Florida B.E.S.T. MA.912.F.2.1
The Standard
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.
Florida B.E.S.T. Standards for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare an original function with a changed rule and predict how its graph or table will change. They identify shifts, stretches, compressions, and reflections, including the reversed or reciprocal effects of input changes.
What Mastery Looks Like
- Given a graph or table, students accurately sketch or build the transformed function for a stated value of k. They write a new rule for a requested change and explain how inputs or outputs are affected.
Common Misconceptions
- Students often move f(x+k) right instead of left, or treat f(kx) as a horizontal stretch by k. They may change x-values for kf(x), change outputs for f(x+k), or miss reflections when k is negative.
How to Assess It
- Exit ticket: For f(x)=x², sketch f(x)+3, f(x+3), 2f(x), and f(2x), then label each change in words.
Lesson moves
Ways to Teach It
Build a five-point parabola with sticky notes on a wall grid, then move each point to model assigned transformations.
Write and defend an answer to: Why does f(x+4) move left while f(x)+4 moves up?
Match cards showing equations, tables, graphs, and transformation descriptions, then check each set by testing one coordinate.
Model a taxi fare function, then interpret adding a booking fee and multiplying all fares by a surge factor.
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Related Standards
- MA.912.F.2.3
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