Assessment Portfolio

EDTP 645
Professor,
Dr. Thomas Scheira

By Jane Beck

Table of Contents
1

Unit of Study: Functions

Assessment
Page(s)
Maryland State Learning Objectives and Florida State Standards
3-5
Fifteen Item Multiple Choice Higher level Blooms Taxonomy
6-11
Ten Item Multiple Choice Lower level Blooms Taxonomy
12-15
Ten Item True-False

16

Essay Questions and Rubrics

17-20
Short Answer Questions and Rubrics
21-24
Fifteen Item Matching Questions
25

Mathematical Report and Rubric

26-27
References
28

Standards and Objectives

Maryland State Learning Objectives

Unit of Study: Functions

(Retrieved from: http://mdk12.org/share/frameworks/CCSC_Math_gr8.pdf)

Ability to recognize functional relationships and apply the following

-Function Tables
-Vertical Line Test
-Domain/Input/Independent (x-coordinate)
-Range/Output/Dependent (y-coordinate)

Ability to compare properties constant rate of change/slope,

increasing, decreasing, y-intercept, parallel lines, slopes of
horizontal/vertical lines
-Ability to calculate slope/rate of change of a line graphically from a table or verbal
description
3

-Ability to determine y-intercept from table, equation, graph, or verbal description

-Ability to distinguish between linear and non-linear function

Ability to identify and define independent variables and dependent

variables in equations that represent authentic scenarios
-Ability to distinguish rate of change within an interval of a function
-Ability to interpret directionality and steepness of the graph of a function
-Ability to sketch a graph given algebraic context or a scenario (slope and initial
value)
-Ability to create a plausible story given a graph

Florida State Standards -Florida Virtual School

(Retrieved from: http://learn.flvs.net/educator/ta/frame_toolbar.cgi?
ebranch5*ta_jbeck100*mpos=2&spos=7&option=hidemenu&slt=CK2QsuGR0oUr.*4028*http:/
/learn.flvs.net/webdav/educator_mjprealgebra_v16/welcome_mjprealgebra_v16/standards/state/s
tandards.htm)

Module 4. Functions

MAFS.8.F.1.1 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.

MAFS.8.F.1.2 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.

MAFS.8.F.1.3 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 = s 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.

MAFS.8.F.2.5 Describe qualitatively the functional relationship between two quantities

by analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been
described verbally.

MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them.

MAFS.K12.MP.2.1: Reason abstractly and quantitatively.

MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

MAFS.K12.MP.4.1: Model with mathematics.

MAFS.K12.MP.5.1: Use appropriate tools strategically.

MAFS.K12.MP.7.1: Look for and make use of structure.

LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues,
building on others ideas and expressing their own clearly. Come to discussions prepared,
having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion. Follow rules for collegial discussions and decision-making, track progress
toward specific goals and deadlines, and define individual roles as needed. Pose questions
that connect the ideas of several speakers and respond to others questions and comments
with relevant evidence, observations, and ideas. Acknowledge new information expressed
by others, and, when warranted, qualify or justify their own views in light of the evidence
presented.

LAFS.68.RST.1.3 Follow precisely a multistep procedure when carrying out

experiments, taking measurements, or performing technical tasks.

LAFS.68.RST.2.4 Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 68 texts and topics.

LAFS.68.RST.3.7 Integrate quantitative or technical information expressed in words in a

text with a version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table).

LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content. Introduce

claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate
or opposing claims, and organize the reasons and evidence logically. Support claim(s)
with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources. Use words, phrases, and
5

clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence. Establish and maintain a formal style. Provide a concluding
statement or section that follows from and supports the argument presented.

LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development

Multiple Choice Test

Higher Level Questions
Unit: Functions
Directions: Write the correct letter in the space provided.
1. A relation associates five students to the eye color which they have:
{ (John, blue), (Judy, brown) (Frank, green) (Sara, hazel) (Allen, gold) }
Apply your knowledge of functions to decide which statement is true.

1.______
6

A).
B).
C).
D).

Blue is an element in the domain.

John is an element in the domain.
This relation is not a function.
Sara is an element in the range.

