NY Next Generation Math AI-F.IF.5
The Standard
Determine the domain of a function from its graph and, where applicable, identify the appropriate domain for a function in context.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students determine a function's domain from its graph and choose a domain that fits an Algebra I context. They decide whether values should be continuous, discrete, bounded, or excluded.
What Mastery Looks Like
- The student reads endpoints, gaps, and arrows correctly from a graph. For a model, the student states a domain and explains each restriction using the quantities involved.
Common Misconceptions
- Students may report the graph's range instead of domain, ignore open endpoints, or use all real numbers automatically. They may allow fractional inputs when the context counts whole objects.
How to Assess It
- Show a graph defined from x greater than negative 2 through x less than or equal to 6, then give a ticket-sales context. Ask for both domains and justification.
Lesson moves
Ways to Teach It
Build graph domains with endpoint, interval, and gap cards on a floor number line.
Ask students when a contextual domain must be whole numbers even if the formula accepts real inputs.
Play domain sort with graphs and contexts labeled continuous, discrete, bounded, or restricted.
Set a realistic domain for a rental cost, container volume, or event attendance function.
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Printable AI-F.IF.5 Worksheet
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