Mississippi Math C.A.4

MathGrades 9–12Algebra (A) Demonstrate Basic Knowledge of Functions, Including their Behavior and Characteristics

The Standard

Predict and explain the characteristics and behavior of functions and their graphs (domain, range, increasing/decreasing intervals, intercepts, symmetry, and end behavior).

2025 Mississippi College- and Career-Readiness Standards for Mathematics

Teacher's field guide

What This Standard Means

What Students Need to Do

Students use an equation or graph to find possible x-values and y-values, intercepts, and symmetry. They name where the graph rises or falls as x increases and predict what happens at both ends. They explain their answers using points or the graph’s shape.

What Mastery Looks Like

Given an unfamiliar graph, a student states its domain, range, intercepts, symmetry, and increasing and decreasing intervals. They describe what happens far left and far right, and point to graph features that support each answer.

Common Misconceptions

Students swap domain and range or treat the edge of a graph window as an endpoint. They give increasing intervals as y-values and mix up x-intercepts and the y-intercept. They assume symmetry always means the y-axis and describe end behavior at a turning point instead of at the far ends.

How to Assess It

Exit ticket: Sketch y=(x-2)^2-4 and give its domain, range, intercepts, line of symmetry, increasing and decreasing intervals, and end behavior. Use the vertex and graph shape to explain your answers.

Lesson moves

Ways to Teach It

  1. Fold a printed graph of y=(x-2)^2-4 at x=2, mark its intercepts, and draw arrows showing where both branches continue.

  2. Ask partners: Why does y=(x-2)^2-4 have no y-values below -4, and what happens to y at both ends?

  3. Print graphs of y=x, y=|x|, and y=1/x; teams race to match each to domain, range, and symmetry cards.

  4. Plot a ball’s height at each second of flight; mark the peak, intercepts, and why negative times are outside the model.

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Printable C.A.4 Worksheet

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