2. Evaluate which set of ordered pairs represents a function?

A).
B).
C).
D).

2.______

{ (1,1) (1, 1) ( 4, 2) (4, 2) (9, 3) }

{ (3, 4) (3, 5) (3, 6) (3, 7) (3, 8) }
{ (2, 4) (3, 4) (4, 4,) (5, 4) (6,4) }
{ (1, 2) (2, 3) (3,4) (4,5) (4, 6) }
y
4
2

-4

-2

-2
-4

3. Analyze the graph and identify the domain of the

following relation.
A).

( 4, 4)

B).

[ 4, 4)

C).

( 4, 4]

3._______

D). [ 4, 4]

4. The cost, C, in dollars, of renting a hall for the prom is given

by the formula C(n) = 500 + 4n, where n is the number of students
attending the prom. Calculate the cost of renting the hall if 70
students attend.
A). $108

B). $500

C). $780

4.______

D) $970

5.

Evaluate the following and identify which of the following is not linear?
A).
B).
C).
D).

5.______

The height of a football thrown over time.

The total weight of a jar of pennies as more pennies are added to the jar.
The distance travelled by a car moving at a constant speed over time.
A truck drivers salary of $2500 a month plus $0.50 for every kilometer driven

6. Evaluate the graph and determine the range.

6.______

y
4
2
-4

-2

-2
-4

A). { y / y

4, y R}

B). { y / y

2, y R}

C).

{ y / y 4, y R}

D).

{y/y

2, y R}

7. Calculate the rate of change from P to Q?

7.______

Bike Ride
y
60
50
Distance
from
bike shop
(km)

40
30
20
10
1

5 x

Time (hours)

A). decreased 7 km/h

B). decreased 3 km/h

C).

increased 3 km/h

D). increased 7 km/h

8. Calculate which ordered pair represents f(4) = 7

A). ( 7, 4)

B). ( 4, 7)

C). (4, 7)

8.______
D). (7, 4)

9. The graph below shows the relationship between the amount

of gasoline remaining in a 50 L tank and the distance driven.

9.______

Gasoline Remaining vs Distance Driven

y
60
50
Volume
(L)

40
30
20
10
200

400

600

800 x

Distance (km)

Synthesize the information given

on the graph to determine
what the x-intercept represents in this situation?

A). Fuel capacity of the gasoline tank.

B). Total distance travelled during a
long trip.
C). Total distance driven until the car
is out of gas.
D). Number of kilometers driven per
liter
of gasoline.

10. If y = 5x 2, analyze and determine which of the following sets represents

inputs and outputs of the function, as ordered pairs.
10. _______
A) { (3, 10), (4, 17), (5, 22)}
B) { (-1, -7), (3, 13), (-2, -12)}
C) { (2, 7), (-4, 18), (6, 19)}

10

D) { (-5,24), (-3, 9), ( -1, 7)}

11. A hose at Judy's house puts out 11 gallons of water per minute. Judy
11._____
bought a new hose for her garden. The equation shows the amount of
water dispensed, y, as a function of the number of minutes, x, for the new garden hose.
y = 3x
Calculate how much water Judy saves each day with the change in hoses if she waters her garden
for 6 minutes each day?
A) 48 gallons
B) 8 gallons
C) 66 gallons
D) 18 gallons
12. Joseph and Kevin have two different video game rental programs.
12. ______
Justin pays a $75 membership fee and $9 for each video game he rents.
The following function shows the total amount of money, y, in dollars, that Kevin pays for
renting x number of video games.
y = 7x + 50.
Analyze and then calculate how many more dollars Joseph pays for a membership than Kevin?
A) 55
B) 20
C) 25
D) 40

11

13. Calculate which graph has a rate of change of $3/h and a vertical intercept
of 4?
13.______
Summer Lemonade Stand

Summer Lemonade Stand

4
Earnings from
2
Lemonade
Stand ($)

4
Earnings from
2
Lemonade
Stand ($)

5 x

-2

5 x

-2
time (h)

-4

time (h)

-4

A).

B).

