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NY-8.F.5
8th GradeFunctions70 target questions

Describe qualitatively the functional relationship between two quantities by analyzing a graph. Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Sample Practice Questions (3)

1
The graph below shows the distance, , in miles, that a cyclist is from home over a period of time, , in hours. Which statement best describes the cyclist's motion between hour 2 and hour 3?
1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 x y Part A Part B
AThe cyclist is resting and not moving.
BThe cyclist is moving at a constant speed away from home.
CThe cyclist is moving at a constant speed toward home.
DThe cyclist is increasing their speed.
Multiple choice · diagramSee Answer + Explanation →
2
A ball is thrown straight up into the air from the ground. It reaches its maximum height and then falls back down to the ground. Which graph best represents the height of the ball above the ground over time?
-5 -4 -3 -2 -1 1 2 3 4 5 -5 -4 -3 -2 -1 1 2 3 4 5 x y
AA graph that increases linearly, then decreases linearly.
BA graph that increases at a decreasing rate, reaches a maximum, then decreases at an increasing rate.
CA graph that increases at an increasing rate, reaches a maximum, then decreases at a decreasing rate.
DA graph that increases, then stays constant, then decreases.
Multiple choice · diagramSee Answer + Explanation →
3
A student leaves home, walks to a friend's house, stays there for a while, then walks to a store, and finally walks back home. Which graph best represents the student's distance from home over time?
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 x y
AA graph showing distance increasing, then constant, then increasing again, then decreasing to zero.
BA graph showing distance increasing, then decreasing, then constant, then increasing.
CA graph showing distance increasing, then constant, then decreasing, then constant.
DA graph showing distance decreasing, then constant, then increasing, then decreasing.
Multiple choice · diagramSee Answer + Explanation →
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More 8th Grade Standards

NY-8.NS.1Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually and convert a decimal expansion which repeats into a rational number.→NY-8.NS.2Use rational approximations of irrational numbers to compare the size of irrational numbers. Locate them approximately on a number line diagram and estimate the value of expressions.→NY-8.EE.1Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example 3² × 3⁻⁵ = 3⁻³ = 1/27.→NY-8.EE.2Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes.→
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