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Graphs of Functions: Free Response

5 questions in parts, 48 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Two directions through one table . Foundational, 8 points. Question 1 of 5.

    A function qq is known only at six inputs: q(4)=6q(-4) = 6, q(2)=2q(-2) = 2, q(0)=5q(0) = -5, q(1)=2q(1) = 2, q(3)=7q(3) = 7, and q(5)=15q(5) = 15. Everything below can be answered directly from that short list, with no formula and no algebra.

    1. Part A.

      Using the list above, write q(4)q(-4), q(0)q(0), and q(5)q(5) each as a point on the graph of qq, in the form (x,q(x))(x, q(x)).

      Solve and show your work Write each step out, and end with the value and its units. 2 points

    2. Part B.

      Using the list, find every input xx (among the six listed) for which q(x)=2q(x) = 2.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      State the y-intercept of qq. Then explain, from the definition of a function, why the list could never show one input paired with two different outputs, even though nothing stops two different inputs from sharing one output.

      Justify your claim State the claim, then give the reason it has to be true. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 2 points

    Writes each pair with the input listed first and the output second, matching the form (x,q(x))(x, q(x)). . Worth 1 point.

    Recovers all three requested points correctly from the given list. . Worth 1 point.

    Part B 3 points

    Checks every one of the six listed outputs before answering, rather than stopping at the first match. . Worth 1 point.

    Reports BOTH inputs that give the output 22, not only one of them. . Worth 2 points.

    Part C 3 points

    States the y-intercept correctly as a coordinate pair, reading it from the input 00. . Worth 1 point.

    Explains, using the definition of a function (one output per input), why one input can never appear with two different outputs, while two inputs sharing an output is not forbidden. . Worth 2 points. needs an explanation, not just an answer

  2. 2. Domain, range, and one open end . Foundational, 8 points. Question 2 of 5.

    The figure shows the graph of a function hh, given only by the picture. Read every answer directly from it: no formula is given, and none is needed.

    The graph of a function h with one open endpointA curve beginning with an open circle at the left end, climbing to a peak, dropping to a valley, and ending at a filled dot on the right end, plotted against labeled integer gridlines on both axes.xy-4-3-2-11234321-1-2
    The graph of a function hh, read only from the picture.
    Text description of this figure

    The curve begins at an unfilled (open) circle near the lower left. It climbs to a high point, then falls to a low point further right, then climbs again to end at a solid filled dot on the lower right. Integer gridlines and axis labels are marked on both axes so every position can be read directly.

    1. Part A.

      State the domain of hh, using the picture to decide whether each endpoint is included.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      State the range of hh, using the picture to find its lowest and highest heights.

      Write the expression An equation or an expression is enough here. Show how you built it. 2 points

    3. Part C.

      Explain why the excluded input does not remove anything from the range you found in part B.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Reads both horizontal endpoints from the picture, not the curve's vertical extent. . Worth 1 point.

    Correctly applies open versus filled to decide which endpoint is excluded and which is included. . Worth 2 points.

    Part B 2 points

    Identifies the lowest and highest heights the curve actually reaches, not the heights of its two endpoints. . Worth 1 point.

    Reports the range as a closed interval matching those two heights. . Worth 1 point.

    Part C 3 points

    Identifies that the excluded height is not extreme, that is, not the curve's minimum or maximum. . Worth 2 points. needs an explanation, not just an answer

    Connects that fact to why the range interval is unaffected, distinguishing an exclusion from the domain from an exclusion from the range. . Worth 1 point.

  3. 3. How high, and for how long . Application, 8 points. Question 3 of 5.

    A ball is thrown into the air. Its height H(t)H(t), in meters, above the ground is recorded once every second while it is in flight: H(0)=10H(0)=10, H(1)=16H(1)=16, H(2)=18H(2)=18, H(3)=16H(3)=16, H(4)=10H(4)=10, and H(5)=0H(5)=0.

    1. Part A.

      State the ball's height 22 seconds after release, and the time when it lands (the moment its height reaches 00).

      Solve and show your work Write each step out, and end with the value and its units. 2 points

    2. Part B.

      The list shows the ball at exactly 1010 meters at two different times. Name both.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      The list only records 0t50 \le t \le 5, the seconds the ball was actually in the air. Explain why tt cannot be negative for this ball's flight, even though a table of heights could, in principle, be continued backward in time.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 2 points

    Reads the correct recorded value for t=2t=2 from the list. . Worth 1 point.

    Reports both quantities with the correct unit, meters for height and seconds for time. . Worth 1 point.

    Part B 3 points

    Checks every recorded time rather than stopping at the first match. . Worth 1 point.

