# Performance Level Descriptors Algebra I

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2 Rate of Change F-IF.6-1a F-IF.6-1b F-IF.6-6a F-IF.6-6b Performance Level Descriptors Algebra I Algebra I: Sub-Claim A The student solves problems involving the Major Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Calculates and interprets the average rate of change of linear, exponential, quadratic, square root, cube root and piecewise-defined functions (presented symbolically or as a table) over a specified interval, and estimates the rate of change from a graph. Level 4: Meets Calculates the average rate of change of linear, exponential and quadratic functions (presented symbolically or as a table) over a specified interval and estimate the rate of change from a graph. Calculates the average rate of change of linear, exponential and quadratic functions (presented symbolically or as a table) over a specified interval. Calculates the average rate of change of linear, exponential and quadratic functions (presented as a table) over a specified interval. Compares rates of change associated with different intervals. Solving Algebraically A-REI.3 A-REI.4a-1 A-REI.4b-1 A.REI.4b-2 A-CED.4-1 A-CED.4-2 HS-Int.1 HS-Int.2 HS-Int.3-2 Algebraically solves linear equations, linear inequalities and quadratics in one variable (at complexity appropriate to the course), including those with coefficients represented by letters. Utilizes structure and rewriting as strategies for solving. Algebraically solves linear equations, linear inequalities and quadratics in one variable (at complexity appropriate to the course), including those with coefficients represented by letters. Algebraically solves linear equations, linear inequalities and quadratics in one variable (at complexity appropriate to the course). Algebraically solves linear equations and linear inequalities in one variable (at complexity appropriate to the course). Revised March 31, 2016 based on the new test design. Page 2 of 61

3 Solving Graphically A-CED.3-1 A-REI.10 A-REI.11-1a A-REI.12 Performance Level Descriptors Algebra I Algebra I: Sub-Claim A The student solves problems involving the Major Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Graphs and analyzes the solution sets of equations, linear inequalities and systems of linear inequalities. Finds the solutions to two polynomial functions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Level 4: Meets Graphs the solution sets of equations, linear inequalities and systems of linear equations and linear inequalities. Finds the solutions to two polynomial functions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Graphs the solution sets of equations and linear inequalities. Finds the solutions to two polynomial functions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Graphs the solution sets of equations and linear inequalities. Given the graph, identify the solutions of a system of two polynomial functions. Writes a system of linear inequalities given a context. Revised March 31, 2016 based on the new test design. Page 3 of 61

5 Function Transformations F-BF.3-1 F-BF.3-4 Performance Level Descriptors Algebra I Algebra I: Sub-Claim B The student solves problems involving the Additional and Supporting Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Identifies the effects of multiple transformations on graphs of linear and quadratic functions and finds the value of k given a transformed graph. Experiments with cases using technology. Identifies the effects of a single transformation on graphs of linear and quadratic functions, including f(x)+k, kf(x), f(kx) and f(x+k), and finds the value of k given a transformed graph. Identifies the effects of a single transformation on graphs of linear and quadratic functions, limited to f(x)+k and kf(x). Identifies the effects of a single transformation on graphs of linear and quadratic functions, limited to f(x)+k. Given the equation of a transformed linear or quadratic function, creates an appropriate graph. Revised March 31, 2016 based on the new test design. Page 5 of 61

6 Multiple Representations of Functions Performance Level Descriptors Algebra I Algebra I: Sub-Claim B The student solves problems involving the Additional and Supporting Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Writes and analyzes systems of linear equations in multistep contextual problems. Writes systems of linear equations in multi-step contextual problems. Writes systems of linear equations in multi-step contextual problems. Writes systems of linear equations in simple contextual problems. A-REI.6-1 F-LE.2-1 F-LE.2-2 F-IF.9-1 F-Int.1-1 S-ID.Int.1 S-ID.Int.2 HS-Int.1 HS-Int.2 HS-Int.3-1 HS-Int.3-2 Represents linear and exponential (with domain in the integers) functions symbolically, in real-life scenarios, graphically, with a verbal description, as a sequence and with inputoutput pairs to solve mathematical and contextual problems. Compares the properties of two functions represented in different ways, limited to linear, quadratic, exponential (with domains in the integers), square root, absolute value cube root, piecewise and step. Represents linear and exponential (with domain in the integers) functions symbolically, graphically and with input-output pairs to solve mathematical problems. Compares the properties of two functions represented in different ways, limited to linear, quadratic, and exponential (with domains in the integers). Given a symbolic representation, real life scenario, graph, verbal description, sequence or input-output pairs for linear and exponential functions (with domains in the integers), solves mathematical problems. Compares the properties of two functions represented in different ways, limited to linear and quadratic. Given a symbolic representation, real life scenario, graph, verbal description, sequence or inputoutput pairs for linear functions, solves mathematical problems. Compares the properties of two linear functions represented in different ways. Revised March 31, 2016 based on the new test design. Page 6 of 61

