CCSS.Math.Content.HSF-LE.B

CCSS.Math.Content.HSF-LE.B is a cluster heading. These are the individual standards under it.

• CCSS.Math.Content.HSF-LE.B.5

  Interpret the parameters in a linear or exponential function in terms of a context.

01

What Students Need to Do

Students explain what numbers in linear and exponential models represent in a given situation. They connect initial values, constant rates, growth factors, and decay factors to quantities and units.

02

What Mastery Looks Like

Given a linear or exponential model, students identify the initial value and rate or growth factor. They explain each value in a complete sentence with correct units and context.

03

Common Misconceptions

Students often read an exponential factor of 1.08 as an 8 percent multiplier rather than an 8 percent increase. They may confuse slope with initial value or leave units out of an interpretation. They may also describe a number without connecting it to the situation.

04

How to Assess It

Exit ticket: A bacteria culture follows B(t) = 250(1.12)^t, where t is hours. Explain what 250, 1.12, and 0.12 mean in context.

1. 01

   Build tile figures, record figure number and tile count, write a linear rule, and explain the coefficient and constant with units.

2. 02

   Ask students to write how the meanings of 0.06 and 1.06 differ in an exponential growth model.

3. 03

   Play a card match using equations, short situations, parameter labels, and interpretation statements.

4. 04

   Use A(t) = 500(1.03)^t for a savings account, then explain the deposit, growth factor, and annual percent increase.

• CCSS.Math.Content.HSA-SSE.A

  Interpret the structure of expressions

• CCSS.Math.Content.HSA-SSE.A.1

  Interpret expressions that represent a quantity in terms of its context

• CCSS.Math.Content.HSF-IF.B

  Interpret functions that arise in applications in terms of the context