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.
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1. Two directions through one table . Foundational, 8 points. Question 1 of 5.
A function is known only at six inputs: , , , , , and . Everything below can be answered directly from that short list, with no formula and no algebra.
- Part A.
Using the list above, write , , and each as a point on the graph of , in the form .
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part B.
Using the list, find every input (among the six listed) for which .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
State the y-intercept of . 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.
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Hint 1 of 3
Every value here is already written out for you as an input paired with an output. The work in this question is turning those into the right SHAPE, and searching the whole list rather than stopping at the first thing you notice.
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Hint 2 of 3 · Part A
tells you the output paired with the input . As a point on the graph, which coordinate does the input become, and which does the output become?
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Hint 3 of 3 · Part B
Scan every one of the six outputs listed, not just the first two or three. More than one input can share the same output.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, , and .
Part B
and .
Part C
The y-intercept is . A function assigns each input exactly one output, so the list can never show one input paired with two different outputs; nothing in that rule forbids two different inputs sharing the same output.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Every point on the graph of has the form : the input is the first coordinate, and the output is the second. Reading straight from the list,
No computation is needed here, only writing each given fact in the shape of a point.
Part B
Solving means finding every input whose paired output is , so scan the whole list rather than stopping at the first match.
Two entries give the output : the input and the input . So has two solutions among the six listed values, not one.
Part C
A function's rule assigns each input to exactly one output; that is the definition. So the same input cannot appear on two different rows of any table for with two different outputs, whichever value is, it is the only one.
Nothing in that rule stops two DIFFERENT inputs from sharing one output. Different rows may still land on the same output, with no rule broken, which is exactly the kind of repeat part B asked about.
In one line
As points, is , is , and is ; the equation has two solutions among the six listed, and ; and the y-intercept is , since a function can never have two different y-intercepts because is a single input with exactly one output.
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 . . 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 , 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 . . 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
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2. Domain, range, and one open end . Foundational, 8 points. Question 2 of 5.
The figure shows the graph of a function , given only by the picture. Read every answer directly from it: no formula is given, and none is needed.
The graph of a function , 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.
- Part A.
State the domain of , 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
- Part B.
State the range of , 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
- 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.
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Hint 1 of 3
Two different reading habits get tested here: which end of a curve is truly included, and what the curve's height ever does. Look only at the picture; there is no formula to fall back on.
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Hint 2 of 3 · Part A
An open circle marks an input the curve does NOT reach; a filled dot marks one it does. Read the two horizontal endpoints and decide which kind of mark each one carries before writing an inequality.
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Hint 3 of 3 · Part B
Ignore the two endpoints for this part. Look instead for the curve's lowest dip and highest rise, which happen somewhere in the middle, and read their heights off the vertical axis.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
.
Part C
The excluded input's height sits strictly between the curve's lowest and highest points, neither of which occurs at that end; since the curve dips lower and climbs higher elsewhere, the same height is reached again at an included input, so removing that one input removes nothing from the range.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Sweep the picture from left to right. The curve begins at , but that end is drawn as an open circle, so is NOT included. It ends at , drawn as a filled dot, so IS included. Every input between those two ends is covered, giving
Part B
Sweep the picture from bottom to top. The lowest point the curve reaches is a valley, and the highest is a peak; both of those extreme heights sit in the middle of the curve, away from either end. Reading their heights off the vertical axis gives
Part C
The open endpoint's height, read directly off the picture, is . Comparing it to the range found in part B,
shows sits strictly inside that interval, nowhere near either extreme. Because the curve is unbroken, it must pass through every height between its lowest and highest point somewhere along its interior, so the height is reached again at an included input. Excluding the one input that is open therefore removes nothing from the range.
In one line
The domain is (the left end is open, the right end is filled); the range is , coming from the curve's interior low and high points; and excluding does not shrink the range, because its height of is not the curve's lowest or highest point and is reached again elsewhere.
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.
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3. How high, and for how long . Application, 8 points. Question 3 of 5.
A ball is thrown into the air. Its height , in meters, above the ground is recorded once every second while it is in flight: , , , , , and .
- Part A.
State the ball's height seconds after release, and the time when it lands (the moment its height reaches ).
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part B.
The list shows the ball at exactly 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
- Part C.
The list only records , the seconds the ball was actually in the air. Explain why 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.
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Hint 1 of 3
Nothing here needs an equation. The ball's height was recorded at six specific seconds, and every part is answered by reading and comparing those recorded numbers.
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Hint 2 of 3 · Part B
Write out the six recorded heights in a row and scan them for a repeated number. A ball's flight tends to pass through most heights twice, once rising and once falling.
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Hint 3 of 3 · Part C
Ask what actually MEANS for this ball, not for time in general. A pattern of numbers can always be extended on paper; a moment in this ball's flight cannot.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
meters; it lands at seconds.
Part B
s and s.
Part C
measures seconds since the ball was released, and there is no moment before release for this flight; even if a pattern of heights could be extended to negative on paper, no negative names a real instant of this ball's motion, so the domain of stops at .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Both readings come straight from the recorded list. Two seconds after release,
The ball lands the instant its height reaches , and the list shows that happening at
Part B
Scan every recorded height, not only the first one that matches.
The height meters appears twice: once at and again at . The ball passes through the same height once on the way up and once on the way down.
Part C
Time in this context counts seconds after the ball leaves the thrower's hand, so marks that release, and
A numerical pattern of heights could still be evaluated for negative on paper, but no such names an actual second of THIS flight, so the domain of as a real-world function stops at : it is , not a wider set.
