Mississippi Math FA.F.27
The Standard
Given the graph of function in the form f(x)+ k, kf(x), f(kx), or f(x + k) , where k belongs to the set of integers, identify the domain/range, increasing/decreasing intervals, intercepts, symmetry, and asymptotic behavior, where appropriate. (F- BF.3) Identify each characteristic in set notation or as an inequality, where appropriate. (Limited to linear and quadratic functions only.)
2025 Mississippi College- and Career-Readiness Standards for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Read graphs of lines and parabolas after integer shifts or scale changes. Give the domain, range, intercepts, rising and falling intervals, symmetry, and any asymptotes. Use inequalities or set notation where they fit.
What Mastery Looks Like
- For a nonflat line, students give all real numbers for its domain and range and read its intercepts from the graph. For a parabola, they use the vertex to give its range and rising and falling intervals, name its symmetry line, and report that it has no asymptotes.
Common Misconceptions
- Students often think f(x+3) moves a graph right rather than left. They may give a parabola's range as all real numbers, mistake its vertex for an intercept, or call its symmetry line an asymptote.
How to Assess It
- Give students a graph of y=(x−2)² with vertex (2,0) and points (0,4) and (4,4). Ask them to label its domain, range, intercepts, symmetry line, rising and falling intervals as inequalities, and any asymptotes.
Lesson moves
Ways to Teach It
Place string on a printed graph of y=(x−2)² to mark its symmetry line, then trace the rising and falling branches in different colors.
Show graphs of y=x² and y=(x+3)²; ask, “Why did the vertex move left when the sign inside is plus?”
Hand out graph cards of shifted lines and parabolas; partners race to write each domain, range, intercepts, and rising intervals.
Graph a bridge arch modeled by h(x)=−(x−2)²+4 for 0≤x≤4; ask for its peak and ground contacts.
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