometric)

Increasing or Decreasing Domain: _____________________________

4. Scientist discovered that since 2013, the rate at which the water flows over Niagra Falls decreases by
1% every month.

Continuous or Discrete Rate of Change: __________________________

Linear (Arithmetic) or Exponential (Geometric)

Increasing or Decreasing Domain: _____________________________

Math 1 Module 2 Name: _______________________________

Learning Target #7: I can determine characteristics of a function based on given information.

5. Tony creates a chain letter and sends it to four friends. Each day each friend is then instructed to
send it to four friends.

Continuous or Discrete Rate of Change: __________________________

Linear (Arithmetic) or Exponential (Geometric)

Increasing or Decreasing Domain: _____________________________

6. To meet the demands placed on them, concrete pourers, have started pouring 3% more concrete
every hour.

Continuous or Discrete Rate of Change: __________________________

Linear (Arithmetic) or Exponential (Geometric)

Increasing or Decreasing Domain: _____________________________

Math 1 Name____________________________
Module 2 – LT #8 HW Date__________________Period___

Learning Target #8: I can COMPARE the growth of a linear function to an exponential function.

1. Steve and Jackie are contestants on the Biggest Loser. The trainers have developed the
following plans for them:

Steve – Steve weighs 330 pounds and will lose 9 pounds every month.
Jackie – Jackie weighs 350 pounds and will lose 4% of his body weight every month.

a) Write a function for each model with respect to time, t.

Steve: Jackie:

b) Use each function to complete a table for c) Create a graph showing data from both
each person describing time in months reports on the same grid. Make sure axes are
and weight in pounds. clearly labeled and scale is indicated.
y
Steve: Jackie:
Time Weight Time Weight

0 0

2 2

4 4

6 6

8 8

10 10

d) After about how many months will Steve and Jackie’s weights will be equal? Explain your
reasoning.

e) When will the Jackie weigh less than Steve?

2. At sunrise, the outside temperature was 56°. Two television stations(WGN and NBC) project
the temperature will increase in different ways.

WGN – The temperature will rise at a rate of 5% every hour.

NBC – The temperature will rise by 3° every hour.

a) Write a function for each model with respect to time, t.

WGN: NBC:

b) Use each function to complete a table for c) Create a graph showing data from both
the two models describing time in hours reports on the same grid. Make sure axes
and temperature in degrees. are clearly labeled and scale is indicated.
y
WGN: NBC:
Time Temperature Time Temperature

0 0

2 2

4 4

6 6

8 8

10 10

d) After about how many hours will WGN and NBC’s projections be equal again? Explain
your reasoning.

e) When will WGN’s projection surpass NBC’s projection?

Math 1 Module 2 Name_______________________________________
Point-slope Homework

Learning Target #9: I can write an equation of a line using point slope form.

Write the equation of the line in point-slope form: 𝑦 = 𝑚(𝑥 − 𝑥1 ) + 𝑦1 using the given information.
1. m = 9, (0, –7) 2. (2, –5) and (–3, 10) 3. (–4, 8) and (3, 1)

Find the point-slope form of the equation of the line satisfying each of the following conditions.

4. Slope = ½ and passes through (6, 4) 5. Slope = -4/5 and passes through (2, -3)

6. passes through (6, 1) and (8, -4) 7. Passes through (-8, -2) and (-4, 8)
8. Write the equation of the line in the graph.

9. Use point-slope form to graph the line represented by the equation 𝑓(𝑥) = −2(𝑥 + 1) − 3.
y
8
Starting point: Slope: 7

–9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9 x
–1

–2

–3

–4

–5

–6

–7

–8

10. Use point-slope form to graph the line represented by the equation 𝑓(𝑥) = 3(𝑥 − 2) + 5.
y
8
Starting point: Slope: 7

–9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9 x
–1

–2

–3

–4

–5

–6

–7

–8
Module 2 Review Worksheet Name____________________________________

1. Tracy started with $50 in her bank account. Luckily, she gets paid $100 every Friday.

Linear or Exponential? Explain Write a function to represent the scenario

Discrete or continuous? Domain (use correct notation)

Graph Table

x F(x)
Module 2 Review Worksheet Name____________________________________

2. I have 100 gallons of water in my pool. Each minute the amount of water increases by 20%.

Linear or Exponential? Explain Write a function to represent the scenario

Discrete or continuous? Domain (use correct notation)

Graph Table

x F(x)

3. Write the Point-Slope equation for a line that passes through (2, -1) and has a slope of 4.

4. Write the Point-Slope equation for a line that passes through (-5, 4) and has a slope of -1/2.