Summer Lemonade Stand

y

Summer Lemonade Stand

y

4
Earnings from
2
Lemonade
Stand ($)

4
Earnings from
2
Lemonade
Stand ($)

-2
-4

5 x

5 x

-2
time (h)

-4

time (h)

12

C).

D).

14. Evaluate the function y = 8x + 12 at f (-3).

14. ________

A) 12
B) 17
C) -24
D) -12

15. Calculate the rate for change for the following set of points.

15. _______

( - 6, 3) and (2, -1)

A) - 2
B) 1
C) 1/2
D) 2/7

13

Some graphs and diagrams:

(n.d.). Retrieved April 18, 2015, from http://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CCkQFjAC&url=http://www.hsh.
k12.nf.ca/coursepages/Math/Math%201201%20Unit
%205%20Test.doc&ei=2KkyVYniM4argwTm0YGIBQ&usg=AFQjCNFddAXQTIo0VXEPG
YOnIpzaEA6d8w&sig2=UTJEFMvC99DEF_IbJg5hxA&cad=rja

Assessment Multiple Choice

Lower Order Blooms Taxonomy
Unit: Functions
Directions: Choose letter for the best answer and write it in the blank provided.
1. Which equation represents a linear function?

1. ______

A) Equation 1: y = 2x2 + 1
B) Equation 2: y2 = 3x + 1
C) Equation 3: y = 5x3 1
D) Equation 4: y = 4x 1

2. Which of the following relations are also functions?

I

2.______

II
14

III

IV

.
A). III only

B). I and III only

C). II and IV only

D). I, II, and IV only

3. Identify which graph is not linear.

3. _______

A.) y = 3x + 4
B) x = 5
C) 8x + 2y = 7
D) 3x (x + 3) = 8

4.. The equation M = 4.4n, relates the number of dimes, n, to its mass,
M, in grams. What is the independent variable?
A).
B).
C).
D).

4.______

The mass of the dimes.

The value of the dimes.
The number of dimes.
Each dime weighs 4.4 grams.

5. The height of a plane is a function of the time since take off.

Identify the dependent variable?
A). height
C). time

5.______

B). speed
D). acceleration

15

6.. Identify which table of values represents a linear relation.

A).

C)

B).

11

15

20

D)

16

7. Determine which point represents the y-intercept.

A) (-3, 0)

B) ( 4, 0)

C) (0, 4)

6.______

7.______

D) (0, -3)
16

8. Identify which relation does NOT represents a function:

A)
B)
C)
D)

{ (0, 2), (1, 3), (2, 5), (1, 7) }

{ (2, 5), (5, 6), (3, 4), (6, 5) }
{(3, 2), (4, 8), (6, 4), (5, 5) }
{(0, 1), (3, 6), (4, 8), (7,9) }

9. Which one of the following corresponds to the y intercept

A)
B)
C)
D)

8. ______

9. ________

Output
Rate of Change
Initial Value
Input

10. Which term best describes the constant interval on a graph as labeled part C ?
10. ______

17

A) Increasing

B) Decreasing

C) Zero

D) Undefined

True/False Test
Unit: Functions
Directions: Determine whether each statement is True or False. A calculator is
permitted.

1. ______ A linear function consists of multiple straight lines going up and down
2.
3.
4.
5.
6.
7.
8.

in intervals.
______ The y-intercept in this equation, y = mx + b is denoted by the letter b.
______ The equation 4x ( x + 2 ) = y is an example of a nonlinear equation.
______ A relation can only be represented as a set of ordered pairs.
______ Each input pairs with exactly one output in a function.
______ The point (5, -13) is on the line with equation y = 5x -38.
______ The rate of change for a constant interval is zero.
______ {(3,2), (6,4), (8, 8), (5,5), (6,3)} is a function.
18

9. ______ The initial value of a linear function is the y-intercept.

10.______ The rate of change of a linear function can be found by counting the
change in x divided by the change in y.

Essay Questions Unit: Functions

1. Create and analyze a function equation.
You work at a flooring store and a customer has emailed you the floor plan
shown in the diagram below. The floor plan is missing a dimension, which
you have labeled the input, x.
Part 1 Create an equation to determine the area of the room, output, y,
which you can use quickly to find the area of the customers floor as soon as
he sends you the missing measurement.

