This task is preliminary to F-LE Compounding Interest with a 5% Interest Rate which further develops the relationship between e and compound interest.

This task develops reasoning behind the general formula for balances under continuously compounded interest. While this task itself specifically addresses the standard (F-BF), building functions from a context, a auxiliary purpose is to introduce and motivate the number e, which plays a significant role in the (F-LE) domain of tasks.

This word problem requires students to create expressions to calculate gas milage for a vehicle.

The purpose of this task is to introduce or reinforce the concept of a function, especially in a context where the function is not given by an explicit algebraic representation. Further, the last part of the task emphasizes the significance of one variable being a function of another variable in an immediately relevant real-life context.

In this visualization adapted from the University of Massachusetts Medical School, discover the role that dengue viral proteins play in a human cell as the virus prepares to replicate.

This task asks students to find a linear function that models something in the real world. After finding the equation of the linear relationship between the depth of the water and the distance across the channel, students have to verbalize the meaning of the slope and intercept of the line in the context of this situation.

This problem allows the student to think geometrically about lines and then relate this geometry to linear functions. Or the student can work algebraically with equations in order to find the explicit equation of the line through two points (when that line is not vertical).

This task is designed as a follow-up to the task F-LE Do Two Points Always Determine a Linear Function? Linear equations and linear functions are closely related, and there advantages and disadvantages to viewing a given problem through each of these points of view. This task is intended to show the depth of the standard F-LE.2 and its relationship to other important concepts of the middle school and high school curriculum, including ratio, algebra, and geometry.

This problem complements the problem ``Do two points always determine a linear function?''

The purpose of this task to help students think about an expression for a function as built up out of simple operations on the variable, and understand the domain in terms of values for which each operation is invalid (e.g., dividing by zero or taking the square root of a negative number).

An important property of linear functions is that they grow by equal differences over equal intervals. In this task students prove this for equal intervals of length one unit, and note that in this case the equal differences have the same value as the slope. In F.LE Equal Differences over Equal Intervals 2, students prove the property in general (for equal intervals of any length).

An important property of linear functions is that they grow by equal differences over equal intervals. In this task students prove this for equal intervals of length one unit, and note that in this case the equal differences have the same value as the slope.

In this task students prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

Write the code in order to explore the beauty of trigonometric transformations - to potentially be copied to a program like Paint for appreciation of the artistic qualities.

In this task students prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

This problem illustrates how an exponentially increasing quantity eventually surpasses a linearly increasing quantity.

In this task students observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

This problem shows that an exponential function takes larger values than a cubic polynomial function provided the input is sufficiently large.

The purpose of this task is to help students see the "why" behind properties of logs that are familiar but often just memorized (and quickly forgotten or misremembered). The task focuses on the verbal definition of the log, helping students to concentrate on understanding that a logarithm is an exponent, as opposed to completing a more computational approach.

This task and its companion, F-BF Exponentials and Logarithms I, is designed to help students gain facility with properties of exponential and logarithm functions resulting from the fact that they are inverses.