Justin Lenhardt

Education 887XB
22 April, 2016
Professor Limpert
Performance Assessment for Unit 12.3

Students will further evaluate features of critical points using calculators

to graphically represent functions, which students will then evaluate and
sketch onto the provided graphs.
Student name: ___________________________

Points: ____/100

INSTRUCTIONS: Display the graph of each function on the graph provided.

Students will be responsible for labeling their own axes, and generating
the information asked for in each question. Show your work, and if you are
unsure that your WRITTEN responses are sufficient, refer to our class
rubric on the final page.

1. 13x^2-x+14

What are the critical points of

this graph?

On what interval is the

derivative of this graph
increasing? Explain your
reasoning.

2. 2sin(3x)+6
Using your calculator, zoom in on a point
where the concavity of this graph
changes. Sketch the zoomed graph
below:

3. 3x^3-4x+12

What is the slope of this line? (Hint: If your

graph is not linear, what calculator
function can be used to solve this
problem?

Zoom in on at least FOUR

points using the WINDOW
function on your calculator.
Determine a rough slope of
the equation around each of
these points as best as you
can:
Slope 1:

Slope 2:

Now, using these points draw a rough

derivative on
the same graph above. (Use dotted or
colored lines to

Slope 3:

Slope 4:

shoW the difference between graphs!!)

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.