Montana Math MT.CORE.ALG.FUN.5
The Standard
Identify the domain and range of a function, including considering the constraints imposed by context. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.
2026 Montana Mathematics Content Standards · Algebraic and Functional Reasoning
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students find the inputs a function accepts and the outputs it produces from a table, graph, or rule. They use the situation to rule out values that do not make sense, such as negative rider counts.
What Mastery Looks Like
- A student can list the input and output values in a table without swapping them. Given a real situation, they can name limits on those values and explain why they apply.
Common Misconceptions
- Students may swap inputs and outputs or assume a graph continues past a stated start or end time. They may allow fractional riders or counts above a vehicle's seat limit.
How to Assess It
- Exit ticket: A 20-seat shuttle makes trips 1, 2, and 3 with 12, 20, and 15 riders. List its domain and range, then explain why trip 4 and 21 riders do not fit.
Lesson moves
Ways to Teach It
Give pairs 12 square tiles to build squares; record possible whole-number side lengths and areas, then list the domain and range.
Ask: A 30-seat bus makes three trips. Can trip 4 be in its domain, or 31 riders in its range? Explain.
Put y = 2x for x = 0, 1, 2 and {(1, 4), (2, 7)} on separate cards; pairs race to list domains and ranges.
For a fictional shuttle serving the Blackfeet Nation's North American Indian Days, map trips 1, 2, 3 to rider counts 18, 24, 20.
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