ed 337- sra assignment - weebly

Samantha Parks ED 337

Selected Response Assessment February 19, 2013

Unit: Functions

Grade: High School

Purpose: The purpose of this formative assessment is to provide the teacher and students information about how well students know, and are able to apply the basic concepts of functions. Students will complete three different tasks in this assessment to determine their knowledge and ability to apply the basic concepts of functions. They will answer the following types of questions: true/false, matching, and multiple choice. After the assessment is complete, the teacher will go through the results with the student so they too have an understanding of their knowledge and ability to apply the basic concepts of functions. Students will then go through their own test to record the questions they answered correctly and incorrectly. This will help both the teacher and student see whether they are ready to move on to the next lessons dealing with more complex function applications and higher level reasoning. Standards/Benchmarks:

CCSS.Math.Content.HSF-‐IF.A.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 of f is the graph of the equation y = f(x).

Learning Targets Knowledge Reasoning

I can define what it means to be a function

18

I can recognize function notation

1, 19

I can state the domain and range of a given function

9, 10, 12, 14, 15

I can compute the output of a specific function when given an input value

7 4, 11, 13, 16, 20

I can identify a function from a table

2, 6, 8

I can apply the vertical line test to identify a function from a graph

3 5, 17

Directions: We have been discussing functions for the past week; we have defined what it means to be a function, reviewed function notation, and determined how to obtain the domain and range of a function. We have also looked at how to compute the output of specific function when given an input value, how to identify a function in a table, and how to apply the vertical line test to determine if a graph represents a function. Once we know the basics about functions, we can use them to model real world situations and in more complex application problems. Today we are going to check how well you know terminology and can apply functions to see if you are ready to move forward. After completing this assessment you will be able to go through the questions you missed to help you better understand how well you know and can apply this material. This will also show me how helpful our lessons and assignments in class have been.

You will be taking a short assessment, with 20 questions. You will answer six true/false, five matching, and nine multiple-‐choice questions during this assessment. Each question on this assessment is worth one point.

* You will circle the word true or false for true/false questions. * You will write the letter of the table that matches the given description for each matching question.

* You will write the letter that best suites your answer on the line next to the question for each multiple-‐choice question.

When you are finished answering the questions, keep in mind that you will also mark if you are sure or unsure of your answer. This is a very helpful tool that allows you to see what you truly understand and what you need a little more time learning. Please be honest when you fill in the sure or unsure circle, you will not be marked down just because you are unsure of an answer. You will be given the rest of the class period to complete this assessment. Before you begin, double check to make sure you put your name, number, and date are at the top of this page. Please take your time and try your best. If you have a question, please raise your hand and I will come over to your desk to help you. Remember to read the entire question and possible answers before answering the question. When you finish with the assessment, turn it over and keep it on the corner of your desk. You may begin your assessment. Good luck and take your time!

Section One: True/False Questions (1 point each) Directions: Please read each of the following statements 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:

2 + 10 = 11

TRUE

FALSE sure unsure

1. F(x) is read “F of x” and represents a function named F that depends on the variable x.

TRUE

FALSE sure unsure

2. The following table represents a function:

x 0 1 2 2 3 4 y 2 4 6 8 10 12

TRUE

FALSE sure unsure

3. The vertical line test is a test used to determine if a relation is a

function. A relation is a function if there are vertical lines that intersect the graph at more than one point.

TRUE

FALSE

sure

unsure

4. Given the function defined by 𝐹 𝑥 = 2𝑥 + 3, if 𝑥 = 5, then 𝐹 5 = 13.

TRUE

FALSE sure unsure

5. The graph shown below represents a function:

TRUE

FALSE sure unsure

6. The following table represents a function:

Name of Student Mary Mark Karla Fred Mark Gender Female Male Female Male Male

TRUE

FALSE sure unsure

Section Two: Matching Questions (1 point each) Directions: Match each of the following descriptions below with the table that corresponds to the description. Write your answer legibly on the blank before each question. Each table 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: __A__ #. This table contains the point (0,0). x 0 1 2 3

y 0 2 4 6

sure unsure

____ 7. This table contains the input/output pair 𝐹 2 = 7. sure unsure ____ 8. This table DOES NOT represent a function. sure unsure ____ 9. The DOMAIN of this table is {-1, 0, 1, 2, 3}. sure unsure ____ 10. The RANGE of this table is {-1, 0, 1, 2, 3}. sure unsure ____ 11. This table can be represented by the function sure unsure

𝐹 𝑥 = !!.

x -4 -3 -2 -1 0 y -1 − !

! − !

! − !

! 0

x -1 0 1 2 3 y 6 5 6 9 14

x 0 2 2 3 4 y 5 15 20 20 25

x 0 1 2 3 4 y 3 5 7 9 11

x 1 2 3 4 5 y -1 0 1 2 3

x 0 1 2 3 4 y -1 − !

! − !