12
X

25

10

19

Part 2 Your co-worker wrote a different equation: y= 25(x+10) 13 x

Prove that hers is equivalent to yours using words, symbols or both.
Part 3 Using the diagram, explain in one paragraph how you think your coworker determined her equation (use words, symbols or both).

Rubric:
Essay 1
CATEGORY

Solution Formula

The solution addresses

all of the mathematical
components presented
in the task.

The solution addresses

some, but not all of the
mathematical
components presented
in the task.

There is no solution, or
the solution has no
relationship to the
task.

Mathematical
Reasoning

Employs refined and

complex reasoning.
Makes mathematically
relevant observations
and/or connections.

Some evidence of
mathematical
reasoning using a
partially useful
strategy.

No evidence of
mathematical
reasoning.

Mathematical
Procedures

Applies procedures
accurately to correctly
solve the problem and
verify the results.

Could not completely

carry out mathematical
procedures. Some
parts may be correct,
but a correct answer is
not achieved.

There were so many

errors in mathematical
procedures that the
problem could not be
solved.

2.

Create and solve an equation by analyzing data from a

function table.

Brian wants to rent a carpet cleaner. The table below shows the cost of renting a
carpet cleaner.

20

Part 1 Complete the table to show the cost of renting a carpet cleaner for 5
and 6 hours if this pattern continues.
Part 2 Write an equation to represent the relationship between the cost of
renting a carpet cleaner and the number of hours that a carpet cleaner is
rented.
Part 3 If Brian has $60, can he rent the carpet cleaner for 9 hours? Use
mathematics to explain how you determined your answer. Use words,
symbols, or both in your explanation.
Part 4 The store also sells the same carpet cleaner for $165, including tax.
What is the maximum number of hours that the cost of renting the carpet
cleaner is less than the cost of buying the carpet cleaner? Use mathematics,
words or symbols to justify your answer.

Rubric
Essay 2

CATEGORY

Part 1 - Table
Completion

All values filled in

correctly.

Some values filled in

correctly.

No values filled in or
all values incorrect.

Part 2 - Equation

Equation correct.

Equation partially
correct.

Equation missing or
completely incorrect.

21

Part 3 - Mathematical Employs refined a

Reasoning
complex mathematical
reasoning. All of the
steps are included so
that the reader does
not need to infer how
and why decisions
were made.
Part 4 - Solution

Some evidence of
No evidence of
mathematical
mathematical
reasoning. Some steps reasoning.
are missing in the
decision making
process.

Solution correct.

Part 4 - Mathematical There is precise and

Terminology
appropriate use of
mathematical
terminology and
notation. Answer is
completely justified.

Solution incorrect.

There is some use of

mathematical
terminology and
notation appropriate
of the problem.
Answer is only
partially justified.

Inaccurate use of
mathematical
terminology and
notation. No
justification of answer
provided.

3. Using Rate of change

Sam wanted to buy a new iphone 6 for $600, and he received $25 in birthday
money to put towards his purchase. Earlier that year, he started a job
delivering papers, and his savings account balance jumped from $0 January
first to $250 the end of May .

22

Part A Based on Sams account balance over 5 months, calculate the rate of
change in income that Sam can expect. Show your work and explain how you
determined your answer using words, mathematics and/or symbols.
Part B Using the rate of change and the amount of Sams birthday money,
create an equation in order to calculate how many months it will take Sam to
earn enough money to buy the iphone6. Show your work and explain how
you determined your answer in one paragraph using words, mathematics
and/or symbols.

CATEGORY
Solution Formula

Mathematical
Reasoning

Mathematical
Procedures

2
The solution addresses
all of the mathematical
components presented
in the task.

1
0
The solution addresses There is no solution, or the solution has no
some, but not all of the relationship to the task.
mathematical
components presented
in the task.
Employs refined and Some evidence of
No evidence of mathematical reasoning.
complex reasoning.
mathematical reasoning
Makes mathematically using a partially useful
relevant observations strategy.
and/or connections.
Applies procedures
Could not completely There were so many errors in mathematical
accurately to correctly carry out mathematical procedures that the problem could not be
solve the problem and procedures. Some parts solved.
verify the results.
may be correct, but a
correct answer is not
achieved.

