3-6: Sketch Functions From Verbal Descriptions
8th Grade
•8 Qs
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3-6: Sketch Functions From Verbal Descriptions
Quiz
•
Mathematics
•
8th Grade
•
Practice Problem
•
Medium
+1
Standards-aligned
Tracie Hall
Used 244+ times
FREE Resource
About this resource
This quiz focuses on interpreting and sketching functions from verbal descriptions, specifically targeting the relationship between real-world scenarios and their graphical representations. The content is appropriate for 8th grade mathematics, addressing the fundamental concept of translating between verbal descriptions and visual function representations. Students need to understand how different types of motion and change translate into specific graph characteristics: constant rates appear as straight line segments, increasing or decreasing quantities show positive or negative slopes, periods of no change create horizontal lines, and parabolic motion produces curved segments. The core reasoning skills required include analyzing the sequence of events in a scenario, identifying whether quantities are increasing, decreasing, or remaining constant during each time interval, and recognizing how these changes manifest as different slopes and curve shapes on coordinate graphs. Students must also understand that the shape of a graph directly corresponds to the rate of change described in the verbal scenario. Created by Tracie Hall, a Mathematics teacher in the US who teaches grade 8. This quiz provides excellent support for instruction in function interpretation and graphical analysis, serving as an ideal formative assessment tool to gauge student understanding of the connection between real-world contexts and mathematical representations. The quiz works particularly well as a warm-up activity to activate prior knowledge before introducing more complex function concepts, or as targeted practice following initial instruction on interpreting graphs. Teachers can use this as homework to reinforce classroom learning or as a review activity before assessments covering function analysis. The varied scenarios—from motion problems involving boats and hikers to projectile motion with basketballs—help students see the broad applicability of function concepts across different contexts. This assessment aligns with standards 8.F.B.5, which requires students to describe the functional relationship between two quantities by analyzing a graph and sketching a graph that exhibits qualitative features of a function described verbally.
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8 questions
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1.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
The graph shows how a motorboat travels around a lake. What does the graph most likely show?
The boat travels at a constant speed for 10 minutes and then stops.
The boat travels at a constant speed for 10 minutes and then slows down.
The boat steadily increases its speed for 10 minutes and then stops.
The boat steadily increases its speed for 10 minutes and then travels at a constant speed.
Tags
CCSS.HSF.IF.B.4
2.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
The value of a stock decreases sharply for 2 weeks, then increases sharply for 1 week,
and then decreases sharply again for 2 weeks.
Which graph shows the relationship between the value of the stock and time?
Tags
CCSS.HSF.IF.B.4
3.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
Mr. Harris attaches a full tank of propane to his grill. Then he turns on the grill and cooks food for a barbecue.
Which graph shows the relationship between the amount of propane in the tank and time?
Tags
CCSS.8.EE.B.5
4.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
Liana hikes slowly away from her campsite for 30 minutes. Then she rests for 10 minutes.
Finally she hikes back to her campsite at a faster pace, reaching it in 20 minutes.
Which graph could represent Liana's distance from the campsite and time?
Tags
CCSS.HSF.IF.B.4
5.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
A basketball player throws a ball upward from her hands, which are 5 feet above the ground.
The basketball reaches a maximum height, and then gets stuck in the net.
Which graph could represent the relationship between the height of the ball and time?
Tags
CCSS.HSF-IF.C.7A
6.
MULTIPLE CHOICE QUESTION
5 mins • 1 pt
Determine if the table is linear or nonlinear.
nonlinear
linear
Tags
CCSS.8.F.A.3
7.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
How long did it take Sam to get to school?
Tags
CCSS.8.EE.B.5
8.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How long did Sam sit on the bench and wait for the bus?
Tags
CCSS.8.EE.B.5
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