Name____________________________

Period____

Graphing Functions Test

Instructions: Please answer each question fully and to the best of your ability. Show all your
work for full credit.
1. Use the graph to determine the range of the function. Use
interval notation.
This question is all about range, as well as interval notation, which is
one of many key features they need to be able to identify in a graph.
They learned range last year, so this is to determine what they
remember. We have already been discussing interval notation, so this
is to see if they can apply the concept to something new.
2. Which equation contains the points (2, 4) and (7, 23)?
a. = 3 2

c. = 2 3

b. = 3 + 2

d. = 2 + 3

There are two possible ways to solve this problem. First, if they realize that including a point
means its a solution, they can test and check. The other way is to find the equation themselves
using point-slope form. Either way, Ill learn if they know what it means to be a solution to an
equation.

3. It is a hot summer day and you have decided to sell some lemonade. Unfortunately, it
takes time before you begin to earn money, as you have to buy the supplies. The
equation = 0.5 6 models your profit y (in dollars) after selling x cups of lemonade.
How many cups of lemonade must you sell to break even?
Real life context (aka, the dreaded story problem) is always the most important, but often the
most overwhelming. This question is asking about intercepts. There is a question about that
later, but that is in a more obvious context. Here, I want to see if they can apply that knowledge
to real life.

Percent Correct

Question 1

Question 2

Question 3

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They improved on every problem, though some more than others.

1. This problem is not as bad as it appears. Most everyone got partial credit on this
problem because it was clear they knew what the range was. They mostly lost it in the
interval notation. They were closer than before, but many used parentheses instead of
brackets. I could have taught the difference between the two, in particular, when to use
which, better. I could have done this by talking more about inclusive and exclusive.

2. Im pretty happy about this one. Of the students who didnt get it, it was mostly because
of a simple math error. I still count that as being proficient in the concept, but for the
sake of data I had to mark it wrong.

3. There wasnt as much improvement as I would have liked. I suppose they are still
freaking out over the words. To have taught this better, I probably should have either
incorporated story problems in from the very beginning so they get used to them. That,
or spend an entire day just on dissecting the context. We did that last unit, but I guess
when it when it comes to story problems, they cant have enough.

4. Which relationships are continuous? Check all that are and explain why.
a. The number of people on earth _____
b. The number of people in this room _____
c. The distance you travel going home_____
d. Your height since you were 1 year old _____
These are two different kinds of graphs we will talk about, continuous and discrete. In this
question, Im hoping to learn if they at least know what it means to be continuous, which is the
more obvious of the two.

5. What are the x- and y-intercepts for the graph of () = 4 + 9

Here is another intercept problem. It is essentially the same question as before, but without all
the scary words. This is to see if they at least know what it means. If they do well here but not
on problem 3, then I know that it is the real life connection that is throwing them off.

6. Identify the equation which models the graph.

a. = 2 1
b. = 2 + 1
c. = + 2
d. = 2

This question is getting at the heart of what an equation is.

They could guess and check points, like in problem two, which tells me they at least have a base
understanding. If they can recognize that is problem is easy to do with slope-intercept form,
then that is a bonus. That tells me they remember some things for last year.

Percent Correct

Question 4

Question 5

Question 6

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4. About of quarter of the students still didnt explain. The other quarter did explain, but
their explanations showed me that they dont actually understand what continuous
means. They all seem to think that it means the same or that something stays the
same. This is definitely something to address. In future classes, I must be more clear on
that definition, and give them examples early on that they will mix up.

5. Again, Im still surprised that they did better on problem 3. To be fair, they all did pretty
well on the y-intercept part of this problem. It was the x-intercept that nailed them
(which is again strange, because that is what problem 3 asked for). I think that they
dont understand how to find the x-intercept, but the story problem in #3 gave them
context and a hint, which made it easier. In the future, I would probably do the
intercepts on their own day, including real life context. Hopefully more emphasis would
help.

6. This is a really good percent. A few math errors, but otherwise Id say they have this
concept (or at least this aspect of it).

7. Determine which graph matches the following features of a given function. Features:
This function decreases, increases, and then remains constant.
A

We will be discussing what it means for a graph to be increasing, decreasing, or constant. Im

pretty much testing them here if they can take a word they know in English and make an
educated guess. This part of the concept is easy, and I can have them teach themselves in a
minute! Problem 12 is an extension, but moving towards interval notation. If they can do this
problem, but not 12, then I know the problem lies in interval notation.

