L1-6a
Ball Rebound Revisited
F.IF.4, F.IF.5, A.CED.1, F.BF.1, F.LE.3, S.ID.6
Name: __________________________________________
GOAL: Model the rebound height of a golf ball that is dropped at any given drop height.
1. GATHER DATA: Drop the golf ball at 5 different heights and record its rebound height.
Drop height
(inches)
35
30
25
20
15
Rebound height
(inches)
2. GRAPH DATA.
3. ANALYZE THE DATA
a. Does the relationship
appear to be linear or
exponential? Justify
your answer.
b. Write the function that
models this situation.
Rebound
Height
(inches)
Drop Height (inches)
4. USE YOUR FUNCTION TO PREDICT:
a. How high will the ball bounce if it is dropped 200 inches?
b. How high do you need to drop it for it to rebound to 100 inches?
L1-6a
Ball Rebound Revisited
F.IF.4, F.IF.5, A.CED.1, F.BF.1, F.LE.3, S.ID.6
Wrap – Up
Repeat the process using a tennis ball and then a ping pong ball.
Tennis Ball
Drop height
(inches)
35
30
25
20
15
Ping Pong Ball
Rebound height
(inches)
Write the Function:
Drop height
(inches)
35
30
25
20
15
Rebound height
(inches)
Write the Function:
ANALYZE THE DATA:
1. For the tennis ball and ping pong ball, does the relationship appear to be linear or
exponential?
2. How does this relationship different from examining the number of bounces like we did
in the last unit?
USE YOUR FUNCTION TO PREDICT:
3. Which ball rebounds the highest if dropped from 200 inches?
L1-6a
Ball Rebound Revisited
Standards
F.IF.4 For a function
that models a
relationship between
two quantities,
interpret key features
of graphs and tables in
terms of the quantities,
and sketch graphs
showing key features
given a verbal
description of the
relationship.
F.IF.5 Relate the domain
of a function to its
graph and, where
applicable, to the
quantitative
relationship it
describes.
F.IF.4, F.IF.5, A.CED.1, F.BF.1, F.LE.3, S.ID.6
Level 1
Level 2
Level 3
Level 4
Level 5
Minimal
Partial
Moderate
Strong
Distinguished
Student demonstrates a
lack of understanding of
prerequisite content for
this unit.
Student demonstrates
understanding of
prerequisite content for
this unit.
Student demonstrates
understanding of the
simple grade level
expectations.
Student demonstrates
understanding of the
complex grade level
expectations.
Student demonstrates
understanding of
content that goes
beyond graded level
expectations.
Students can identify
key features from a
graph.
Students can identify
key features as
belonging to either
linear or exponential
functions.
Students can
distinguish between
and use key features of
either linear or
exponential functions to
interpret problems in
context.
Students can
distinguish between
and use key features of
linear and exponential
functions to interpret
problems in context.
Students can
distinguish between
and use key features of
linear and exponential
functions to interpret
problems in context.
Students can use the
correct number system
when describing the
domain or range of a
graph, equation, or
scenario.
Students can use the
correct number system
when describing the
domain or range of a
graph, equation, and
scenario.
Students can use the
correct number system
when describing the
domain and range of a
graph, equation, and
scenario.
Students can use the
correct number system
when describing the
domain and range of a
graph, equation, and
scenario.
Students can use and
justify the correct
number system when
describing the domain
and range of a graph,
equation and scenario.
Students can identify
the constraints of a
domain and range in
context.
Students can identify
and explain the
constraints of a domain
and range in context.
L1-6a
Ball Rebound Revisited
A.CED.1 Create
equations and
Students can create one Students can create
inequalities in one
representation of linear equations, graphs, and
variable and use them
and exponential
tables of linear and
to solve problems.
functions.
exponential functions
Include equations
arising from linear and
quadratic functions, and
simple rational and
exponential functions.
F.BF.1 Write a function
that describes a
relationship between
two quantities.
a) Determine an explicit
expression, a recursive
process, or steps for
calculation from a
context.
F.LE.3 Observe using
graphs and tables that a
quantity increasing
exponentially
eventually exceeds a
quantity increasing
linearly, quadratically,
or (more generally) as a
polynomial function.
F.IF.4, F.IF.5, A.CED.1, F.BF.1, F.LE.3, S.ID.6
Students can create
many representations
of linear and
exponential functions
including equations,
tables, and graphs.
Students can create and
use representations of
linear and exponential
functions including
equations, tables,
graphs, and scenarios.
Students can create and
use representations of
linear and exponential
functions including
equations, tables,
graphs, and scenarios.
Students can justify the
representations as
linear or non-linear.
Students can identify
the relationship of
functions fitted from
data as linear or
exponential.
Students can use
functions fitted from
data to describe
relationships between
two quantities in the
context of the data.
Students can create
functions fitted from
data to solve and
describe relationships
between two quantities
the context of the data.
Students can create and
use functions fitted
from linear and
exponential data to
describe, solve and
apply relationships
between two quantities
the context of the data
Students can create and
use functions fitted
from linear and
exponential data to
solve, apply, interpret,
and justify relationships
between two quantities
the context of the data
Students can identify
the rate of change of a
situation as linear or
non-linear.
Students can identify
and compare the rate
of change of a situation
as linear exponential
from graphs or tables.
Students can identify
and compare the rate
of change of a situation
as linear or exponential
from graphs and tables.
Using graphs and tables,
students can identify
and compare the rate
of change of linear and
exponential functions in
context.
Using graphs and tables,
students can identify,
justify and compare the
rate of change of linear
and exponential
functions in context.
L1-6a
Ball Rebound Revisited
S.ID.6 Represent data
on two quantitative
Students can use
Students can use
variables on a scatter
scatterplots to answer
scatterplots to solve
plot, and describe how
problems.
problems in a linear or
the variables are
exponential context.
related.
F.IF.4, F.IF.5, A.CED.1, F.BF.1, F.LE.3, S.ID.6
Students can create
scatterplots from data
in context to solve and
interpret linear or
exponential
relationships.
Students can create and
use scatterplots from
data in context to solve
and interpret linear and
exponential
relationships.
Students can create and
use scatterplots from
data in context to solve
and interpret problems.
Students can choose
units and scale
appropriately to
represent two
quantitative variables in
context.