7 Summarizing Representing and Interpreting Data S-ID.5 S-ID.Int.1 S-ID.Int.2 Performance Level Descriptors Algebra I Algebra I: Sub-Claim B The student solves problems involving the Additional and Supporting Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Determines appropriate representations of categorical and quantitative data, summarizing and interpreting the data and characteristics of the representations. Describes and interprets possible associations and trends in the data. Determines appropriate representations of categorical and quantitative data, summarizing the data and characteristics of the representations. Given representations of categorical and quantitative data, summarizes the data and characteristics of the representations. Given representations of categorical and quantitative data, describes the characteristics of the representations. Revised March 31, 2016 based on the new test design. Page 7 of 61

8 Reasoning HS.C.2.1 HS.C.5.5 HS.C.5.6 HS.C HS.C.6.1 HS.C.8.1 HS.C.9.1 HS.C.10.1 HS.C.12.1 HS.C.16.2 HS.C.18.1 Performance Level Descriptors Algebra I Algebra I: Sub-Claim C In connection with content, the student expresses course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to precision when making mathematical statements. Level 5: Exceeds described in Sub-claims A and B, the student clearly constructs and communicates a complete response based on: the principle that a graph of an equation in two variables is the set of all its solutions reasoning about linear and exponential growth properties of rational numbers or irrational numbers transformations of functions a chain of reasoning to justify or refute algebraic, function, or linear-equation propositions or conjectures a given equation or system of equations the number or nature of solutions by: Level 4: Meets described in Sub-claims A and B, the student clearly constructs and communicates a response based on: the principle that a graph of an equation in two variables is the set of all its solutions reasoning about linear and exponential growth properties of rational numbers of rational numbers or irrational numbers transformations of functions a chain of reasoning to justify or refute algebraic, function, or linear-equation propositions or conjectures a given equation or system of equations the number or nature of solutions by: described in Sub-claims A and B, the student constructs and communicates a partial response based on: the principle that a graph of an equation in two variables is the set of all its solutions reasoning about linear and exponential growth properties of rational numbers or irrational numbers transformations of functions a chain of reasoning to justify or refute algebraic, function, or linear-equation propositions or conjectures a given equation or system of equations the number or nature of solutions by: described in Sub-claims A and B, the student constructs and communicates an incomplete response based on: using a logical approach based using a logical approach based on using a logical approach based using an approach based on a on a conjecture and/or stated a conjecture and/or stated on a conjecture and/or stated conjecture and/or stated or assumptions, utilizing assumptions, utilizing assumptions faulty assumptions mathematical connections mathematical connections providing a logical, but providing an incomplete or (when appropriate)providing an (when appropriate) incomplete, progression of illogical progression of steps or efficient and logical progression providing a logical progression of steps or chain of reasoning chain of reasoning of steps or chain of reasoning steps or chain of reasoning with performing minor calculation making an intrusive calculation with appropriate justification appropriate justification errors error performing precise calculations performing precise calculations using some grade-level using limited grade-level using correct grade-level using correct grade-level vocabulary, symbols and labels vocabulary, symbols and labels Revised March 31, 2016 based on the new test design. Page 8 of 61 the principle that a graph of an equation in two variables is the set of all its solutions reasoning about linear and exponential growth properties of rational numbers or irrational numbers transformations of functions a chain of reasoning to justify or refute algebraic, function or linear-equation propositions or conjectures a given equation or system of equations the number or nature of solutions by:

9 Performance Level Descriptors Algebra I Algebra I: Sub-Claim C In connection with content, the student expresses course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to precision when making mathematical statements. Level 5: Exceeds vocabulary, symbols and labels providing a justification of a conclusion determining whether an argument or conclusion is generalizable evaluating, interpreting and critiquing the validity of others responses, approaches and reasoning utilizing mathematical connections (when appropriate) and providing a counter-example where applicable Level 4: Meets vocabulary, symbols and labels providing a justification of a conclusion evaluating, interpreting and critiquing the validity of others responses, approaches and reasoning - utilizing mathematical connections (when appropriate) providing a partial justification of a conclusion based on own calculations evaluating the validity of others approaches and conclusions providing a partial justification of a conclusion based on own calculations Revised March 31, 2016 based on the new test design. Page 9 of 61

10 Performance Level Descriptors Algebra I Algebra I: Sub-Claim D In connection with content, the student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure and/or looking for and expressing regularity in repeated reasoning. Level 5: Exceeds Level 4: Meets Modeling knowledge, HS.D.1-1 skills, and abilities described in Sub-claims A and B, the student devises and enacts a plan described in Sub-claims A and B, described in Sub-claims A and B, described in Sub-claims A and B, HS.D.2-5 to apply mathematics in solving problems the student devises and enacts a the student devises and enacts the student devises a plan to HS.D.2-6 arising in everyday life, society and the plan to apply mathematics in a plan to apply mathematics in apply mathematics in solving HS.D.2-8 workplace by: solving problems arising in solving problems arising in problems arising in everyday HS.D.2-9 using state assumptions and making everyday life, society and the everyday life, society and the life, society and the workplace HS.D.3-1a assumption and approximations to workplace by: workplace by: by: HS.D.3-3a simplify a real-world situation (includes micro models) using stated assumptions and making assumptions using state assumptions and approximations to using stated assumptions and approximations to mapping relationships between important quantities and approximations to simplify a real-world simplify a real-world situation simplify a real-world situation selecting appropriate tools to create situation(include micromodels) between important quantities illustrating relationships identifying important models analyzing relationships mathematically mapping relationships quantities using provided tools to between important quantities to draw between important using provided tools to create models conclusion quantities create models analyzing relationships analyzing and/or creating constraints, selecting appropriate tools analyzing relationship mathematically to draw relationships and goals to create models mathematically between conclusions interpreting mathematical results in analyzing relationships important quantities to writing an algebraic the context of the situation mathematically between draw conclusions expression or equation to reflecting on whether the results make important quantities to interpreting mathematical describe a situation sense draw conclusions results in a simplified applying proportional improving the model if it has not served interpreting mathematical context reasoning and percentages its purpose results in the context of the reflecting on whether the using functions to describe writing a complete, clear and correct situation results make sense how one quantity of algebraic expression or equation to reflecting on whether the modifying the model if it interest depends on describe a situation results make sense has not served its purpose another applying proportional reasoning and improving the model if it has writing an algebraic using statistics percentages justifying and defending not served its purpose expression or equation to writing a complete, clear Revised March 31, 2016 based on the new test design. Page 10 of 61

11 Performance Level Descriptors Algebra I Algebra I: Sub-Claim D In connection with content, the student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure and/or looking for and expressing regularity in repeated reasoning. Level 5: Exceeds Level 4: Meets models which lead to a conclusion using functions in any form to describe how one quantity of interest depends on another using statistics using reasonable estimates of known quantities in a chain of reasoning that yields an estimate of an unknown quantity and correct algebraic expression or equation to describe a situation applying proportional reasoning and percentages writing and using functions in any form to describe how one quantity of interest depends on another using statistics using reasonable estimates of known quantities in a chain of reasoning that yields an estimate of an unknown quantity describe a situation applying proportional reasoning and percentages writing and using functions to describe how one quantity of interest depends on another using statistics using reasonable estimates of known quantities in a chain of reasoning that yields an estimate of an unknown quantity using estimates of known quantities in a chain of reasoning that yields an estimate of an unknown quantity Revised March 31, 2016 based on the new test design. Page 11 of 61

