Problem 1:
Some of the pro’s to this method of grading is if the student does not know the answer they are not penalized as much for not guessing. The con’s are that kids might not try to answer all the questions thinking it does not matter as much. I feel like this would work best with English and History test where the student thinks of sometime from literature differently than the teacher does or if they forgotten the information for History. Math and Science usually only have one right answer so the student should be able to find it eventually. I think that 7 points for a correct answer is a bit high, as the -1 for not trying is a bit low. My scale would be 5 points correct, -3 incorrect, but keep the -1 blank.

Problem 3:
Each quadratic has two solutions. The first one is the only one where all three methods would work as the other two would have fractions that do not add up to the “b” value. I prefer the complete the square method as I find it easiest. The quadratic formula will always work while factoring only works when the numbers play nice with each other. Complete the square works best only when the “a” value equals 1.

Problem 6:
y=3x+1 and y=-2x-8 is a good system to graph.
x=5y+1 and 2y+2x=10 is a good system for substitution.
4x+3y=14 and -4x+5y=8 is a good system for elimination.
If the system is in y=mx+b form then graphing is simple. When a variable is already, or easily, alone on one side of the equation then substitution is great. Finally if the same variable from the two equations are opposite each other than they cancel out and you’re left with one variable thats simple to solve.

Problem 7:
Absolute Value graphs act like linear graphs until there lowest or highest point. The slope of an absolute value graph and linear graph would look the same until the absolute value reaches its maximum , then it become the opposite slope.

Problem 9:
The y-intercept is where the line crosses the y axis. This is called the b term, and as the b term changes, where the line crosses the y axis changes to the number the b term is equivalent to. The slope is the m term, and as the m term increases from 1 the line gets steeper going up. If the slope is less than 1 then the line gets steeper going down. If the m term equals 0 then the line is flat and parallel to the x axis.