! − !

! 0

A. B.

C. D.

E. F.

A.

Section Three: Multiple Choice (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: __D__ #. Five apples plus two apples give you _______ apples.

A. three B. six C. eight D. seven

sure unsure

____ 12. The set of outputs, or F(x) values, for a function are called the ________ of the function.

A. Slope B. Range C. Y-intercepts D. Domain

sure unsure

____ 13. Given the function represented by 𝐹 𝑥 = 𝑥! + 10, if 𝑥 = 3, then 𝐹 3 =?

A. 19 B. 22 C. 13 D. 33

Use the table below to answer questions #14-‐16.

sure unsure

x 0 1 2 3 4 5 y -10 -5 0 5 10 15

____ 14. The Domain of the table above is:

A. {-10, -5, 0, 5, 10, 15} B. { (0,-10), (1,-5), (2,0), (3,5), (4,10), (5,15) } C. {0, 1, 2, 3, 4, 5} D. 𝑥 ≥ 5

____ 15. The Range of the table above is:

sure unsure

A. {-10, -5, 0, 5, 10, 15} B. 𝑦 ≤ 15 C. {0, 1, 2, 3, 4, 5} D. { (-10,0), (-5,1), (0,2), (5,3), (10,4), (15,5) }

sure unsure

Section Three: Multiple Choice continued x 0 1 2 3 4 5 y -10 -5 0 5 10 15 ____ 16. The table above can be represented by the function:

A. 𝐹 𝑥 = 𝑥! + 2 B. 𝐹 𝑥 = !

!𝑥 + 3

C. 𝐹 𝑥 = 2𝑥 + 15 D. 𝐹 𝑥 = 5𝑥 − 10

sure unsure

____ 17. Which of the following graphs represents a function?

sure unsure

____ 18. A function is a relation in which every input is related to __________ output(s).

A. two B. one or more C. only one D. two or more

sure unsure

____19. For a given function 𝐹, if 𝑥 is our input, then our output is denoted by ______. A. 𝐹(𝑦) B. 𝑥! C. 𝑚𝑥 + 𝑏 D. 𝐹(𝑥)

sure unsure

____20. Given the function 𝐹 𝑥 = 𝑥! + 2𝑥! + 3𝑥 + 5, if 𝑥 = 2, then 𝐹 2 = ________.

A. 15 B. 27 C. 12 D. 62

sure unsure

A. B. C. D.

Student Feedback: Please take a minute to answer some questions for me about the assessment you just took. The way that you answer these questions will not affect your grade, but it will help me to fix anything that might need to be changed. 1. What are some things that you have done to help prepare for this assessment?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Which section was the easiest for you? Why? (True/False, Matching, Multiple Choice) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Were there any questions/concepts that were not on this assessment that you thought should be?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What can we go over in class more to help you understand some of these concepts?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Find one question that you struggled with. Why did you have a hard time with this question? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Student Self-Assessment: Now that your assessment has been corrected, it is important to take the time to go through and see how well you did. The reason we are taking the time to do this is so that you are aware of what areas you still need to work on for future assessments. First, you will fill out the data table below. You will mark whether you got the question correct or incorrect and whether you were sure or unsure of your answer. Data Table:

Question # Correct Incorrect Sure Unsure

Example x x

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Compare Results with Learning Targets: Look at the data table to help you fill out this learning target chart. There are specific questions that went along with each learning target. Look at the question numbers below and compare them with the Question # on the data table to determine how many you got correct and incorrect. You must also mark how many you were sure and unsure about. Look at the example below to help you better understand how to fill out this chart. EXAMPLE:

Learning Target Question Number

Total Correct

Total Incorrect

Total Sure

Total Unsure

Example: I can multiply two numbers together 5,8,12,17 3 1 4 0

Now it is your turn. Please look at the question numbers and determine how many you answered correctly and incorrectly, and determine how many of those questions you were sure or unsure about.

Learning Target Question Number

Total Correct

Total Incorrect

Total Sure

Total Unsure


18

I can recognize function notation 1, 19


9, 10, 12, 14, 15


4, 7, 11, 13, 16, 20

I can identify a function from a table 2, 6, 8


3, 5, 17

Now that you are able to look at which learning targets you knew well, and which ones you need to spend more time on, please look back at your results and answer the following questions:

1. Circle the target(s) you need to spend more time on: I can define what it means to be a function






2. Put a star next to the target(s) you seem to have mastered:







3. What will you do about the targets you circled? (Give a detailed answer – not just “I will work

harder”)

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Section One: True/False Questions (six questions - 1 point each) 1. True 2. False 3. False 4. True 5. False 6. True Section Two: Matching (five questions - 1 point each) 7. C 8. D 9. A 10. E 11. B Section Three: Multiple Choice (nine questions - 1 point each) 12. B 13. A 14. C 15. A 16. D 17. B 18. C 19. D 20. B

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