Unit: Functions

Grade: 8th Purpose:

Rachel White ED 337 Selected Response Assessment 2/1/2013

The purpose of this formative assessment is to evaluate whether or not the students have developed knowledge of the properties of functions, specifically linear functions. Students will demonstrate their knowledge by answering true/false, matching, and multiple choice questions. After the students complete the assessment they will be filling out self-reflection worksheets that will help both the teacher and the students figure out if the students are ready to move on to the next unit or if they need to spend more time working on certain learning targets.

Standards/Benchmarks:
CCSS.Math.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. CCSS.Math.Content.8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear

function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

CCSS.Math.Content.8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the

area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Learning Targets
I can identify the properties of a function. I can recognize the properties of two functions that are represented in different ways. I can identify the properties of the equation y = mx + b. I can recognize the graph of a function of the form y = mx + b. I can identify examples of functions that are not linear.

Knowledge
2, 11, 16 5, 6, 14, 17, 20 1, 7, 12, 15 4, 8, 10, 19 3, 9, 13, 18

Name:____________________________ Date:____________________________ Hour:_______

Understanding the Properties of Functions

Directions:
In the past three weeks we have learned the different properties of functions, focusing on linear functions. Once we have learned about functions and the properties of them we can begin to compare them to each other, which we focused on at the end of this unit. We are going to check how well you know about functions and their properties so that we can determine if we are ready to begin studying other types of functions that are non-linear. In order to help you better understand the concepts of this unit, we will be going through the questions that you missed after you complete the assessment. This will help you determine which areas you may need to focus more attention on before we move into the next unit. It will also help me determine if the lessons that we did in class were adequate for the learning goals that we set. This assessment has twenty questions, five true/false questions, five matching questions and ten multiple choice questions. Each question will be worth one point. For the true/false questions, you will mark whether or not the statement that is given is true or false by circling the corresponding answer. For the matching section, you will choose answers from the right side that match the functions on the left. There are more than five answer choices on the right, some of the answers will not be used at all. For the multiple choice section, you will select one of the four possible answers that is the best answer to the question. The answer you choose will be written on the line provided next to the question. During the assessment I would like you to mark down whether you are sure or unsure of the answer that you have chosen to answer each question. Fill in the bubble next to each question that corresponds to how you feel about the answer you gave. You will not be penalized for marking unsure, this part of the assessment is not worth any points. We will use this information after the assessment to analyze how well you have mastered each learning target. Please make sure that you put your name, date and hour at the top of your assessment. You will have the rest of the class period to finish your exam. If you finish early please remain quietly at your seat while your classmates finish your test. You may work on homework from another class if you wish to.

Make sure you:

Read the entire question before choosing an answer. Mark the sure and unsure bubbles for each question. Write your name, date and hour on your test.

Take your time! Good luck!

True/False Questions (1 point each)

Directions: Please read each statement thoroughly and determine if you think the answer is true or false. Then circle the corresponding answer to the right of the statement. After you have chosen your answer please mark whether you are sure or unsure about your answer. Keep in mind that marking sure or unsure has no effect on your grade. Example: . TRUE FALSE sure unsure

1. The equation that defines a linear function is . 2. A function is a rule that assigns to each input exactly two outputs. 3. The equation equation is linear and the is not linear.

TRUE

FALSE

sure

unsure

TRUE

FALSE

sure

unsure

TRUE

FALSE

sure

unsure

4. The graph of a linear function is a straight line. 5. The function is the same function x 0 1 represented by the table:
y
0 1

TRUE TRUE

FALSE FALSE

sure sure

unsure unsure

2 2

3 3

Matching Questions (1 point each)

Directions: Please match each of the following equations, tables, and descriptions on the left with the graphs that are shown in the right. Write your answer legibly on the blank before each question. Each graph will be used only once, there will be one left over. After you have chosen your answer please mark whether you are sure or unsure about your answer. Keep in mind that marking sure or unsure has no effect on your grade. Example: ___C__ #. The graph that looks like a smiley face.

C.
sure unsure

sure

unsure

______ 6.

x y

-1 1

0 2

1 3

2 4

3 5 A.

______ 7. The graph has a rate of change of and a y-intercept of 3.

sure

unsure

B.

______ 8.

sure

unsure

C.

______ 9. This graph is not linear.

sure

unsure

D.

______ 10.

sure

unsure

E.

F.

