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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
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
C.
sure unsure
sure
unsure
______ 6.
x y
-1 1
0 2
1 3
2 4
3 5 A.
sure
unsure
B.
______ 8.
sure
unsure
C.
sure
unsure
D.
______ 10.
sure
unsure
E.
F.
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.
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
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
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.