    Reports BOTH times, not only one of them. . Worth 2 points.

    Part C 3 points

    Explains that negative tt has no physical meaning for this specific flight, distinguishing a numerical extension from an actual moment in time. . Worth 2 points. needs an explanation, not just an answer

    States the domain as the physically restricted interval actually recorded, not a wider set. . Worth 1 point.

  4. 4. How many times a wiggling curve meets a height . Reasoning, 13 points. Question 4 of 5.

    The figure shows the graph of a function kk, defined for every real number, with no turning points other than the two shown, and continuing beyond the picture in both directions as the arrows show.

    The graph of a function k with two turning pointsA curve that rises from the lower left to a marked high point, falls to a marked low point further right, then rises again toward the upper right; small arrows at each end show the curve keeps going in both directions. Integer gridlines and axis labels are marked on both axes.xy-4-3-2-11234321-1-2-3
    The graph of a function kk, extending without bound in both directions.
    Text description of this figure

    The curve rises steadily from the lower left of the picture up to a marked high point, then turns and falls to a marked low point further right, then turns again and keeps rising toward the upper right. Small arrows at both ends of the curve show it keeps going in both directions rather than stopping at the edge of the picture. Integer gridlines and labeled tick marks appear on both axes so every position can be read directly.

    1. Part A.

      Name the two turning points of kk visible in the figure, as ordered pairs, and say whether each is a maximum or a minimum.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    2. Part B.

      State every interval where kk is increasing, and every interval where it is decreasing.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      How many solutions does k(x)=0k(x) = 0 have? Use the two turning points from part A to justify the count, not just a visual impression.

      Carry your own answer forward Use the two turning-point heights you found in part A to decide where 00 falls relative to them; the argument depends only on whether 00 sits between, above, or below those two heights.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    4. Part D.

      For which heights bb does k(x)=bk(x) = b have only ONE solution? State the condition on bb using the two turning-point heights, and explain what changes about the branch structure when that condition holds.

      Carry your own answer forward Use the same two turning-point heights from part A: the condition on bb is stated relative to them, not to any specific new number.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Locates both turning points as coordinate pairs read from the grid, not just their xx-values. . Worth 1 point.

    Labels each turning point correctly as a maximum or a minimum, from the shape of the curve immediately around it. . Worth 2 points.

    Part B 3 points

    Reads direction strictly left to right across all three branches of the curve, not just the visible middle section. . Worth 1 point.

    Matches each interval to the correct direction, with boundaries at the two turning points. . Worth 2 points.

    Part C 3 points

    Correctly compares 00 to both turning-point heights and identifies that it falls strictly between them. . Worth 1 point.

    Uses the monotonic branch structure to justify the resulting number of crossings. . Worth 2 points. needs an explanation, not just an answer

    Part D 4 points

    Explains, for a height satisfying the stated condition, why only one branch can reach it and the other two cannot. . Worth 3 points. needs an explanation, not just an answer

    States the condition on bb as a two-sided claim covering both directions, not just one. . Worth 1 point.

  5. 5. The direction that is not guaranteed . Reasoning, 11 points. Question 5 of 5.

    Here is a claim about reading any function in both directions: evaluating ff at an input always gives exactly one number, so solving f(x)=bf(x)=b for the input must always give exactly one answer too, and reading a graph works the same way in both directions. This question checks that claim.

    1. Part A.

      Refute the claim. Give a short list of values for a function mm (three or four inputs and their outputs is enough) and a specific output bb for which m(x)=bm(x)=b has more than one solution.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    2. Part B.

      Now check the reverse direction on your own function: evaluate mm at any one input, and explain why that direction could never produce two different outputs, no matter how the rest of the function were filled in.

      Carry your own answer forward Use whichever function you built in part A, even if it is not the expected one; the credit here is for the direction of the argument, not for one particular list.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    3. Part C.

      State a corrected version of the claim, one that is actually true for every function, and say in one line what makes the two directions genuinely different.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Constructs a specific list of input-output pairs, giving two different inputs the same output on purpose. . Worth 2 points.

    Identifies the specific bb and correctly names both solutions of m(x)=bm(x)=b. . Worth 2 points.

    Part B 3 points

    Ties the impossibility to the DEFINITION of a function, one output per input, rather than merely asserting it. . Worth 2 points. needs an explanation, not just an answer

    Correctly evaluates mm at one specific input from the student's own list. . Worth 1 point.

    Part C 4 points

    States a corrected version distinguishing what the definition of a function actually guarantees for evaluating from what it leaves open for solving, without dropping either direction. . Worth 2 points.

    Explains why the definition of a function constrains only one of the two directions. . Worth 2 points. needs an explanation, not just an answer