8. Given the slope of a linear function is -7 and the y-intercept is 6, write the function?

This is a throw back to last year when they learned slope intercept form. This should be so so SO
easy! This tells me how much we need to review.

9. Write an equation in slope-intercept form of the line that has a slope of -1 and goes
through the point (3,-8).

Less easy, but still managable. This problem tells me if they understand point-slope form. Some
students are likely to mix up the two forms in problem 8 and 9, which tells me where I need to
distinguish the two.

Percent Correct

Question 7

Question 8

Question 9

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7. Literaly everyone got this right. Using the English connection worked really well.

8. About the same percentage as problem 6, which is consistent (same concept). A few
students are still mixing up the intercept and the slope. I only think that further exposure
would help fix those minor problems.

9. The progress on this problem is fantastic. They are still struggling a bit with the pointslope form, though. In the future, I would give that form its own day, as well as standard
form. I think that they just need more time to practice it.

10. Write an equation in slope-intercept form of the line that passes though the given
points. (4, -3) and (3, 8).

Essentially the same as problem 9, except this time they have to find their own slope first. They
learned how to find the slope last year, and the year before that, so I hope they at least get that
far.

11. Write the given equation in standard form. + 4 = 3( + 1)

Standard form is something in their core they have to learn, but I already know they wont like it
(because I dont like it). If they can at least rearange the variables to be in the right order, that
would be great (it also tells me they remember how to solve literal equations like I taught them).

12. Given the graph, identify the following in interval notation:

a. x-intercept(s)
b. y-intercept(s)
c. Interval(s) of increase
d. Interval(s) of decrease
e. Postive interval(s)
f. Negative interval(s)

These are all features of a graph they need to identify, like problems 1 and 7, except this one
focuses more on writing them in the correct notation. I anticapte that they will mix up positive
and increasing, as well as negative and decreasing.

Percent Correct
Question 10
Question 11
Question 12 a
Question 12 b
Question 12 c
Question 12 d
Queston 12 e
Question 12 f
0

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10. About the same percent as that in problem 9, which means that 2/3 of the students have
this formula down pat. There is still 1/3 that needs more help though. Aside from my
comments on problem 9, I think the students also need more practice finding the slope.

11. As I noted in problem 9, I would teach point-slope form on its own day and then
standard form on its own day. This would give them more exporsure. I think I also need
to do more research into reasons why they would find standard form useful. Their this is
pointless attitude also hurt them on this form.

12. Look at all that improvement! Im very happy with this one, but I know there is still room
for improvement. The majority of those students who got it wrong was because their
interval notation was wrong; I could tell they at least knew was increasing and
decreasing meant, and mostly positive and negative. I think I will give them some
starters so we can review this notation.

13. In each relationship, label each variable as either independent or dependent and explain
why.
a. Number of omelets made

Number of eggs left

c. Pounds

Cost

d. Distance

Time

b. Total cost
Number of snacks purchased

They need to know which variables are independent or dependent so they know which to put on
which axis of a graph. This is one of the beginning concepts we will cover, which is the start of
converting real life context to a graph.

14. Graph the equation = 4 3

15. Graph the equation + 4 = 12

These two problems let me know if they know how to graph an equation. They could plot a few
points, which would at least be a start. Im hoping that, once again, they will remember slope
intercept form. If they do, these will be relativily easy. If they dont, I know what else to review.

Percent Correct

Question 13

Question 14

Question 15

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13. They finally explained their answers! Of course, some didnt, and they make up the
majority of those who got it wrong.

14. A few mixed up the slope and the intercept (again), and a few graphed the wrong slope. I
cant believe how many slope errors there were. These are honors kids and they have
learned this for a few years now! I cannot assume that students will remember past year
stuff, no matter how basic. What a pain.

15. A few things went wrong here. First, some just tried to graph it as it was, which you cant
do. Second, and this is the majority, those who did try to put it into slope-intercept form
did so incorrectly. Last, a few got it into the right form, but they graphed the slope
wrong. On that day dedicated to standard form, we will also talk about getting it out of
standard form for graphing.