Interpreting Functions

Directions: Using the integers -9 to 9, at most two times each, place an integer in each box to create an exponential growth function with the greatest possible y-intercept. Source: Robert Kaplinsky

Directions: Using the integers -9 to 9, at most two times each, place an integer in each box to create an exponential growth function with its y-intercept. Source: Robert Kaplinsky

Directions: Using the integers -9 to 9, at most one time each, place an integer in each box to create a square root function, its domain, and the greatest possible x-intercept. Source: Robert Kaplinsky

Directions: Using the integers -9 to 9, at most one time each, place an integer in each box to create a square root function, its domain, and the x-intercept. Source: Robert Kaplinsky

Directions: Using the integers -9 to 9, at most one time each, place an integer in each box to create a rational function, its vertical asymptote, and the greatest possible solution. Source: Robert Kaplinsky

Directions: Using the integers -9 to 9, at most one time each, place an integer in each box to create a rational function, its vertical asymptote, and its solution. Source: Robert Kaplinsky

Directions: Using the digits 1 to 9, at most one time each, place a digit in each box to create two different quadratic equations that have a root at 4 and a maximum value of 4. You may reuse all the digits for each equation. Source: Robert Kaplinsky in Open Middle Math

Directions: Using the digits 0 to 9, at most one time each, place a digit in each box to make one function have no real roots, another function have one real root, and the last function have two real roots. Source: Lynda Chung

Directions: Using the digits 1 to 9, at most one time each, place a digit in each box so that the values of the two functions are equivalent. Source: Steven Midzak

Directions: Using the digits 1 to 9, at most one time each, place a digit in each box to create a quadratic in factored form with the lowest minimum. Source: Ryan Kimes