13 8.F.A.1 8.F.A.1 Math.8.F.1 8.F.A.1 MGSE8.F.1 8.F.A.1 8.F.1 8.F.1 8.F.1 8.F.A.1 8.F.A.1 15 8.F.A.2 Math.8.F.2 8.F.A.2 MGSE8.F.2 8.F.2 8.F.2 8.F.A.2 14 8.F.A.3 8.F.A.3 Math.8.F.3 8.F.A.3 MGSE8.F.3 8.F.3 8.F.3 8.F.A.3 17 8.F.B.5 Math.8.F.5 8.F.B.5 MGSE8.F.5 8.F.5 8.F.5 CC.2.2.8.C.1 M08.B-F.1.1.1 M08.B-F.1.1.2 M08.B-F.1.1.3 M08.B-F.2.1.2 MA.8.F.1.1 MA.8.F.1.2 MA.8.F.1.3

Functions 8th Grade

Alabama Course of Study Standards: 13
Determine whether a relation is a function, defining a function as a rule that assigns to each input (independent value) exactly one output (dependent value), and given a graph, table, mapping, or set of ordered pairs.
Arkansas Academic Standards: 8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output The graph of a function is the set of ordered pairs consisting of an input and the corresponding output Note: An informal discussion of function notation is needed; however, student assessment is not required.
Arizona - K-12 Academic Standards: 8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
Common Core State Standards: Math.8.F.1 or 8.F.A.1 Georgia Standards of Excellence (GSE): MGSE8.F.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Louisiana Academic Standards: 8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in this grade level.)
North Carolina - Standard Course of Study: 8.F.1
Understand that a function is a rule that assigns to each input exactly one output. Recognize functions when graphed as the set of ordered pairs consisting of an input and exactly one corresponding output. Recognize functions given a table of values or a set of ordered pairs.
New York State Next Generation Learning Standards: 8.F.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Note: The terms domain and range may be introduced at this level; however, these terms are formally introduced in Algebra I (AI-F.IF.1).
Ohio's Learning Standards: 8.F.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Function notation is not required in Grade 8.
Tennessee Academic Standards: 8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in 8^th grade.)
Wisconsin Academic Standards: 8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a numerically valued function is the set of ordered pairs consisting of an input and the corresponding output. Function notation is not required in Grade 8.
Alabama Course of Study Standards: 15
Compare properties of functions represented algebraically, graphically, numerically in tables, or by verbal descriptions. Distinguish between linear and non-linear functions.
Arkansas Academic Standards: 8.F.A.2
Compare properties (e.g., y-intercept/initial value, slope/rate of change) of two functions each represented in a different way (e.g., algebraically, graphically, numerically in tables, or by verbal descriptions)
Common Core State Standards: Math.8.F.2 or 8.F.A.2 Georgia Standards of Excellence (GSE): MGSE8.F.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
North Carolina - Standard Course of Study: 8.F.2
Compare properties of two linear functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
New York State Next Generation Learning Standards: 8.F.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). e.g., Given a linear function represented by a table of values and a linear function represented by an algebraic equation, determine which function has the greater rate of change.
Wisconsin Academic Standards: 8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
Alabama Course of Study Standards: 14
Evaluate functions defined by a rule or an equation, given values for the independent variable.
Arkansas Academic Standards: 8.F.A.3
Identify the unique characteristics of functions (e.g., linear, quadratic, and exponential) by comparing their graphs, equations, and input/output tables
Arizona - K-12 Academic Standards: 8.F.A.3
Interpret the equation y = mx + b as defining a linear function whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length in not linear because its graph contains the points (1,1), (2,4), and (3,9) which are not on a straight line.
Common Core State Standards: Math.8.F.3 or 8.F.A.3 Georgia Standards of Excellence (GSE): MGSE8.F.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
North Carolina - Standard Course of Study: 8.F.3
Identify linear functions from tables, equations, and graphs.
New York State Next Generation Learning Standards: 8.F.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line. Recognize examples of functions that are linear and non-linear. The function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4), and (3,9), which are not on a straight line.
Wisconsin Academic Standards: 8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
Alabama Course of Study Standards: 17
Analyze the relationship (increasing or decreasing, linear or non-linear) between two quantities represented in a graph.
Arkansas Academic Standards: 8.F.B.5
Describe the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear) Sketch a graph that exhibits the features of a function that has been described verbally
Common Core State Standards: Math.8.F.5 or 8.F.B.5 Georgia Standards of Excellence (GSE): MGSE8.F.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
North Carolina - Standard Course of Study: 8.F.5
Qualitatively analyze the functional relationship between two quantities. Analyze a graph determining where the function is increasing or decreasing; linear or non-linear. Sketch a graph that exhibits the qualitative features of a real-world function.
New York State Next Generation Learning Standards: 8.F.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph. e.g., where the function is increasing or decreasing or when the function is linear or non-linear Sketch a graph that exhibits the qualitative features of a function that has been described in a real-world context.
Pennsylvania Core Standards: CC.2.2.8.C.1
Define, evaluate, and compare functions.
Pennsylvania Core Standards: M08.B-F.1.1.1
Determine whether a relation is a function.
Pennsylvania Core Standards: M08.B-F.1.1.2
Compare properties of two functions, each represented in a different way (i.e., algebraically, graphically, numerically in tables, or by verbal descriptions).
Pennsylvania Core Standards: M08.B-F.1.1.3
Interpret the equation y = mx + b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.
Pennsylvania Core Standards: M08.B-F.2.1.2
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch or determine a graph that exhibits the qualitative features of a function that has been described verbally.
Florida - Benchmarks for Excellent Student Thinking: MA.8.F.1.1
Given a set of ordered pairs, a table, a graph or mapping diagram, determine whether the relationship is a function. Identify the domain and range of the relation.
Florida - Benchmarks for Excellent Student Thinking: MA.8.F.1.2
Given a function defined by a graph or an equation, determine whether the function is a linear function.Given an input-output table, determine whether it could represent a linear function.
Florida - Benchmarks for Excellent Student Thinking: MA.8.F.1.3
Analyze a real-world written description or graphical representation of a functional relationship between two quantities and identify where the function is increasing, decreasing or constant.