12 Performance Level Descriptors Geometry Congruence Transformations G-CO.6 G-CO.C Similarity G-SRT.1a G-SRT.1b G-SRT.2 G-SRT.5 Similarity in Trigonometry G-SRT.6 G-SRT.7-2 G-SRT.8 Geometry: Sub-Claim A The student solves problems involving the Major Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Determines and uses appropriate geometric theorems and properties of rigid motions, lines, angles, triangles and parallelograms to solve problems and prove statements about angle measurement, triangles, distance, line properties and congruence. Uses transformations and congruence and similarity criteria for triangles to prove relationships among geometric figures and to solve problems. Uses trigonometric ratios, the Pythagorean Theorem and the relationship between sine and cosine to solve right triangles in applied problems. Uses similarity transformations with right triangles to define trigonometric ratios for acute angles. Uses given geometric theorems and properties of rigid motions, lines, angles, triangles and parallelograms to solve routine problems and prove statements about angle measurement, triangles, distance, line properties and congruence. Uses transformations to determine relationships among simple geometric figures and to solve problems. Uses trigonometric ratios, the Pythagorean Theorem and the relationship between sine and cosine to solve right triangles in applied problems. Uses given geometric theorems and properties of rigid motions, lines, angles, triangles and parallelograms to solve routine problems and reason about angle measurement, triangles, distance, line properties and congruence. Identifies transformation relationships in simple geometric figures. Uses trigonometric ratios and the Pythagorean Theorem to determine the unknown side lengths and angle measurements of a right triangle. Uses given geometric theorems and properties of rigid motions, lines, angles, triangles and parallelograms to solve routine problems. Identifies transformation relationships in simple geometric figures in cases where an image is provided. Uses trigonometric ratios and the Pythagorean Theorem to determine the unknown side lengths of a right triangle. Revised March 31, 2016 based on the new test design. Page 12 of 61

13 Modeling and Applying G-SRT.7-2 G-SRT.8 G-GPE.6 G-Int.1 Performance Level Descriptors Geometry Geometry: Sub-Claim A The student solves problems involving the Major Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Uses geometric relationships in the coordinate plane to solve problems involving area, perimeter and ratios of lengths. Applies geometric concepts and trigonometric ratios to describe, model and solve applied problems (including design problems) related to the Pythagorean Theorem, density, geometric shapes, their measures and properties. Uses geometric relationships in the coordinate plane to solve problems involving area, perimeter and ratios of lengths. Applies geometric concepts to describe, model and solve applied problems related to the Pythagorean Theorem, geometric shapes, their measures and properties. Uses provided geometric relationships in the coordinate plane to solve problems involving area and perimeter. Applies geometric concepts to describe, model and solve applied problems related to the Pythagorean Theorem, geometric shapes, their measures and properties. Uses provided geometric relationships in the coordinate plane to solve problems involving area and perimeter. Applies geometric concepts to describe, model and solve applied problems related to geometric shapes, their measures, and properties. Revised March 31, 2016 based on the new test design. Page 13 of 61

14 Transformations G-CO.1 G-CO.3 G-CO.5 Performance Level Descriptors Geometry Geometry: Sub-Claim B The student solves problems involving the Additional and Supporting Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Given a figure and a sequence of transformations, draws the transformed figure. Uses precise geometric terminology to specify a sequence of transformations that will carry a figure onto itself or another. Given a figure and a transformation, draws the transformed figure. Specifies a sequence of transformations that will carry a figure onto another. Given a figure and a transformation, draws the transformed figure. Given a figure and a transformation, identifies a transformed figure. Geometric Constructions G-CO.D Understands geometric constructions: copying a segment, copying an angle, bisecting an angle, bisecting a segment, including the perpendicular bisector of a line segment. Understands geometric constructions: copying a segment, copying an angle, bisecting an angle, bisecting a segment, including the perpendicular bisector of a line segment. Understands basic geometric constructions: copying a segment, copying an angle, bisecting an angle, bisecting a segment, including the perpendicular bisector of a line segment. Understands basic geometric constructions: copying a segment, and copying an angle. Given a line and a point not on the line, uses a variety of tools and methods to construct perpendicular and parallel lines. Given a line and a point not on the line, constructs perpendicular and parallel lines. Uses a variety of tools and methods to construct equilateral triangles, squares, and hexagons inscribed in circles. Revised March 31, 2016 based on the new test design. Page 14 of 61

