Criteria Concept & Category MANIPULATION Highest Level of Performance - Prove that two functions are inverses by the

process of working backwards (finding the inverse of a function and showing that it is the other function given) Middle Level of Performance -Student demonstrates he knows the process of working backwards but makes an algebraic error in calculating it. Lowest Level of Performance -Student cannot demonstrate working backwards

- Determine that two functions are inverses by analyzing their respective graphs.

-Student knows to look at the points of each graph, but does not know how to compare the points.

-Student does not show ability to compare functions and their graphs.

- Manipulating the function to find the inverse (switching x and y)

-Student can switch x and y but makes arithmetic or algebraic error in finding the inverse.

-Student does not show the ability to switch x and y variables to find the inverse.

- Evaluating Functions at a given value

-Student does not Student demonstrates show how to they know how to evaluate a function evaluate a function at at a given value a value but makes arithmetic or algebraic error.

UNDERSTANDING FUNCTIONS

Explain the relationship between the independent and dependent variables of a function.

-Student knows the two terms, but mixes up what they are, interchanges the axes they are on in a graph, etc.

-Student has no knowledge of what either type of variable is

-Recognize that a function and its inverse are not equivalent.

-Student demonstrates that the functions are not equivalent but uses the same notation for each ( f(x) for the function and its inverse),

-Student does not show that a function and its inverse are not equivalent.

GRAPHING

-Using the horizontal and vertical line test to determine if a function and its inverse are in fact functions.

-Student knows to use -Student does not a test but uses the show evidence that incorrect one. he can use either test for a function.

- Graphing functions and their inverse.

-Student has overall shape of graph but specifics are inaccurate (points, intercepts, etc.) -Group has Power Point, but it is not coherent, unclear, and/or hard to see their findings.

-Student shows no graphing ability.

FINAL PRESENTATION

-Group provides a clear and appealing Power Point or Poster Board showing their findings.

-Group has no visual aide for presentation.

-All group members speak equally about their project and what they found

-Only one member -One or two members of the group speaks say nothing during the about their findings. presentation.

-Presentation is thorough, showing the class all material (stats, points, rebounds, info on the players, function(s) relating stats of players, inverses of function(s), graph(s) )

-Presentation is missing one or two pieces of information

-Presentation is incomplete