Short Answer Assessment Unit: Functions

1. Calculate the rate of change of the line that passes through the points
(2, -2) and (-4, 6). Show all your work and in 2 sentences explain if
your rate of change is increasing or decreasing and how you know?

23

CATEGORY

Mathematical Concepts Explanation shows

substantial
understanding of the
mathematical concepts
used to solve the
problem(s).

Explanation shows
some understanding of
the mathematical
concepts needed to
solve the problem(s).

Explanation shows very

limited understanding
of the underlying
concepts needed to
solve the problem(s)
OR is not written.

Explanation

Explanation is a little
difficult to understand,
but includes critical
components.

Explanation is difficult
to understand and is
missing several
components OR was
not included.

Explanation is clear.

2. A special type of relation that follows this rule: for every input, there is
exactly one output is called a _________________. Give an example of
this type of relation and a one or two sentence explanation of why
your relation is this special type.

CATEGORY

Mathematical
Terminology and
Notation

Correct terminology
is used, making it
easy to understand
what was done.

Correct terminology
and notation are used,
but it is sometimes
not easy to understand
what was done.

There is little use, or a

lot of inappropriate
use, of terminology
and notation.

Mathematical
Reasoning

Uses effective
mathematical
reasoning

Some evidence of
mathematical
reasoning.

Little evidence of
mathematical
reasoning.

3. Calculate the output for this function equation: y = 5x 1 when the

input is 3. In two sentences, explain how the output would change if
the rate of change was changed to the number 7.

24

CATEGORY

Mathematical
Concepts

Explanation shows
substantial
understanding of the
mathematical
concepts used to solve
the problem(s).

Explanation shows
some understanding
of the mathematical
concepts needed to
solve the problem(s).

Explanation shows
very limited
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written.

Explanation

Explanation is clear.

Explanation is a little
difficult to
understand, but
includes critical
components.

Explanation is
difficult to understand
and is missing several
components OR was
not included.

Mathematical
Reasoning

Uses effective
mathematical
reasoning

Some evidence of
mathematical
reasoning.

Little evidence of
mathematical
reasoning.

4. Consider when an interval on a graph of a function is horizontal.

Describe in two or three sentences what the rate of change is at such
an interval, what kind of interval it is, and what would be happening
on a distance verses time graph at this interval.

CATEGORY

Mathematical
Reasoning

Uses effective
mathematical
reasoning

Some evidence Little evidence

of mathematical of mathematical
reasoning.
reasoning.

Explanation

Explanation is
clear.

Explanation is a
little difficult to
understand, but
includes critical
components.

Explanation is
difficult to
understand and
is missing
several
25

components OR
was not
included.

5. Write an equation of a nonlinear function and explain in one or two

sentences using mathematical reasoning how you know this equation
is nonlinear.

CATEGORY

Mathematical
Concepts

Explanation shows
substantial
understanding of the
mathematical
concepts used to solve
the problem(s).

Explanation shows
some understanding
of the mathematical
concepts needed to
solve the problem(s).

Explanation shows
very limited
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written.

Explanation

Explanation is clear.

Explanation is a little
difficult to
understand, but
includes critical
components.

Explanation is
difficult to understand
and is missing several
components OR was
not included.

Mathematical
Reasoning

Uses effective
mathematical
reasoning

Some evidence of
mathematical
reasoning.

Little evidence of
mathematical
reasoning.

26

Matching Assessment
Unit: Functions
Directions: Match the
numbered item with the
correct lettered item and place
the letter in the blank
provided.

2._______ The initial value

3._______ A relation in which: for every
input there is exactly one output.
4._______ The coordinate on a
Cartesian plane associated with
output.
5._______ A set of ordered pairs
6._______ A function with a constant
rate of change from start to finish

1._______ The coordinate on a

Cartesian plane for input

7._______ Each x-value is related to

the y-value in the same row next to it.
27

8._______ The results of a relation or

function rule, usually the y-values in a
set of ordered pairs or on a table or
graph.

