NY Next Generation Math AII-F.LE.5
The Standard
Interpret the parameters in a linear or exponential function in terms of a context.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain what each parameter means in a contextual linear or exponential model. They connect units, initial value, rate, growth factor, and continuous input values to the situation.
What Mastery Looks Like
- The student interprets a slope or exponential factor with correct units and direction. The student explains how changing a parameter changes the modeled situation.
Common Misconceptions
- Students may confuse an exponential factor with a percent rate or omit units. They may describe a parameter only as a graph shift without connecting it to context.
How to Assess It
- Give a real-world linear or exponential model. Ask students to interpret two parameters in complete sentences with units and predict one parameter change.
Lesson moves
Ways to Teach It
Label parameter cards on matching linear and exponential context posters, including units and practical meaning.
Ask how an initial value and rate tell different parts of a model's story.
Play parameter detective by matching altered equations to changes in contextual descriptions.
Interpret parameters in a cooling, finance, or population model with noninteger time inputs.
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Related Standards
- AI-F.LE.1.a
Justify that a function is linear because it grows by equal differences over equal intervals, and that a function is exponential because it grows by equal facto...
- AI-F.LE.1
Distinguish between situations that can be modeled with linear functions and with exponential functions.
- AI-F.IF.2
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
- AII-F.BF.1.a
Determine a function from context. Determine an explicit expression, a recursive process, or steps for calculation from a context.
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