Justin Lenhardt

Education 887 XB
16 February, 2016
Professor Limpert
Assessment for student Learning Target 12.3:
Students will further evaluate features of critical points using calculators
to investigate the concept of nearness, and how critical points behave
near points. Show your work, and if you are unsure that your WRITTEN
responses are sufficient, refer to our class rubric on the final page.
Student name: ___________________________

Points: ____/0

Multiple Choice: Circle the lowercase letter that corresponds with the
correct answer.
1. Insert the equation x^2-4x+3 into your graphical calculators GRAPH
program. How many critical points does the function have?
a. 2
b. 1
c. 4
d. 0
2. Insert the equation x^3-7x+10 into your graphical calculator. What is the
maxima of this function on the interval -10<x<-1?
a. -32
b. 1.5
c. 8
d. 0.5

True/False: Read the statement carefully and determine if it is

absolutely true or absolutely false by CIRCLING the correct answer.
3. The equation x^2+7 has one critical point
a. True
b. False
4. The local maxima and minima of 6x^3+3x-7 correspond to intersections with
the y-axis on its differential graph
a. True
b. False
Written Response: Respond to the question in at least one complete
sentence, explaining your reasoning using vocabulary from the unit.
5. How would you determine the number of critical points that the equation in
problem 2 (x^3-7x+10) has? (3 Points)
____________________________________________________________________
____________________________________________________________________
6. When differentiating the function (x-2)^2-3x+5, we know its differential has
0 critical points because
___________________________________________________________________
___________________________________________________________________ (3 points)

Matching: Using your calculators GRAPH function, visually evaluate each

equation, and using concepts from this unit, choose the correct letter in
the blanks on the left, corresponding with the equation on the right. (10
Points)
7.
8.
___ Critical Point(s) above x axis

A. 7x+3.14

only
___ No Critical Points
___Differential has no critical points
___Differential
intersects
x-axis

B. X^3+3x-24
C. e^X
D. Sin(x)+2

twice
___Differential belongs to different
family of equations

E. Ln(x)
F. 5x^1+4x+3

WRITTEN RESPONSE RUBRIC FOR ALL MATH WRITING TESTS:

Attribute/
Score (out of
50)
Accuracy
(25pts)

3 Excellent
Work

2 Acceptable
Work

Students
discriminate
well what is
and is not a
critical point

Understanding
(15pts)

Students can
fluidly
classify
critical point
type when
assessing a
graph, what
specific
attributes
(by
memorized
definition)
apply to that
point, and
justify.
Students use
calculator
utilities as
taught with
accuracy,
zooming to a
graphical
level that
shows
important
graphical
traits.

Alignment
(10pts)

Points:

1- Below Average

0Unaccepta

Students
discriminate
between
critical points
and other data,
but cannot
definitively find
or describe
critical points
Students can
classify point
types on a
graph, but are
unsure of their
choice, or
cannot
describe why
they made
their choice
well.

Students have a vague

idea of critical point
locations, but no
specific idea of their
exact location or type
(min/max/saddle/etc.)

Students
display no
knowledge
critical poi
attributes.

Students are not

consistently correct in
classifying critical
points, and cannot
justify why a point is of
a certain type.

Students
cannot just
what type
critical poi
is.

Students use
calculator
utilities with
some
confidence,
and can
approximately
center their
graphs

Students show
confusion in utilizing
technology, and
struggle to accurately
display critical points
graphically.

Students a
not compe
with graph
utilities.