All students should graduate from high school ready for college, careers, and citizenship.

**1. Comprehension & Application**

**SMP.6**: Attend to precision.

The student does not use appropriate terminology, but makes an attempt to incorporate other words that describe the student’s thinking. What is the student thinking when the student uses the word “match?”

**2. Understanding**

The student includes the quantity of transformation when the movement is additive (vertical translations), but not when the movement is multiplicative (vertical scaling).

**3. CCSS Alignment**

There are several linear graphs in this student work example that are incorrectly labeled as graphs of absolute value functions.

**Standard referenced:**

**HSF-BF.B.3: **Identify the effect on the graph of replacing *f(x)* by *f(x) + k, k f(x),* *f(kx),* and *f(x + k)* for specific values of *k* (both positive and negative); find the value of *k* given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

**1. Understanding**

While the student’s graphs and tables of values are correct, the description for step 3 to the right of the graph indicates a lack of understanding (or perhaps an imprecise use of language). It is not clear what the student means by “reduce the line to where line matches…”

**1. CCSS Alignment**

This student appears to misunderstand the request to write the functions in terms of f or what the notation the student has used means.

**Standard referenced:**

**HSF-BF.B.3: **Identify the effect on the graph of replacing *f(x)* by *f(x) + k, k f(x),* *f(kx),* and *f(x + k)* for specific values of *k* (both positive and negative); find the value of *k* given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.