Functions

Alabama Course of Study Standards: 13

Determine whether a relation is a function, defining a function as a rule that assigns to each input (independent value) exactly one output (dependent value), and given a graph, table, mapping, or set of ordered pairs.

Arkansas Academic Standards: 8.F.A.1

Understand that a function is a rule that assigns to each input exactly one outputThe graph of a function is the set of ordered pairs consisting of an input and the corresponding outputNote: An informal discussion of function notation is needed; however, student assessment is not required.

Arizona - K-12 Academic Standards: 8.F.A.1

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)

Common Core State Standards: Math.8.F.1 or 8.F.A.1

Georgia Standards of Excellence (GSE): MGSE8.F.1

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

Louisiana Academic Standards: 8.F.A.1

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in this grade level.)

North Carolina - Standard Course of Study: 8.F.1

Understand that a function is a rule that assigns to each input exactly one output.Recognize functions when graphed as the set of ordered pairs consisting of an input and exactly one corresponding output.Recognize functions given a table of values or a set of ordered pairs.

New York State Next Generation Learning Standards: 8.F.1

Ohio's Learning Standards: 8.F.1

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Function notation is not required in Grade 8.

Tennessee Academic Standards: 8.F.A.1

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in 8th grade.)

Wisconsin Academic Standards: 8.F.A.1

Understand that a function is a rule that assigns to each input exactly one output. The graph of a numerically valued function is the set of ordered pairs consisting of an input and the corresponding output. Function notation is not required in Grade 8.

Alabama Course of Study Standards: 15

Compare properties of functions represented algebraically, graphically, numerically in tables, or by verbal descriptions.Distinguish between linear and non-linear functions.