15 Applying Geometric Properties and Theorems G-C.2 G-C.B G-GPE.1-1 G-GPE.1-2 Performance Level Descriptors Geometry Geometry: Sub-Claim B The student solves problems involving the Additional and Supporting Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Applies properties and theorems of angles, segments and arcs in circles to solve problems and model relationships. Completes the square to find the center and radius of a circle given by an equation. Applies properties and theorems of angles, segments and arcs in circles to solve problems. Completes the square to find the center and radius of a circle given by an equation. Applies properties and theorems of angles, segments and arcs in circles to solve problems. Applies properties and theorems of angles and segments to solve problems. Geometric Formulas G-GMD.1 G-GMD.3 G-GMD.4 Uses volume formulas to solve mathematical and contextual problems that involve cylinders, pyramids, cones and spheres. Uses dissection arguments, Cavalieri s principle and informal limit arguments to support the formula for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Using formulas, determines the volume of cylinders, pyramids, cones and spheres. Gives an informal argument for the formula for the circumference of a circle and area of a circle, including dissection arguments. Using formulas, determines the volume of cylinders, pyramids, cones and spheres. Using formulas, determines the volume of cylinders, pyramids, cones and spheres. Identifies the shapes of twodimensional cross-sections of three-dimensional objects and identifies three-dimensional objects generated by rotations of two-dimensional objects. Identifies the shapes of twodimensional cross-sections of three-dimensional objects. Identifies the shapes of twodimensional cross-sections of three-dimensional objects. Identifies the shapes of twodimensional cross-sections of three-dimensional objects, when cross sections are parallel or perpendicular to a base/face. Revised March 31, 2016 based on the new test design. Page 15 of 61

16 Reasoning HS.C.13.1 HS.C.13.2 HS.C.13.3 HS.C.14.1 HS.C.14.2 HS.C.14.3 HS.C.14.5 HS.C.14.6 HS.C HS.C.18.2 Performance Level Descriptors Geometry Geometry: Sub-Claim C In connection with content, the student expresses course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to precision when making mathematical statements. Level 5: Exceeds Level 4: Meets described in Sub-claims A and B, the student clearly constructs and communicates a complete response based on: a chain of reasoning to justify or refute algebraic and/or geometric propositions or conjectures geometric reasoning in a coordinate setting, OR a response to a multi-step problem, by: using a logical approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate) providing an efficient and logical progression of steps or chain of reasoning with appropriate justification performing precise calculation using correct grade- level vocabulary, symbols and labels providing a justification of a conclusion determining whether an argument or conclusion is generalizable evaluating, interpreting and critiquing the validity of others responses, approaches and described in Sub-claims A and B, the student clearly constructs and communicates a response based on: a chain of reasoning to justify or refute algebraic and/or geometric propositions or conjectures geometric reasoning in a coordinate setting, OR a response to a multi-step problem, by: using a logical approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate) providing a logical progression of steps or chain of reasoning with appropriate justification performing precise calculations using correct grade-level vocabulary, symbols and labels providing a justification of a conclusion evaluating, interpreting and critiquing the validity of others responses, approaches and reasoning utilizing mathematical connections (when appropriate). described in Sub-claims A and B, the student constructs and communicates a partial response based on: a chain of reasoning to justify or refute algebraic and/or geometric propositions or conjectures geometric reasoning in a coordinate setting, OR a response to a multi-step problem, by: using a logical approach based on a conjecture and/or stated assumptions providing a logical, but incomplete, progression of steps or chain of reasoning performing minor calculation errors using some grade-level vocabulary, symbols and labels providing a partial justification of a conclusion based on own calculations evaluating the validity of others approaches and conclusions described in Sub-claims A and B, the student constructs and communicates an incomplete response based on: a chain of reasoning to justify or refute algebraic and/or geometric propositions or conjectures geometric reasoning in a coordinate setting, OR a response to a multi-step problem, by : using an approach based on a conjecture and/or stated or faulty assumptions providing an incomplete or illogical chain of reasoning, or progression of steps making an intrusive calculation error using limited grade-level vocabulary, symbols and labels providing a partial justification of a conclusion based on own calculations Revised March 31, 2016 based on the new test design. Page 16 of 61

