Maryland Math 8.AT.C.6

8.AT.C.6 is a cluster heading. These are the individual standards under it.

• 8.AT.C.6.a

  Given a clearly defined set of input-output pairs in a table, mapping, or real-world description, determine whether the relationship is a function and explain w...

• 8.AT.C.6.b

  Given a graph, identify input-output pairs and determine whether the graph represents a function.

01

What Students Need to Do

Students look for inputs paired with two different outputs in tables, arrow diagrams, and short situations. On graphs, they check whether two points share an x-coordinate but have different y-coordinates. They name the input that supports their answer.

02

What Mastery Looks Like

A student can sort a table, arrow diagram, and graph correctly and explain each choice with specific values. They know that different inputs may have the same output.

03

Common Misconceptions

Students may think a repeated output means the relationship is not a function. They may also look for a visual pattern in a graph instead of checking whether one x-coordinate has two y-coordinates.

04

How to Assess It

Give an exit ticket with a table containing (1, 4), (2, 4), (2, 7) and a graph showing (1, 3), (2, 3), (3, 3). Ask which is a function and why.

1. 01

   Give pairs of students input and output cards, then have them connect matching cards with string and look for inputs with two connections.

2. 02

   Ask students to write an answer to: Can two students share a birth month if each student is paired with their birth month?

3. 03

   Play Function or Not with sets of three ordered pairs; students hold up F or N cards and circle any input paired with different outputs.

4. 04

   Use a lunch menu to pair each weekday with its main dish; ask what happens if Tuesday lists two main dishes.

• 8.AT.C.8

  Identify whether a function is linear or non-linear given equations, graphs, or input-output pairs, and provide a justification using reasoning about the consta...