**The long name is “Here’s the graph of the derivative, tell me things about the function.”**

Most often students are given the graph identified as the derivative of a function. There is no equation given and it is not expected that students will write the equation (although this may be possible); rather, students are expected to determine important features of the function directly from the graph of the derivative. They may be asked for the location of extreme values, intervals where the function is increasing or decreasing, concavity, etc. They may be asked for function values at points.

The graph may be given in context and student will be asked about that context. The graph may be identified as the velocity of a moving object and questions will be asked about the motion and position. (Type 2)

Less often the function’s graph may be given and students will be asked about its derivatives.

**What students should be able to do:**

- Read information about the function from the graph of the derivative. This may be approached as a derivative techniques or antiderivative techniques.
- Find where the function is increasing or decreasing.
- Find and justify extreme values (1
^{st}and 2^{nd}derivative tests, Closed interval test aka. Candidates’ test). - Find and justify points of inflection.
- Find slopes (second derivatives, acceleration) from the graph.
- Write an equation of a tangent line.
- Evaluate Riemann sums from geometry of the graph only.
- FTC: Evaluate integral from the area of regions on the graph.
- FTC: The function,
*g*(*x*), maybe defined by an integral where the given graph is the graph of the integrand,*f*(*t*), so students should know that if, then and . In this case students should write on their answer paper, so it is clear to the reader that they understand this.

Not only must students be able to identify these things, but they are usually asked to justify their answer and reasoning. See Writing on the AP Exams for more on justifying and explaining answers.

The ideas and concepts that can be tested with this type question are numerous. The type appears on the multiple-choice exams as well as the free-response. They have accounted for almost 20% of the points available on recent tests. It is very important that students are familiar with all the ins and outs of this situation.

As with other questions, the topics tested come from the entire year’s work, not just a single unit. In my opinion many textbooks do not do a good job with these topics.

Study past exams; look them over and see the different things that can be asked.

For some previous posts on this subject see October 15, 17, 19, 24, 26 (my most read post), 2012 and January 25, 28, 2013

An activity on this topic is here. The first pages are the teacher’s copy and solution. Then there are copies for Groups A, B, and C. Divide your class into 3 or 6 or 9 groups and give one copy to each. After they complete their activity have the students compare their results with the other groups.

Added 4-1-17

Next Posts:

Tuesday March 14: Area and Volume (Type 4)

Friday March 17: Table and Riemann sums (Type 5)

Tuesday Match 21: Differential Equations (Type 6)

Friday March 24: Others (Type 7: related rates, implicit differentiation, etc.)

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