Arkansas Academic Standards: 8.F.A.2

Compare properties (e.g., y-intercept/initial value, slope/rate of change) of two functions each represented in a different way (e.g., algebraically, graphically, numerically in tables, or by verbal descriptions)

Common Core State Standards: Math.8.F.2 or 8.F.A.2

Georgia Standards of Excellence (GSE): MGSE8.F.2

North Carolina - Standard Course of Study: 8.F.2

Compare properties of two linear functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

New York State Next Generation Learning Standards: 8.F.2

Wisconsin Academic Standards: 8.F.A.2

Alabama Course of Study Standards: 14

Evaluate functions defined by a rule or an equation, given values for the independent variable.

Arkansas Academic Standards: 8.F.A.3

Identify the unique characteristics of functions (e.g., linear, quadratic, and exponential) by comparing their graphs, equations, and input/output tables

Arizona - K-12 Academic Standards: 8.F.A.3

Common Core State Standards: Math.8.F.3 or 8.F.A.3

Georgia Standards of Excellence (GSE): MGSE8.F.3

North Carolina - Standard Course of Study: 8.F.3

Identify linear functions from tables, equations, and graphs.

New York State Next Generation Learning Standards: 8.F.3

Wisconsin Academic Standards: 8.F.A.3

Alabama Course of Study Standards: 17

Analyze the relationship (increasing or decreasing, linear or non-linear) between two quantities represented in a graph.

Arkansas Academic Standards: 8.F.B.5

Describe the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear)Sketch a graph that exhibits the features of a function that has been described verbally

Common Core State Standards: Math.8.F.5 or 8.F.B.5

Georgia Standards of Excellence (GSE): MGSE8.F.5

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

North Carolina - Standard Course of Study: 8.F.5

Qualitatively analyze the functional relationship between two quantities.Analyze a graph determining where the function is increasing or decreasing; linear or non-linear.Sketch a graph that exhibits the qualitative features of a real-world function.

New York State Next Generation Learning Standards: 8.F.5

Pennsylvania Core Standards: CC.2.2.8.C.1

Define, evaluate, and compare functions.

Pennsylvania Core Standards: M08.B-F.1.1.1

Determine whether a relation is a function.

Pennsylvania Core Standards: M08.B-F.1.1.2

Compare properties of two functions, each represented in a different way (i.e., algebraically, graphically, numerically in tables, or by verbal descriptions).

Pennsylvania Core Standards: M08.B-F.1.1.3

Interpret the equation y = mx + b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.

Pennsylvania Core Standards: M08.B-F.2.1.2

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch or determine a graph that exhibits the qualitative features of a function that has been described verbally.

Florida - Benchmarks for Excellent Student Thinking: MA.8.F.1.1

Given a set of ordered pairs, a table, a graph or mapping diagram, determine whether the relationship is a function. Identify the domain and range of the relation.

Florida - Benchmarks for Excellent Student Thinking: MA.8.F.1.2

Given a function defined by a graph or an equation, determine whether the function is a linear function.Given an input-output table, determine whether it could represent a linear function.

Florida - Benchmarks for Excellent Student Thinking: MA.8.F.1.3

Analyze a real-world written description or graphical representation of a functional relationship between two quantities and identify where the function is increasing, decreasing or constant.

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Understand that a function is a rule that assigns to each input exactly one output
The graph of a function is the set of ordered pairs consisting of an input and the corresponding output
Note: An informal discussion of function notation is needed; however, student assessment is not required.

Understand that a function is a rule that assigns to each input exactly one output.
Recognize functions when graphed as the set of ordered pairs consisting of an input and exactly one corresponding output.
Recognize functions given a table of values or a set of ordered pairs.

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in 8^th grade.)

Compare properties of functions represented algebraically, graphically, numerically in tables, or by verbal descriptions.
Distinguish between linear and non-linear functions.

Describe the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear)
Sketch a graph that exhibits the features of a function that has been described verbally

Qualitatively analyze the functional relationship between two quantities.
Analyze a graph determining where the function is increasing or decreasing; linear or non-linear.
Sketch a graph that exhibits the qualitative features of a real-world function.