All students should graduate from high school ready for college, careers, and citizenship.

**1. Understanding**

What is the student looking at when the student multiplies by 1.1? Is this an attempt to see if the table could be described with a common factor?

**2. CCSS Alignment**

The student correctly identifies parameters for both linear and exponential functions, is capable of using large numbers, and is handling the percent growth correctly in both equations and tables.

**Standard referenced:**

**HSF-LE.B.5: **Interpret the parameters in a linear or exponential function in terms of a context.

**3. Comprehension & Application**

**SMP.7**: Look for and make use of structure.

The student understands the structure of the two function types. The student makes a claim about the functions that is not supported by the tables or graph, but seems likely to have come from understanding the structure of the types of functions.

**4. CCSS Alignment**

The student recognizes that the exponential equation will overtake the linear one. The student states that initially, the linear increases faster, eventually the exponential increases faster.

**Standard referenced:**

**HSF-LE.A.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.

**5. CCSS Alignment**

The student can create linear and exponential functions correctly.

**Standard referenced:**

**HSF-LE.A.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).