Name: ​___​Student G​_________________ ​Class Period:​____ ​Date:​____________

You may not use a calculator on this test. Questions will be read out loud to you, and you may
ask to repeat them. You may think out loud and use a scrap sheet of paper to show work; it will
be collected but not graded. You may use as much graph paper as needed. A limited translation
glossary will be given to you. All questions should be answered on the test. You will have 135
minutes to complete the exam, and may take breaks as needed.

Fill In the Blank

1. An ___________ function is symmetric about the y-axis.

You can choose between Even and Odd.

Matching
Each function will be read to you, in the order on the page. After each function, the answer
options will be read to you in order on the page at least once. You may ask to stop reading if you
recognize the right answer. Once you use an answer, mark it off so you do not use it again.

2. Match each function with its name. Each letter is only used one time.

____ y=c a) Reciprocal function

____ y=x b) Constant function
____ y= x2 c) Cube Root function
____ y= x3 d) Absolute value function
____ y= |x| e) Quadratic function
____ y= 1x f) Square Root Function
____ y= √x g) Identity Function
____ y= √3 x h) Cubic Function
Multiple Choice
Each question will be read followed by its answer choices. They may be repeated if necessary.
Circle the correct answer in the booklet.

3. Which function has y-values that are either always increasing, always decreasing, or always

constant?

A. y= x2

B. y=x

C. y= √3 x

D. y= 1x

4. The graph below is the inverse of which parent function?

A. x2

B. |x|

1
C. x

D. x3
5. Can a graph be symmetric about the origin if it is not symmetric about the X-axis?

A. Yes, if the function is symmetric about the Y-axis.

B. Yes, it does not need to be symmetric about the X-axis.

C. No, the graph needs to be symmetric about the X-axis.

D. No, the graph must be symmetric about the X and Y axes to be symmetric about the

origin.

6. Which equation is y = x2 moved 1 unit right and 2 units down?

A. y = − (x − 1)2 − 2

B. y = (x − 1)2 − 2

C. y = − (x + 1)2 + 2

D. y = (x + 1)2 − 2
7. What is the graph of y = (x + 4)2 − 3 ?

A.

B.

C.

D.

8. Which of the following functions have y values that are all zero or larger?

A. f (x) = x2 + 3x + 1

B. g (x) = 3x + 1

C. f (x) = x2 + 5
9. What are the x-values of f (x) =− 2x3 + x2 + 1 ?

A. All numbers

B. x is smaller than 2 but larger than -3

C. x is smaller than 3 but larger than -2

D. No numbers

10. What is the maximum y value of the function y = − x2 − 2x + 9 ?

A. 9

B. 8

C. 10

D. 7
11.What is the graph y = |x + 5| − 3 ?

A.

B.

C.

D.
12. Which graph is a transformation of the parent function y= √x ?

A.

B.

C.

D.
13. The graph of f (x) = 2x2 − 3x + 5 is moved 8 units down, making a new graph: q (x) . What is

the equation of the new graph?

A. q (x) = 2x2 − 3x − 3

B. q (x) = 2x2 − 11x + 5

C. q (x) = 2x2 − 3x + 13

D. q (x) = 2x2 + 5x + 5

14. Which function below is even?

A. f (x) = 2x2 − 4x + 3

B. f (x) = 2x2 − 3

C. f (x) = 4x3 + 2

D. f (x) = 2x4 − 6x
15. According to the graph of f included below, is the function even, odd, or neither?

A. Even

B. Odd

C. Neither
Free Response
These questions will be read out loud, and can be repeated if needed. Complete the questions in
the space below, and show your work.

16. Give an example of an even function. Graph it on the grid next to the function. What makes it
even?

Even: y=

What makes the function even?

Give an example of an odd function. Graph it on the grid next to the function. What makes it
odd?

Odd: y=

What makes the function odd?

