Florida B.E.S.T. MA.912.F.2

MA.912.F.2 is a B.E.S.T. standard. These are the benchmarks under it.

• MA.912.F.2.1

  Identify the effect on the graph or table of a given function after replacing f(x) by f(x)+k,kf(x), f(kx) and f(x+k) for specific values of k.

• MA.912.F.2.2

  Identify the effect on the graph of a given function of two or more transformations defined by adding a real number to the x- or y- values or multiplying the x-...

• MA.912.F.2.3

  Given the graph or table of f(x) and the graph or table of f(x)+k,kf(x), f(kx) and f(x+k), state the type of transformation and find the value of the real numbe...

• MA.912.F.2.4

  Given the graph or table of values of two or more transformations of a function, state the type of transformation and find the values of the real number that de...

• MA.912.F.2.5

  Given a table, equation or graph that represents a function, create a corresponding table, equation or graph of the transformed function defined by adding a rea...

01

What Students Need to Do

Students compare a function with a changed version and explain what happened to its graph. They use equation changes to predict shifts, reflections, stretches, and compressions, then write equations that produce given changes.

02

What Mastery Looks Like

Students correctly match equations, graphs, and descriptions of shifts, reflections, and stretches. They create a new equation from a stated change and justify key features such as the vertex, intercepts, or domain.

03

Common Misconceptions

Students often reverse the direction of horizontal shifts, reading f(x + 3) as right 3. They may also confuse vertical scaling with horizontal scaling or apply a change to only part of an equation.

04

How to Assess It

Give students f(x) = x² and g(x) = -2f(x - 3) + 1. Ask them to describe each change and sketch g without making a table.

1. 01

   Use tracing paper to move, flip, and stretch a parent function graph, then write the matching equation after each change.

2. 02

   Ask students to explain why f(x + 4) moves a graph left, using two matching input-output pairs as evidence.

3. 03

   Run a card sort matching parent graphs, changed graphs, equations, and written descriptions, with students checking another group's matches.

4. 04

   Model a ride-share fare function, then change its graph to represent a higher base fee, doubled rates, or a promotional discount.

• MA.912.GR.2

  Apply properties of transformations to describe congruence or similarity.