17 Performance Level Descriptors Geometry Geometry: Sub-Claim C In connection with content, the student expresses course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to precision when making mathematical statements. Level 5: Exceeds Level 4: Meets reasoning utilizing mathematical connections (when appropriate) and providing a counter example where applicable. Revised March 31, 2016 based on the new test design. Page 17 of 61

18 Performance Level Descriptors Geometry Geometry: Sub-Claim D In connection with content, the student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure and/or looking for and expressing regularity in repeated reasoning. Level 5: Exceeds Level 4: Meets Modeling HS.D.1-2 described in Sub-claims A and B, described in Sub-claims A and B, described in Sub-claims A and B, described in Sub-claims A and B, HS.D.2-1 devises and enacts a plan to apply devises and enacts a plan to apply devises and enacts a plan to apply devises a plan to apply HS.D.2-2 mathematics in solving problems mathematics in solving problems mathematics in solving problems mathematics in solving problems HS.D.2-11 arising in everyday life, society and arising in everyday life, society and arising in everyday life, society and arising in everyday life, society and HS.D.3-2a the workplace by: the workplace by: the workplace by: the workplace by: HS.D.3-4a using stated assumptions and using stated assumptions and using stated assumptions and using stated assumptions and making assumptions and making assumptions and approximations to simplify a realworld approximations to simplify a real- approximations to simplify a reworld approximations to simplify a realmodelsmodels) situation world situation situation (includes microworld situation (includes micro- illustrating relationships between identifying important quantities important quantities using provided tools to create mapping relationships between mapping relationships between using provided tools to create models important quantities important quantities models analyzing relationships selecting appropriate tools to selecting appropriate tools to analyzing relationships mathematically to draw create models create models mathematically between conclusions analyzing relationships analyzing relationships important quantities to draw writing an algebraic expression or mathematically between mathematically between conclusions equation to describe a situation important quantities to draw important quantities to draw interpreting mathematical results applying proportional reasoning conclusion conclusions in a simplified context and percentages analyzing and/or creating interpreting mathematical results reflecting on whether the results applying common geometric constraints, relationships and in the context of the situation make sense principles and theorems goals reflecting on whether the results modifying the model if it has not using functions to describe how interpreting mathematical results make sense served its purpose one quantity of interest depends in the context of the situation improving the model if it has not writing an algebraic expression on another reflecting on whether the results served its purpose or equation to describe a using estimates of known make sense writing a complete, clear and situation quantities in a chain of reasoning improving the model if it has not correct algebraic expression or applying proportional that yields an estimate of an served its purpose equation to describe a situation reasoning and percentages unknown quantity writing a complete, clear and applying proportional applying geometric principles Revised March 31, 2016 based on the new test design. Page 18 of 61

19 Performance Level Descriptors Geometry Geometry: Sub-Claim D In connection with content, the student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure and/or looking for and expressing regularity in repeated reasoning. Level 5: Exceeds Level 4: Meets correct algebraic expression or equation to describe a situation applying proportional reasoning and percentages justifying and defending models which lead to a conclusion applying geometric principles and theorems writing and using functions in any form to describe how one quantity of interest depends on another using reasonable estimates of known quantities in a chain of reasoning that yields an estimate of an unknown quantity reasoning and percentages applying geometric principles and theorems writing and using functions in any form to describe how one quantity of interest depends on another using reasonable estimates of known quantities in a chain of reasoning that yields an estimate of an unknown quantity and theorems writing and using functions to describe how one quantity of interest depends on another using reasonable estimates of known quantities in a chain of reasoning that yields an estimate of an unknown quantity Revised March 31, 2016 based on the new test design. Page 19 of 61

