Name of the Student:__________________________

Task

Scientific and technological innovation has allowed us to model real-world phenomena in

different forms to predict possible outcomes.

This investigation is intended to extend your understanding of the relationship between

verbal, symbolic and graphical representations of functions. You may choose and analyse a
quadratic function to find a pattern.

You will need to write a report including your work, answers, explanations & screenshots.
In the report, you will also need to reflect on the accuracy of the results and chosen
methods.

You may use technology - Desmos.com, geogebra, your calculator or other technology to
help complete this investigation.

CRITERIA:
Criterion A: Presentation
Criterion B: Mathematical Communication.

Resources

Math Command Terms

https://www.geogebra.org/graphing

This task is a mini version of the Mathematical Exploration (IA) you will complete in
your grade 11 year.

1. Consider the function .

a. Draw The first graphs are done for you here.
b. On the same set of coordinate axes, use data tables and/or a calculator to
draw and clearly label the graphs of , and , using a domain of -3 . (You
will need to add screenshots of your graphs to to support your
conclusion)
c. In a couple of sentences, describe the relationship between the three graphs.
If c is a positive constant, what happens to ) to become ?
d. What happens when c is negative? Investigate further, if necessary, showing
your work, and write your conclusions.
2. Consider the function graph is here
a. Write expressions for and .
b. On the same set of coordinate axes, draw and clearly label the graphs of ,
and , using a domain of .
c. Describe the relationship between the three graphs. If c positive is a constant,
what happens when is transformed to ? How is the effect different from that
in Problem 1 above? (You will need to add screenshots of your graphs to
to support your conclusion).
d. What happens when c is negative? Investigate, show your work, and write
your conclusions.

3. Choose a function and perform a combination of two of the transformations described

above. (You will need to make your graphs and take screenshots here).
a. Write expressions for the original function and the transformed functions.
b. How do you expect each pair of transformations to affect the graph of the
original function? Write a conjecture (conclusion).
c. Graph the original function and the transformed function on the same set of
coordinate axes.
d. To what extent was your conjecture correct? Discuss any other results that
became clear from the graphs.

4. Write one paragraph summarising your findings in this investigation.

This exploration is going to be assessed on three of the five criteria that the maths IA is
assessed on:
Criterion A: Presentation
0

1-2 your work has some organization or some organization

• Some coherence but not well organised, or some organization but not coherent.
• No aim or rationale.
• Key explanations missing.
• Diagrams (if included) do not aid in the explanation.

3-4 your work has some organization and some organization

• Perhaps no (or weak) conclusion and/ or introduction.
• Coherent but not well organised, or well organised but not coherent.
• May include aim (or rationale or a plan)
• Aim doesn’t “fit” the rest of the paper.
• Some terms undefined
• Repetitive work and/or calculations.
• Tables, diagrams, graphs etc may not be explained.
• Some mathematical and/or non-mathematical explanations are missing
• The diagrams may not aid the explanation very much.
• This is the highest achievement if a Q and A format is used.

5-6 Your work is coherent and well-organized

• Solid introduction and conclusion
• Aim (and rationale) included or a plan
• No repetitive calculations.
• Most mathematical and/or non-mathematical explanations are clear.
• Diagrams, graphs, tables etc included, explained and aid in the exploration.
• Lacks conciseness (could be huge detracting tables that should be in an
appendix.)
• Typing errors may detract from the flow.
• May include irrelevancies (hence lack of conciseness.)
• References included.

7-8 Your work is coherent, well organised, and concise

• Strong introduction (which includes the context of the exploration/Aim/plan) and
conclusion
• Includes a clear aim (and rationale) at the onset.
• Exploration is logically developed.
• Mathematical and/or non-mathematical explanations are clear and concise.
• Graphs and tables are appropriately placed within the exploration; extra-large
tables are summarised in paper and then added in an appendix
• Easy to follow (written for a peer audience)
• Proper citations and references where appropriate.
A coherent exploration is logically developed, easy to follow, and meets its aim. This refers
to the overall structure/framework of the exploration: introduction, body, conclusion, and how
well the different parts link to each other.

A well-organized exploration includes an introduction, describes the aim of the exploration,

and has a conclusion. Relevant graphs, tables, and diagrams should accompany the work in
the appropriate parts. One should be able to read through without having to flip back and
forth(like having to look to the appendices to find graphs or tables of values)

A concise exploration does not show irrelevant or unnecessary repetitive

processes/calculations, graphs, or descriptions

Criterion B: Mathematical Communication.

1-2 There is some appropriate mathematical presentation.

• Poor or minimal use of notation, terminology, and/or mathematical symbols.
• References to colour yet printed in black and white.
• Diagrams, tables, graphs etc may be unrelated.
• Missed opportunities to show mathematical language.
• Paper is descriptive rather than mathematical
• Lack of appropriate ICT (information and communication technology) tools for the
task.

3-4 The exploration contains some relevant appropriate mathematical communication.

• Some use of notation, terminology, and/or mathematical symbols.
• Most of the diagrams, tables, and graphs are relevant.
• Shows some use of mathematical language.
• Paper is mostly mathematical
• Some use of appropriate ICT (information and communication technology) tools for
the task.

5-6 The mathematical communication is relevant, appropriate, and is mostly consistent.

• Most key terms and variables defined
• Mostly correct use of mathematical language, terminology, symbols and notation (no
*, or ^) use of approximate ≈ instead of equal, appropriate use of subscripts etc.
• Most appropriate use of ICT tools for the task.
• Most Graphs, diagrams etc are clear and appropriately scaled (zoomed in/out) and
labelled for clear communication. (ie. Some wasted space on the graph by the poor
choice of domain and range)

7-8 Mathematical communication is relevant, appropriate and consistent throughout.

• Key terms and variables explicitly defined.
• Correct use of mathematical language, terminology, symbols and notation (no *, or
^) use of approximate ≈ instead of equal, appropriate use of subscripts etc.
 • Appropriate and varied forms of mathematical representation used (formulae,
diagrams, tables, charts, graphs, models)
• Appropriate ICT tools are used for the task (ie, spreadsheet, GDC, desmos,
pencil, ruler, etc.)
• Appropriate degrees of accuracy for situations.
• Discrete versus continuous data clearly articulated if applicable.
• Graphs and diagrams appropriately labelled and scaled (zoomed in/out) for clear
communication.

The “mathematical communication” criterion assesses to what extent the student has:

• used appropriate mathematical language (notation, symbols, terminology). Calculator and

computer notation is acceptable only if it is software generated. Otherwise it is expected that

students use appropriate mathematical notation in their work

• defined key terms and variables, where required

• used multiple forms of mathematical representation, such as formulae, diagrams, tables,

charts, graphs and models, where appropriate

• used a deductive method and set out proofs logically where appropriate