17. Sketch the following function by hand: y= (x + 5)3 - 4
18. Sketch a graph that meets the following rules:
Maximum at y=5
Symmetric about line x=-4
Y-intercept at y=1
X-intercepts at x=-9 and x=1
19. Given the function f (x) = − (x − 2)2 − 2 :
a. Graph the function and its parent function on the same graph (you may use a highlighter
to identify either the given function or parent function.

b. Using the equation given in part A, fill in the blanks for the following

Possible x values: Possible y values:

Maximum y value: Minimum y value:

What does y go to when x goes to infinity?

What does y go to when x goes to negative infinity?

Does the graph have symmetry? What line is it symmetrical about?
20. Fill in the blanks below the graph, according to the function shown in the graph below.

Possible x values: Possible y values:

Maximum y value: Minimum y value:

What does y go to when x goes to infinity?

What does y go to when x goes to negative infinity?

Does the graph have symmetry? What point is it symmetrical about?

Name: ​___​Student G​__​KEY​_______________ ​Class Period:​____ ​Date:​____________

You may not use a calculator on this test. Questions will be read out loud to you, and you may
ask to repeat them. You may think out loud and use a scrap sheet of paper to show work; it will
be collected but not graded. You may use as much graph paper as needed. A limited translation
glossary will be given to you. All questions should be answered on the test. You will have 135
minutes to complete the exam and may take breaks as needed.

Fill In the Blank

1. An __​even​_________ function is symmetric about the y-axis.
You can choose between Even and Odd.

(2 points)

Matching
Each function will be read to you, in the order on the page. After each function, the answer
options will be read to you in order on the page at least once. You may ask to stop reading if you
recognize the right answer. Once you use an answer, mark it off so you do not use it again.

2. Match each function with its name. Each letter is only used one time. ​(8 points, 1 per letter)

__​B​__ y=c a) Reciprocal function

__​G​__ y=x b) Constant function
__​E​__ y= x2 c) Cube Root function
__​H​__ y= x3 d) Absolute value function
__​D​__ y= |x| e) Quadratic function
__​A​__ y= 1x f) Square Root Function
__​F​__ y= √x g) Identity Function
__​C​__ y= √3 x h) Cubic Function
Multiple Choice ​(3 points per question)
Circle the correct answer.

3. Which function has y-values that are either always increasing, always decreasing, or always
constant?
E. y= x2
F. y=x
G. y= √3 x
H. y= 1x

4. The graph below is the inverse of which parent function?

E. x2
F. |x|
G. 1x
H. x3

5. Can a graph be symmetric about the origin if it is not symmetric about the X-axis?
E. Yes, if the function is symmetric about the Y-axis.
F. Yes, it does not need to be symmetric about the X-axis.
G. No, the graph needs to be symmetric about the X-axis.
H. No, the graph must be symmetric about the X and Y axes to be symmetric about the
origin.

6. Which equation is y = x2 moved 1 unit right and 2 units down?

E. y = − (x − 1)2 − 2
F. y = (x − 1)2 − 2
G. y = − (x + 1)2 + 2
H. y = (x + 1)2 − 2
7. What is the graph of y = (x + 4)2 − 3 ?

A.

B.

C.

D.

8. Which of the following functions have y values that are all zero or larger?
D. f (x) = x2 + 3x + 1
E. g (x) = 3x + 1
F. f (x) = x2 + 5

9. What are the x-values of f (x) =− 2x3 + x2 + 1 ?

E. All numbers
F. x is smaller than 2 but larger than -3
G. x is smaller than 3 but larger than -2
H. No numbers
10. What is the maximum y value of the function y = − x2 − 2x + 9 ?
E. 9
F. 8
G. 10
H. 7

11.What is the graph y = |x + 5| − 3 ?

A.

B.

C.

D.
12. Which graph is a transformation of the parent function y= √x ?

A.

B.

C.

D.