20 Equivalent Expressions N-RN.2 A.Int.1 A-REI.2 A-SSE.2-3 A-SSE.2-6 A-SSE.3c-2 Performance Level Descriptors Algebra II Algebra II: Sub-Claim A The student solves problems involving the Major Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Uses mathematical properties and structure of polynomial, exponential, rational and radical expressions to create equivalent expressions that aid in solving mathematical and contextual problems. Rewrites exponential expressions to reveal quantities of interest that may be useful. Uses mathematical properties and structure of polynomial, exponential and rational expressions to create equivalent expressions. Rewrites exponential expressions to reveal quantities of interest that may be useful. Uses provided mathematical properties and structure of polynomial and exponential expressions to create equivalent expressions. Uses provided mathematical properties and structure of exponential expressions to identify equivalent expressions. Interpreting Functions A-APR.2 A-REI.11-2 F-IF.4-2 F.Int.1-2 Uses mathematical properties and relationships to reveal key features of polynomial, exponential, rational, trigonometric and logarithmic functions, using them to sketch graphs and identify characteristics of the relationship between two quantities, and applying the remainder theorem where appropriate. Interprets key features of graphs and tables, and uses mathematical properties and relationships to reveal key features of polynomial, exponential and rational functions, using them to sketch graphs. Uses provided mathematical properties and relationships to reveal key features of polynomial and exponential functions, using them to sketch graphs. Given a graph of a polynomial or exponential function, identifies key features. Revised March 31, 2016 based on the new test design. Page 20 of 61

21 Rate of Change F-IF.6-2 F-IF.6-7 Performance Level Descriptors Algebra II Algebra II: Sub-Claim A The student solves problems involving the Major Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Calculates and interprets the average rate of change of polynomial, exponential, logarithmic or trigonometric functions (presented symbolically or as a table) over a specified interval, and estimates the rate of change from a graph. Calculates the average rate of change of polynomial and exponential functions (presented symbolically or as a table) over a specified interval, and estimates the rate of change from a graph. Calculates the average rate of change of polynomial and exponential functions (presented symbolically or as a table) over a specified interval. Calculates the average rate of change of polynomial and exponential functions (presented as a table) over a specified interval. Compares rates of change associated with different intervals. Building Functions A-SSE.4-2 F-BF.1b-1 F-BF.2 F.Int.1-2 Builds functions that model mathematical and contextual situations, including those requiring trigonometric functions, sequences and combinations of these and other functions, and uses the models to solve, interpret and generalize about problems. Builds functions that model mathematical and contextual situations, including those requiring trigonometric functions, sequences and combinations of these and other functions, and uses the models to solve and interpret problems. Builds functions that model mathematical and contextual situations, limited to those requiring arithmetic and geometric sequences, and uses the models to solve and interpret problems. Identifies functions that model mathematical and contextual situations, limited to those requiring arithmetic and geometric sequences. Revised March 31, 2016 based on the new test design. Page 21 of 61

22 Statistics & Probability S-IC.3-1 Performance Level Descriptors Algebra II Algebra II: Sub-Claim A The student solves problems involving the Major Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Determines why a sample survey, experiment or observational study is most appropriate. Given an inappropriate choice of a sample survey, experiment or observational study, identifies and supports the appropriate choice. Determines how to change the scenario to make the choice appropriate. Determines whether a sample survey, experiment or observational study is most appropriate. Identifies whether a given scenario represents a sample survey, experiment or observational study. Identifies characteristics of a sample survey, experiment or observational study. Revised March 31, 2016 based on the new test design. Page 22 of 61

23 Performance Level Descriptors Algebra II Interpreting Functions F-IF.7c F-IF.7e-1 F-IF.7e-2 F-IF.8b F-IF.9-2 F-Int.1-2 Equivalent Expressions N-CN.1 N-CN.2 A-APR.6 Algebra II: Sub-Claim B The student solves problems involving the Additional and Supporting Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Given multiple functions in different forms (algebraically, graphically, numerically and by verbal description), writes multiple equivalent versions of the functions, and identifies and compares key features. Graphs exponential, polynomial, trigonometric, and logarithmic functions, showing key features. Uses commutative, associative and distributive properties to perform operations with complex numbers. Rewrites simple rational expressions using inspection or long division. Given functions represented algebraically, graphically, numerically and by verbal description, writes multiple equivalent versions of the functions and identifies key features. Graphs exponential and polynomial functions, showing key features. Uses commutative, associative and distributive properties to perform operations with complex numbers. Rewrites simple rational expressions using inspection. Given functions represented algebraically, graphically, numerically and by verbal description, writes equivalent versions of the functions, and identifies key features. Graphs polynomial functions, showing key features. Uses commutative and associative properties to add and subtract complex numbers and multiply a complex number by a real number. Given functions represented algebraically, graphically, numerically and by verbal description, identifies key features of the functions. Uses commutative and associative properties to add and subtract complex numbers. Revised March 31, 2016 based on the new test design. Page 23 of 61

