##
* *Reflection: Standards Alignment
Functions Unit Assessment - Section 1: Test Rationale

This assessment seemed to reflect good student understanding of both the skills and concepts. In terms of the key ideas from the unit:

1) Students did well on the transformations. Their explanations on question #22 showed a good depth of knowledge understanding the difference between horizontal and vertical shifts.

2) Students also did well with understanding the definition of a function in general. They were able to find the domain and range of a function without any issue. Students were also able to evaluate functions for various values of x.

3) Students also did well with graphing piecewise functions. During the unit, students struggled with what to do with the x value that both functions "shared" in a piecewise function and this did not turn out to be an issue on the assessment.

The biggest issue across the board was students being able to determine the intervals where a function is increasing or decreasing. Students wanted to list y-values in the interval as opposed to x-values. This could be because when you think of "something" decreasing you would say where it started and where it decreased to (the y-values) not the associated x-values. This was a concept that we need to continue to revisit in the linear functions unit.

*Unit Test-Reflection*

*Standards Alignment: Unit Test-Reflection*

# Functions Unit Assessment

Lesson 18 of 18

## Objective: SWBAT evaluate functions, define functions, and understand information about functions.

*40 minutes*

#### Test Rationale

*40 min*

This test includes a good mix of both mastery questions and questions that test conceptual understanding. The mastery questions are fairly straight forward. In this narrative, I am going to discuss the conceptual questions and the rationale behind them:

**Question #6**: This an interesting take on a traditional question. Students need to realize that allowing x to be three of the given choices would cause the relation to no longer be a function. Only one of the choices (d) will make the relation a function.

**Question #7**: Requires students to make meaning around a function in context. Students need to examine the inputs and outputs to find to correct series of values for the given function.

**Question #13**: This question asks students to build a function that could model a given situation.

**Question #14**: This question will assess if students understand the domain of a function as the inputs and the range as the outputs in an abstract scenario.

**Question #21**: This question requires students to build a linear function based on a given context.

**Question #22**: Students need to critique the reasoning of two students to determine who has written the correct function to transform the original function three units to the left. The students also need to explain why the student they chose is correct.

**Question #23**: Students will need to model a scenario graphically. Student's labels on the axes will also so whether they are understanding the relationship between the independent and dependent variable.

*expand content*

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- LESSON 1: PRE-ALGEBRA: Evaluating Expressions
- LESSON 2: Defining Functions Recursively
- LESSON 3: Tower Task: Exploring Explicit Formulas
- LESSON 4: Function Notation
- LESSON 5: Understanding Domain and Range
- LESSON 6: Multiple Representation of Functions
- LESSON 7: Piecewise and Step Functions
- LESSON 8: Mirror Task: Understanding Equivalent Functions
- LESSON 9: Modeling with Functions
- LESSON 10: Functions Practice and Assessment
- LESSON 11: Introduction to Piecewise Functions: Dance-a-Thon Question
- LESSON 12: More with Piecewise Functions
- LESSON 13: Evaluating Functions Day 2
- LESSON 14: Transformation of Functions Day 1
- LESSON 15: Transformation of Functions Day 2
- LESSON 16: Transformations "How To" Guide
- LESSON 17: Functions Review Assignment
- LESSON 18: Functions Unit Assessment