13. The graph of f (x) = 2x2 − 3x + 5 is moved 8 units down, making a new graph: q (x) . What is
the equation of the new graph?
E. q (x) = 2x2 − 3x − 3
F. q (x) = 2x2 − 11x + 5
G. q (x) = 2x2 − 3x + 13
 H. q (x) = 2x2 + 5x + 5

14. Which function below is even?

E. f (x) = 2x2 − 4x + 3
F. f (x) = 2x2 − 3
G. f (x) = 4x3 + 2
H. f (x) = 2x4 − 6x

15. According to the graph of f included below, is the function even, odd, or neither?

D. Even
E. Odd
F. Neither
Free Response
These questions will be read out loud, and can be repeated if needed. Complete the questions in
the space below, and show your work.

16. Give an example of an even function. Graph it on the grid next to the function. What makes it
even?

Even: y=
2 points for any function given that is even

1 point for any graph that matches function

provided. (If function was not even, but the
graph matches the function provided, student
will still receive this point.

What makes the function even?

1 point “symmetric about the y-axis.”

Give an example of an odd function. Graph it on the grid next to the function. What makes it
odd?

Odd: y=

2 points for any function given that is odd

1 point for any graph that matches function

provided. (If function was not odd, but the
graph matches the function provided, student
will still receive this point.
What makes the function odd?
1 point “symmetric about the origin.”
17. Sketch the following function by hand: y= (x + 5)3 - 4

(7 points total)

4 points for graphing the point (-5,-4)

3 points for general shape of graph
If graph still shows cubic shape, but is spread too wide or too narrow then 1 point only
for the general shape.

18. Sketch a graph that meets the following rules:

Maximum at y=5
Symmetric about line x=-4
Y-intercept at y=1
X-intercepts at x=-9 and x=1

(10 points total)

2 pt for each ‘rule’ followed
2 pt for function passing vertical line test (therefore, actually being a function)

Any graph acceptable as long as they meet the above requirements.

19. Given the function f (x) = − (x − 2)2 − 2 :
b. Graph the function and its parent function on the same graph (you may use a highlighter
to identify either the given function or parent function.
5 points for correct graph of f(x), 4 points for correct graph of the parent function, y = x2

b. Using the equation given in part A, fill in the blanks for the following​(8 points total)
1 point each
Possible x values: ​all real numbers Possible y values: ​( − ∞,− 2]

Maximum y value: ​-2 Minimum y value: ​DNE (½ point if student says -∞)

What does y go to when x goes to infinity? −∞

What does y go to when x goes to negative infinity? −∞

Does the graph have symmetry? What line is it symmetrical about? ​Yes. (1 point) Symmetric
about x=2 (1 point)
20. Fill in the blanks below the graph, according to the function shown in the graph below.

(8 points total, one point per question)

Possible x values: ​all real numbers Possible y values: ​all real numbers

Maximum y value: ​DNE (½ point for ∞ ) Minimum y value: ​DNE (½ point for − ∞ )

What does y go to when x goes to infinity? ∞

What does y go to when x goes to negative infinity? −∞

Does the graph have symmetry? What point is it symmetrical about? ​Yes. (1 point) Symmetric
about the point (2,-4) (1 point).

Reflection Paper

The unit of instruction for my assessment is a functions unit in High School Math II. This

unit focuses on different parent functions and different transformations of those functions,

including shifting the graph left, right, up, and down, scaling the graph by both positive and

negative factors, and any combination of the above. The standards we addressed were

NC.M2.F-IF.1, NC.M2.F-IF.4, NC.M2.F-BF.1, NC.M2.F-IF.8, and NC.M2.F-IF.9. The learning

outcomes my group decided on were: students will be able to identify different parent functions;

graph different parent functions and functions reliant on the parent functions; create functions

given a domain, range, maximum, minimum, end behavior, rate of change, symmetries,

intercepts or the portion of the graph that is increasing/decreasing of a given function;

differentiate between even and odd functions; and identify the domain, range, maximum,

minimum, end behavior, rate of change, symmetries, intercepts and the portion of the graph that

is increasing/decreasing of a given function. The student I modified the assessment for, Student

G, came to US in February 2012 and is still learning English. She has ESL support 45 minutes a

week, but is in a mainstream classroom and will be taking end of grade testing this year. She is

allowed separate setting for tests, extended time, and her tests can be read aloud.