In one line
m and the ball lands at s; it is at m at two different times, s and s; and cannot be negative because it measures seconds since THIS ball's release, so the domain of stops at even though a numerical pattern could be extended further back.
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 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 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.
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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 , 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 , 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.
- Part A.
Name the two turning points of 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
- Part B.
State every interval where 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
- Part C.
How many solutions does 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 falls relative to them; the argument depends only on whether 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
- Part D.
For which heights does have only ONE solution? State the condition on 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 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.
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Hint 1 of 4
This whole question turns on one picture: a curve with two turning points splits into three separate monotonic pieces, and each piece behaves like its own simple increasing or decreasing graph.
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Hint 2 of 4 · Part A
A turning point is not just an x-value: read both coordinates off the grid, and decide maximum or minimum from which way the curve bends around it, not from its position on the page.
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Hint 3 of 4 · Part C
Compare the target height to the two turning-point heights BEFORE trying to count anything. Whether it sits between them, above both, or below both decides how many of the three branches can reach it.
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Hint 4 of 4 · Part D
Only one of the three branches never leaves the band between the turning-point heights; the two outer branches each escape it, in one direction each.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
is a maximum, and is a minimum.
Part B
Increasing for and for ; decreasing for .
Part C
Three. The height lies strictly between the minimum height and the maximum height , so the horizontal line crosses all three branches of the curve once each.
Part D
has exactly one solution when or . When that condition holds, only the branch running off in the matching direction ever reaches : the middle branch never leaves the band between the two turning-point heights, and the remaining outer branch stops at the turning-point height on its side.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
A turning point is where the curve stops rising and starts falling, or the reverse. Reading the two marked points off the grid,
At the curve arrives rising and leaves falling, so that point is a maximum. At it arrives falling and leaves rising, so that point is a minimum.
Part B
Read the curve left to right. Before the first turning point it climbs, so is increasing on . Between the two turning points it falls, so is decreasing on . After the second turning point it climbs again, so is increasing on .
Part C
The curve has three monotonic branches, separated by the turning points at heights (the maximum) and (the minimum): rising from far below up to , falling from down to , then rising from onward. A height that sits strictly between the minimum and the maximum is crossed exactly once by each of the three branches, since each branch is monotonic and spans past that height. Here , and
so lies strictly between the two turning-point heights. Each of the three branches therefore crosses exactly once, giving three solutions in total.
Part D
The middle branch runs only from up to and never leaves that band, so it can never reach a height outside it. The two outer branches are each unbounded in only one direction: the left branch heads to but tops out at , and the right branch heads to but bottoms out at . So for , only the right branch (heading to ) ever reaches it, giving one solution; for , only the left branch (heading to ) ever reaches it, again one solution. Once moves back inside the band between the two turning-point heights, all three branches are back in play, and the count jumps, as part C found for .
In one line
The turning points are a maximum at and a minimum at ; increases for and and decreases for ; has three solutions since lies strictly between and ; and has exactly one solution precisely when or , since only one of the three branches can ever escape the band between the turning-point heights.
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 -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 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 as a two-sided claim covering both directions, not just one. . Worth 1 point.
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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 at an input always gives exactly one number, so solving 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.
- Part A.
Refute the claim. Give a short list of values for a function (three or four inputs and their outputs is enough) and a specific output for which has more than one solution.
Construct a counterexample Give one specific case, and show it breaks the claim. 4 points
- Part B.
Now check the reverse direction on your own function: evaluate 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
- 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.
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Hint 1 of 3
A function's definition only promises something about ONE of the two directions here. Before doing any construction, decide which direction that promise actually covers.
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Hint 2 of 3 · Part A
Deliberately break the claim on purpose: choose two different inputs and assign them the exact same output, then see what that does to the equation .
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Hint 3 of 3 · Part B
Nothing about a single evaluation can produce two answers: a function is defined so that each input gets only one. Say why that guarantee has nothing to do with how many inputs share an output.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
For instance, let , , . Taking , both and give , so has two solutions, not one.
Part B
Evaluating, say, , gives the single value and nothing else, because a function assigns each input exactly one output by definition; two different outputs for the same input would mean was not a function to begin with, so that failure mode is impossible however the rest of is defined.
Part C
Evaluating at an input always gives at most one output, but solving for the input can give zero, one, or several. The difference is that the definition of a function controls only the input-to-output direction; nothing in that definition restricts how many inputs may share one output.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
One short function is enough to break a claim about EVERY function, so build one on purpose: pick two different inputs and deliberately give them the same output. For instance,
This is a perfectly good function: each input still has only one output. But look at the equation . Both and satisfy it, so
two solutions from one output. The claim, that solving always gives exactly one answer, fails on this example.
Part B
Evaluating at a single input, say ,
gives one number and nothing else. A function is DEFINED so that each input is assigned exactly one output; if could equal two different numbers at once, would not be a function in the first place. So this failure mode cannot happen, regardless of how the rest of 's values are chosen.
Part C
The claim silently assumed the two directions behave alike, but the definition of a function is one-directional: it promises
and says nothing at all about how many inputs may point to the same output. So the corrected claim keeps the guarantee for evaluating, since that direction really is fixed by the definition, but must allow for several answers when solving, since nothing rules those out.
In one line
A counterexample such as , , shows has two solutions, refuting the claim; evaluating at any one input, by contrast, always gives one number, because a function assigns exactly one output per input; so the corrected claim is that evaluating gives at most one output while solving can give zero, one, or several, since the definition of a function only constrains the first direction.
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 and correctly names both solutions of . . 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 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
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