Functions: Interpreting Functions 

• F-IF.1 - Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph off is the graph of the equation y = f(x). 
•  F-IF.2 – Use function notations, evaluates functions for inputs in their domains, and interprets statements that use function notation in terms of a context. 
• 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. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. 
• F-IF.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. 
• F-IF.6 - Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. 
• F-IF.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. 
• F-IF.8 - Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. 
• F-IF.9 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one G-quadratics function and an algebraic expression for another, say which has the larger maximum. 

Functions: Linear, Quadratic, and Exponential Models 

• F-LE.1 - Distinguish between situations that can be modeled with linear functions and with exponential functions. 
• F-LE.2 - Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). 
• 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-LE.5 - Interpret the parameters in a linear, quadratic, or exponential function in terms of a context.

Functions: Building Functions  

 Functions: Trigonometric Functions 

Background Knowledge

• Progression on Counting and Cardinality and Operations and Algebraic Thinking, K-5
• Progression on Ratios and Proportional Relationships, 6-7
• High School Functions

Lessons

The Mathematics Assessment Project (MAP) website has the Common Core Standards with useful supports.  In addition to having the standards themselves, the MAP website has an introduction to each section and lessons and tasks that correspond with each standard. Click here to go to the MAP page for all the high school Functions standards.

Keep in mind that it is only the first and third topic areas within the high school Functions standards - "Interpreting Functions" and"Linear, Quadratic, and Exponential Models" --  that will supposedly be emphasized on the TASC.