A. y = -5x + 7

9._______ The change in ys divided by

the change in xs

D. graphs

10._______ The rate of change of a

constant interval.
11._______ The rate of change of (3,-2)
and (4,5)
12._______The output of 3x(x-2) if the
input is 3
13._______ Functions can be
represented in tables, equations
or___________.
14._______ The equation of the
function that fits this point: (-2, 17)
15._______ Is this function linear or

B. Function
C. output

E. 9
F. y
G. Non-linear
H. x
I. 7
J. Function table
K. Rate of change
L. Relation
M. zero
N. Linear function

nonlinear 3 x +13=40 ?

O. y intercept
P. y = 4x -10

28

Create a Mathematical Report

Unit: Functions
Create a report using the following outline format for data collection. Then
analyze your data. Your report will have five sections labeled A through D.
Please see the rubric below to guide your work.
A. Measure 5 different people and record the following in inches:
1. Forearm length
2. Foot length
B. Create a table for your data and label the forearm length as your input
(x) and the foot length as your output (y).

C. Create another table that combines each of the 5 people you measured
into pairs (you will end up with 10 pairs). Use their x and y
measurements to find the rate of change between them:
change in y
change in x

D. Create a graph by plotting the relation from your table.

E. Analyze data by answering the following in complete sentences:

a. Is this relation a function?

b. Did everyone have the same rate of change?

c. Which pair had the greatest rate of change?
d. In two or three sentences, write a conclusion about your findings.

See Rubric on next page:

Rubric for Mathematical Report

CATEGORY

Table of Values

The table of values

includes
measurements for the
length of the forearm
as the x or input and
for the foot as y or
output. It is labeled
correctly with units in
inches.

The table of values

includes the
measurements but is
incorrectly labeled
and does not include
the units.

The table of values is

not structured
correctly to display
the measurements nor
is it labeled with
units.

Mathematical
Reasoning

Uses effective
mathematical
reasoning

Some evidence of
mathematical
reasoning.

Little evidence of
mathematical
reasoning.

Graphing

The x and y axis are

labeled correctly as to
the forearm and the
foot, and the points
generated are in the
correct positions on
the graph.

The x and y axis are

labeled correctly as to
the forearm and the
foot, but some of the
points are in the
wrong positions.

The axis are not

labeled, nor are the
points correctly
graphed.

Mathematical
Concepts

Explanation shows
substantial
understanding of the
mathematical
concepts used to solve
the problem(s).

Explanation shows
some understanding
of the mathematical
concepts needed to
solve the problem(s).

Explanation shows
very limited
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written.

Neatness and
Organization

The work is presented

in a neat and
organized fashion that
is usually easy to
read.

The work is presented

in an organized
fashion but may be
hard to read at times.

The work appears

sloppy and
unorganized. It is hard
to know what
information goes
together.

References

Learning Objectives and Standards:

Mathematics Grade 8 Maryland State Common Core Curriculum Framework. (2011,
June 1). Retrieved April 18, 2015, from
http://mdk12.org/share/frameworks/CCSC_Math_gr8.pdf

Florida Virtual School State Standards. (n.d.). Retrieved April 18, 2015, from
http://learn.flvs.net/educator/student/frame_toolbar.cgi?
ebranch5*ta_jbeck100*mpos=2&spos=6&option=hidemenu&slt=CK2QsuGR0oUr.*4
028*http://learn.flvs.net/webdav/educator_mjprealgebra_v16/welcome_mjprealgebr
a_v16/standards/state/standards.htm

Multiple Choice Test Diagrams and Graphs:

(n.d.). Retrieved April 18, 2015, from http://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CCkQFjAC&url=http://www.hsh.
k12.nf.ca/coursepages/Math/Math%201201%20Unit
%205%20Test.doc&ei=2KkyVYniM4argwTm0YGIBQ&usg=AFQjCNFddAXQTIo0VXEPG
YOnIpzaEA6d8w&sig2=UTJEFMvC99DEF_IbJg5hxA&cad=rja