When putting the answer choices into the TI-84 we can see that the only match is II.
Analyzing a graph can teach students about the zeros or solutions of a function. This function passes through the x-axis 3 times: at x = -2, x = 1 and x =3. We can also use this question to talk about factoring, y-intercepts, end behavior and other cool Math ideas. The process of elimination is very rewarding as compare/contrast is a great way to learn content and metacognition.
I am in favor of students knowing the Math part of this for sure but with the TI-84 , they can get the Math and get points. The 2 points on this type of question may make the difference between Pass and Fail and perhaps even high school graduation. The problem below comes from the June 2015 Algebra I Regents.
Option I is a NO GO so answers (1) and (3) are OUT.
Option II looking good — it’s a keeper!!
Option III is a NO GO
A review sheet is a gift and usually a preview of the exam!
if your teacher gives you a review sheet, do not write on it so you will be more likely to REDO the problems.
If you are a teacher, hand out 2 copies and/or post a copy on line so students can redo rather than just reading them over.
Study skills are different for Math than for other content areas…please practice now and then again later 🙂
At least 5 times a week, someone will share that their son or daughter is a poor test taker. We all know people who ace the test with no effort but much can be gained by focused studying and commitment and I do not just mean test scores!
Tests may not always show knowledge and skills — that 7 in Physics was tough freshman year (yes out of 100!) but I learned so much about attention to detail and focus. How many times do we see 2^3 (2 to the 3rd) = 6 rather than 8? I call these “fuzzy errors”. People can improve their test scores and their attention to detail by answering the exact question and noticing the finer points of what they are being asked.
How did I learn to do this? The hard way — btw, my next score in Physics was exciting because it was double digit — 11! (because class avg was so low, I still managed a C in the class).