24 Performance Level Descriptors Algebra II Function Transformations F-BF.3-2 F-BF.3-3 F-BF.3-5 Algebra II: Sub-Claim B The student solves problems involving the Additional and Supporting Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Identifies the effects of multiple transformations on graphs of polynomial, exponential, logarithmic and trigonometric functions, and determines if the resulting function is even or odd. Identifies the effects of a single transformation on graphs of polynomial, exponential, logarithmic and trigonometric function - including f(x)+k, kf(x), f(kx), and f(x+k) and determines if the resulting function is even or odd. Identifies the effects of a single transformation on graphs of polynomial, exponential, logarithmic and trigonometric functions - limited to f(x)+k and kf(x) - and determines if the resulting function is even or odd. Identifies the effects of a single transformation on graphs of polynomial and exponential functions - limited to f(x)+k. Trigonometry F-TF.1 F-TF.8-2 Given a trigonometric value and quadrant for an angle, utilizes the structure and relationships of trigonometry, including relationships in the unit circle, to identify other trigonometric values for that angle, and describes the relationship between the radian measure and the subtended arc in the circle. Given a trigonometric value and quadrant for an angle, utilizes the structure and relationships of trigonometry, including relationships in the unit circle, to identify other trigonometric values for that angle. Given a trigonometric value and quadrant for an angle, utilizes the structure and relationships of trigonometry to identify other trigonometric values for that angle. Given a trigonometric value for an angle in quadrant 1, utilizes the structure and relationships of trigonometry to identify other trigonometric values for that angle. Revised March 31, 2016 based on the new test design. Page 24 of 61

25 Solving Equations and Systems N-CN.7 A-REI.4b-2 A-REI.6-2 A-REI.7 F-Int.3 F-BF.Int.2 F-LE.2-3 HS-Int.3-3 Performance Level Descriptors Algebra II Algebra II: Sub-Claim B The student solves problems involving the Additional and Supporting Content for the grade/course with connections to the Standards for Mathematical Practice. Level 5: Exceeds Level 4: Meets Solves multi-step contextual word problems involving linear, exponential, quadratic (with real or complex solutions) and trigonometric equations and systems of equations, using inverses where appropriate. Constructs linear and exponential function models in multi step contextual problems. Solves problems involving linear, exponential, quadratic (with real or complex solutions) and trigonometric equations and systems of equations, using inverses where appropriate. Constructs linear and exponential function models in multi-step contextual problems with mathematical prompting. Solves problems involving linear, exponential and quadratic (with real solutions) equations and systems of equations, using inverses where appropriate. Constructs linear and exponential function models in multi step contextual problems with mathematical prompting. Solves problems involving linear, exponential and quadratic (with real solutions) equations. Constructs linear function models in multi-step contextual problems with mathematical prompting. Data Univariate and Bivariate S-ID.4 S-ID.6a-1 S-ID.6a-2 Uses the means and standard deviations of data sets to fit them to normal distributions. Fits exponential and trigonometric functions to data in order to solve multi- step contextual problems. Uses the means and standard Uses the means and standard deviations of data sets to fit them deviations of data sets to fit to normal distributions. them to normal distributions. Fits exponential functions to data in order to solve multistep contextual problems. Uses fitted exponential functions to solve multi-step contextual problems. Identifies the mean and standard deviation of a given normal distribution. Determines when models fitted to data are inappropriate. Revised March 31, 2016 based on the new test design. Page 25 of 61

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