Lesson 243 of 1524
4.9 Interpreting and Creating Graphs
Vocabulary words from prior lessons, such as “maximum,” “minimum,” “increasing,“ and “decreasing,” were used to review and to describe the graphs
Practice this chapterVocabulary words from prior lessons, such as “maximum,” “minimum,” “increasing,“ and “decreasing,” were used to review and to describe the graphs You determined which graph best matched the scenario, and which graphs were the least logical considering the scenario.
You also reviewed the graph of a vertical line, including how it is not a function and why it would not work in the real-world scenario You had to share and discuss vocabulary, including the different key features of your graph.
Be able to explain the average rate of change of a function in terms of a situation; describe important features of a graph and explain what they mean in a situation; sketch a graph that shows important features of the situation, given a description or a visual representation of a situation.
Worked example
What does this chapter state?
- 1Vocabulary words from prior lessons, such as “maximum,” “minimum,” “increasing,“ and “decreasing,” were used to review and to describe the graphs
- 2That claim is the chapter’s own statement.
- 3Answer from the claim, not from where the chapter sits in the book.
Result: Vocabulary words from prior lessons, such as “maximum,” “minimum,” “increasing,“ and “decreasing,” were used to review and to describe the graphs
Why. The sentence is taken from this chapter’s summary or key concepts.
Answer with the meaning this chapter gives. A nearby idea from the same book is a different term.
Practice margin
This chapter
A fresh set from this chapter only. Choose 10 or 20. Multiple choice and fill-in, with no repeat inside the set.