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 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

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. 
Georgia Standards of Excellence (GSE):
8.FGR.5.1

Show and explain that a function is a rule that assigns to each input exactly one 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 (AIF.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 nonlinear functions.

Arkansas Academic Standards:
8.F.A.2

Compare properties (e.g., yintercept/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

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.

Georgia Standards of Excellence (GSE):
8.FGR.5.4

Compare properties (rate of change and initial value) of two functions used to model an authentic situation each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 
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 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 = s^{2} 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

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 = s^{2} 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. 
Georgia Standards of Excellence (GSE):
8.FGR.5.5

Write and explain the equations y = mx + b (slopeintercept form), Ax + By = C (standard form), and (y  y_{1}) = m(xx_{1}) (pointslope form) as defining a linear function whose graph is a straight line to reveal and explain different properties of the function. 
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 nonlinear. The function A = s^{2} 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 = s^{2} 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 nonlinear) 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

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. 
Georgia Standards of Excellence (GSE):
8.FGR.5.9

Graph and analyze linear functions expressed in various algebraic forms and show key characteristics of the graph to describe applicable situations. 
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 nonlinear.
 Sketch a graph that exhibits the qualitative features of a realworld 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 nonlinear Sketch a graph that exhibits the qualitative features of a function that has been described in a realworld context. 
Pennsylvania Core Standards:
CC.2.2.8.C.1

Define, evaluate, and compare functions. 
Pennsylvania Core Standards:
M08.BF.1.1.1

Determine whether a relation is a function. 
Pennsylvania Core Standards:
M08.BF.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.BF.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.BF.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 inputoutput table, determine whether it could represent a linear function. 
Florida  Benchmarks for Excellent Student Thinking:
MA.8.F.1.3

Analyze a realworld written description or graphical representation of a functional relationship between two quantities and identify where the function is increasing, decreasing or constant. 
Georgia Standards of Excellence (GSE):
8.FGR.5.1

Show and explain that a function is a rule
that assigns to each input exactly one
output.

Georgia Standards of Excellence (GSE):
8.FGR.5.2

Within realistic situations, identify and
describe examples of functions that are
linear or nonlinear. Sketch a graph that
exhibits the qualitative features of a
function that has been described verbally. 
Georgia Standards of Excellence (GSE):
8.FGR.5.3

Relate the domain of a linear function to its
graph and where applicable to the
quantitative relationship it describes. 
Georgia Standards of Excellence (GSE):
8.FGR.5.4

Compare properties (rate of change and
initial value) of two functions used to model
an authentic situation each represented in a
different way (algebraically, graphically,
numerically in tables, or by verbal
descriptions). 