I made many changes to my original assessment to accommodate for this student. She

was already allotted a separate setting and extra time, which I allotted for on the exam and

allowed for time and a half, with breaks if necessary. One of the main things I did was simplify

some of the vocabulary that wasn’t being tested on. This allows for the student to focus more on
the goals of the test, rather than spending time trying to translate overly complicated vocabulary

while doing the math. Another thing I made sure to iterate multiple times on the exam is that

everything would be read out loud. This seems to be fairly common for ELL students taking

exams, and is something Wormeli argues in the textbook. With a low English Proficiency like

my student, they may not be able to understand or picture something in their head just reading

the problem, but if it is explained orally they have a better grasp on the question (Wormeli, 122).

I also looked into another modification/accommodation for ELL students, providing a translation

glossary that just translates some of the vocabulary into the student’s native language but does

not provide definitions (“Instructional Materials and Glossaries”). I think this would be useful for

someone who is still not understanding the English vocabulary, but understands the material.

With this unit in particular, some of the vocabulary can be difficult and a student may understand

something better in their native language. For example, the matching option in my exam needed

to be kept, since it was testing vocabulary. I modified it by putting the functions in the order I

would have taught them in my class, which can help with memory, and by supplementing the

exam with the glossary; if they don’t remember what a term like reciprocal means, they can

translate it to their language to have a better understanding. I changed a true/false question to a

fill in the blank and gave two options - testing the same question but in a different format that

may be easier for the student to understand. Another thing I changed was a multiple choice

question with a none of the above option. These can be meant to trick students and are easily

modified to make sure that the student in question shows learning (“Assessment Modification”).

I also spaced out the questions more to give them room to work on the paper without the

questions seeming cramped.

 After modifying my exam, there were some things I liked and would possibly keep on the

original exam. I liked putting the matching in order of how they would have been taught in class,

because I think that order does help students remember. I liked having more space on the exam

itself for students to work out questions, but would be concerned keeping it this way if there are

a lot of students in the class - it would waste a lot of paper. Other than those two modifications, I

don’t think I would change anything else on the original exam for students without an IEP or 504

plan.

Managing a large class with multiple students who may need individualized attention will

initially be difficult. It will require a lot of multitasking and editing on my part, for both my

instruction in the classroom and my assessments/other assignments. For those with

individualized needs, I will make sure that I am meeting all their requirements, plus anything

else I might deem necessary to ensure and evaluate understanding. While this may be hard at

first, it is something I feel confident I will be able to handle as I gain more experience..

Dealing with modifying this one exam for one student was somewhat time consuming,

and while I hope to be able to provide this kind of attention and detail to all my students, that just

would not be possible. Modifications and accommodations are mainly about trial and error; if I

try something out that doesn’t work well, I will keep that in mind for future exams. I think

modifications are important to ensure everyone is evaluated in a way they can best demonstrate

their understanding of what they have learned. For many math classes, this involves paper and

pencil exams. I would hope to incorporate projects and other types of evaluations in my

classroom to account for those who don’t test well or experience test anxiety, but may not have

any documentation. Overall, the process of modifying a exam was eye-opening as to how much
time and energy teachers spend on making sure their assessments can accommodate every

student.
Works Cited

“Assessment Modification.” English as a Second Language, East Stroudsburg Area

School District, ​www.esasd.net/Page/2252​.

“Instructional Materials and Glossaries .” Resources, NYU Steinhardt School of Culture,

Education, and Human Development, 2018, steinhardt.nyu.edu/metrocenter/resources/glossaries.

Wormeli, Rick. Fair Isn't Always Equal: Assessing & Grading in the Differentiated

Classroom. Stenhouse Publishers, 2018.