Getting Started 
Misconception/Error The studentâ€™s graph does not accurately represent key features of the verbal description. 
Examples of Student Work at this Level The graph shows the taxiâ€™s speed increasing over the entire 30 minutes. No decreasing speeds or stops of the taxi are shown.

Questions Eliciting Thinking Look at the labels on the axes. What variables are you actually graphing?
What words in the description tell you how to sketch the beginning of the graph?
What points did you graph? How do your points compare to the description? 
Instructional Implications Ask the student to identify the two variable to be graphed and to carefully read the problem to find descriptions of the two variables and their relationship. Guide the student to first divide the time axis into the various time intervals described in the problem. Then, have the student verbally describe what is happening during each interval of time. Assist the student in translating the verbal description for each time interval into a section of the graph that models the taxiâ€™s speed and acceleration. Highlight key words describing the taxiâ€™s speed and acceleration over time to help the student relate the action words with features of the graph. Provide additional opportunities for the student to graph quantities described verbally.
Provide instruction on graphing a relationship between two quantities given in context. Ask the student to interpret key features of the graph (e.g., intercepts, maximums and minimums) in context. 
Moving Forward 
Misconception/Error The studentâ€™s graph does not accurately represent the specific time frames given in the verbal description. 
Examples of Student Work at this Level The studentâ€™s graph shows increases and decreases of the taxiâ€™s speed but does not correctly represent the times stated in the description. The constant speed of 30 mph for three minutes or 45 mph for ten minutes is only represented on the graph as a point.Â
The graph represents the taxi's speed as 30 mph at the start of the trip. Time spent at the red light stop is only represented as a point at zero mph.
Increases and decreases in speed are shown as vertical segments on the graph, not gradually sloped segments. The 10 minute interval at 45 mph is shown as only 9 minutes long.

Questions Eliciting Thinking What words in the description are shown by this portion of your graph? What is the taxi doing during this part of the trip?
Think about driving a car or your bike. When you increase your speed gradually, what does that mean?
When you press the brake of a car or bike to gradually stop, what happens?
How could you show 30 mph for 3 minutes in the graph? How could you show 45 mph for 10 minutes in the graph? 
Instructional Implications Read the verbal description aloud with the student, emphasizing the words that describe intervals of time and the speed or acceleration of the taxi. Guide the student to divide the time axis into intervals described in the problem. Then ask the student to review the problem description to determine the speed or acceleration of the taxi during each interval. Ask the student to revise his or her graph and provide feedback.
Provide continued instruction and practice on sketching graphs that model relationships between variables from verbal descriptions and describing key features of graphs in terms of the context.
Consider implementing MFAS task Bike Race (FIF.2.4). 
Almost There 
Misconception/Error The studentâ€™s graph contains minor errors. 
Examples of Student Work at this Level The student's graph:
 Does not begin the graph at (0, 0).
 Shows horizontal segments representing time spent at the red light or at a constant speed that are slightly shorter or longer than expressed in the verbal description.

Questions Eliciting Thinking How long does your graph show the taxi stopped at the red light? How long does the description state?
How long does your graph show the taxi maintaining a speed of 45 mph?
What is a gradual stop? How does a sudden stop differ from a gradual stop? 
Instructional Implications Provide additional opportunities to sketch graphs from verbal descriptions and to describe specific key features of the graphs. Have the student pair with another Almost There or Got It student to compare graphs and reconcile any differences.
Consider implementing MFAS task Bike Race (FIF.2.4). 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The studentâ€™s graph is accurate and the time frames of the stops and constant speeds are represented accurately.

Questions Eliciting Thinking How would your graph look if the taxi had to make a sudden stop?
Can you think of an example of a situation in which the graph would have a minimum that is a negative number? A maximum that is negative number? No xintercepts? 
Instructional Implications Review the vocabulary associated with features of graphs: increasing, decreasing, minimum, maximum, intercepts, symmetry, end behavior, and periodicity. Provide additional opportunities to sketch more complex graphs from verbal descriptions and to interpret key features of graphs in terms of the relationship between the variables described. 