Multiple Choice Questions (1 point each)

Directions: Read each question thoroughly and then choose the response that best answers each question. Write the answer that you choose on the line next to each question. You may want to eliminate the answers that you know are not correct before choosing your answer. Write your answer legibly on the blank. After you have chosen your answer please mark whether you are sure or unsure about your answer. Keep in mind that marking sure or unsure has no effect on your grade. Example: __B__ #. One plus ________________ equals three. A. three B. two C. one D. five ______ 11. The domain of a function is represented by the _____ values and the range is represented by the _____ values. A. y, x B. x, y C. small, large D. large, small ______ 12. What is the y-intercept of the function A. 6 B. 3 C. D. 2 ______ 13. Which of the following is not a linear function? A. B. C. 7 D. ______ 14. Which of the following functions has a rate of change of 4 and a y-intercept of -1? A. B. C. D. ______ 15. What does the m represent in the function A. The point (0,0) B. x-intercept C. y-intercept D. Rate of change ? ? sure unsure

sure

unsure

sure

unsure

sure

unsure

sure

unsure

sure

unsure

______ 16. The graph of a function is a set of __________________ pairs, with each input having exactly _______ corresponding output(s). A. unordered, one B. unordered, two C. ordered, one D. ordered, two ______ 17. The function that represents the data in this table is:

sure

unsure

x y

sure

unsure

-2 1
A. B. C. D.

-1 3

0 5

1 7

2 9

______ 18. Which of the following is not a linear function? A. B. C. D. ______ 19. If a graph is U shaped it is ____________. A. not a function B. undefined C. linear D. not linear ______ 20. What do these two functions have in common?

sure

unsure

sure

unsure

sure

unsure

A. B. C. D.

They have the same y-intercept. They have the same slope. They are the same function. They have nothing in common.

How do you feel about this assessment?

Please answer the following questions in detail before you hand in your assessment. I will be using your answers to determine which topics we may need to focus on again before moving on to the next unit. Please be honest, your answers to these questions will have no effect on your grade. 1. What did you do to prepare for this assessment?

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

2. Which questions did you struggle with on this assessment? Why? (List all question #s)

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

3. What part of this assessment was the easiest for you? Why? (true/false, matching, multiple choice)

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

4. What topic(s) would you like to go over again in class?

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

5. Any additional comments:

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Student Self-Assessment:
Fill out the following chart based on the results of your test. It is important to mark down both if you got the question correct or incorrect and also if you were sure or unsure of your answer. You will be using this chart to analyze your mastery of the learning targets for the unit.

Question #

Correct

Incorrect

Sure

Unsure

Student Learning Target Mastery:

Use the Self-Assessment table that you just created to fill out the Learning Target Mastery chart. This will help you see which learning target areas you may still need to work on and which you have mastered.

EXAMPLE:

Question #s
1, 3, 7

Learning Target
I can add two numbers together.

Total Correct
2

Total Incorrect
1

Total Sure
3

Total Unsure
0

Learning Target Mastery Chart:

Question #s
2, 11, 16

Learning Target
I can identify the properties of a function.

Total Correct

Total Incorrect

Total Sure

Total Unsure

I can recognize the properties of two 5, 6, 14, 17, 20 functions that are represented in different ways. 1, 7, 12, 15 4, 8, 10, 19 3, 9, 13, 18 I can identify the properties of the equation y = mx + b. I can graph a function of the form y = mx + b. I can give examples of functions that are not linear.

Student Self-Reflection
Use the Learning Target Mastery Chart that you just created to answer the following questions. This is meant to be a self-reflection so that you know what you need to work on in order to master all of the learning targets from this unit. 1. Which learning targets have you mastered? Learning Target I can identify the properties of a function. I can recognize the properties of two functions that are represented in different ways. I can identify the properties of the equation y = mx + b. I can graph a function of the form y = mx + b. I can give examples of functions that are not linear. Yes No

2. Which learning targets do you need to spend more time on? Learning Target I can identify the properties of a function. I can recognize the properties of two functions that are represented in different ways. I can identify the properties of the equation y = mx + b. I can graph a function of the form y = mx + b. I can give examples of functions that are not linear. Check all that apply

3. What will you do in order to master all of the learning targets for this unit? Explain.

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

True/False Questions (5 questions worth 1 point each)

. . . . . TRUE FALSE FALSE TRUE TRUE

Matching Questions (5 questions worth 1 point each)

. . 8. . C E A F . B

Multiple Choice Questions (10 questions worth 1 point each)

. . . . . . . 8. . . B A B C D C A A D B