Mathematics Diagnostic Algebra I. Scoring Guide
|
|
- Earl Robertson
- 6 years ago
- Views:
Transcription
1 Mathematics Diagnostic Algebra I Scoring Guide
2 Mathematics Algebra I Mathematics, Diagnostic Algebra I In participating districts, all students in grades 3 8, and high school Algebra I and Geometry, will take the LEAP 360 mathematics diagnostic assessments, which are designed to: identify the specific prerequisite skills individual students or groups of students need in order to be successful with major content for the current grade; help teachers to understand student performance on previous grade-level content that is prerequisite knowledge for current grade; and assist teachers with meaningful, yet ambitious, goal setting for student learning targets. The purpose of this Scoring Guide is to provide teachers with the necessary information, guidance, and tools to score and interpret students responses to Reasoning (Type II) and Modeling (Type III) Constructed-Response (CR) items that align to Louisiana Student Mathematics Standards. The CRs, scoring rubrics, and numerous samples of student responses have been selected to ensure that teachers score actual responses fairly, accurately, and consistently. This document provides the scoring information and practice scoring exercise for the two CRs in the Algebra I Diagnostic Mathematics assessment: Item 54: Modeling Item 55: Reasoning There are 8 anchor papers selected to illustrate the types of student responses that earn each possible number of points, or score, for each item. Each anchor paper is annotated to describe the rationale for the earned score. Scorers should: Review the alignment of the item (Evidence Statement and Standard[s]) as well as the metadata (Point Value, Depth of Knowledge [DOK], and Difficulty). Review the item. Review the rubric. Read each bullet point and each score point descriptor carefully. Read the student work and annotated scoring notes for each anchor paper. 1
3 Mathematics Algebra I, Item 54 Alignment Mathematics, Diagnostic Algebra I Task Type: Modeling (Type III) Evidence Statement: LEAP.III.A1.1: Solve multi-step contextual problems with degree of difficulty appropriate to the course, requiring application of knowledge and skills articulated in 7.RP.A, 7.NS.3, 7.EE, and/or 8.EE. Primary Standard: 8.EE.C.8: Analyze and solve pairs of simultaneous linear equations. c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. Secondary Standard: 8.EE.C.7: Solve linear equations in one variable. b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Point Value: 3 DOK: 2 Difficulty: Medium 2
4 Mathematics Algebra I, Item 54 Constructed-Response Item An airplane has a total of 414 packets of crackers, pretzels, and peanuts available for passengers. There are n packets of crackers. The number of packets of pretzels is 9 more than twice the number of packets of crackers. The number of packets of peanuts is 3 times the number of packets of pretzels. Part A Which equation can be used to determine the number of packets of crackers, n, on the airplane? A. 6n + 9 = 414 B n = 414 C. 9n + 36 = 414 D n = 414 Part B The airplane has seats for 144 passengers. The seats are arranged in 48 rows, with 3 seats in each row. There are 132 passengers on a certain flight. There are exactly 2 passengers in x rows. There are exactly 3 passengers in y rows. Write a system of linear equations that can be used to model the situation. Use your system to determine the number of rows with exactly 2 passengers and the number of rows with exactly 3 passengers. Show your work. 3
5 Mathematics Algebra I, Item 54 Scoring Information Mathematics, Diagnostic Algebra I Part A (1 point) Answer Key: C Rationale A: used 3x for the number of packets of peanuts Rationale B: used 3x for the number of packets of peanuts and switched the placement of the variable Rationale C: correct [ n+ 2n ( 2n+ 9) = 414 3n n+ 27 = 414 ] Rationale D: switched the placement of the variable Part B (2 points) Correct system of equations (1 point) Correct solution, with work shown (1 point) Sample Student Response: x + y = y = y = y = 132 y = 36 x + 36 = 48 x = 12 There are 12 rows with exactly 2 passengers. There are 36 rows with exactly 3 passengers. 3 The student earns 3 points. 2 The student earns 2 points. 1 The student earns 1 point. 0 The student s response is incorrect, irrelevant to the skill or concept being measured, or blank. 4
6 Mathematics Algebra I, Item 54 Anchor Set Mathematics, Diagnostic Algebra I The sample Algebra I, Item 54, student responses or anchor set included in this section of the Scoring Guide are provided to ensure that teachers understand how to apply the rubrics reliably and consistently. The anchor set includes annotated references to both the rubric and specific examples from the student responses to exemplify why the response received a particular score. 5
7 Anchor Paper #1 Part A C Part B x y 48 3y 132 3y y x x x x x 4 3 x y 48 y 36 Score Information: 3 The response to Part A is correct (1). The response to Part B includes a correct system of equations (1), and a correct solution, with work shown (1). 6
8 Anchor Paper #2 A) choice C B) 3y 132 x y 48 x 48 y 2 48 y 3y y 3y y 132 y 36 x x rows of 2 and 36 rows of 3 Score Information: 3 The response to Part A is correct (1). The response to Part B includes a correct system of equations (1), and a correct solution, with work shown (1). 7
9 Anchor Paper #3 Part A: the answer I choose is A. Part B: the system of equations would be x y 48 3y 132 x y 48 x 48 y 3y y 3y y 3y y 132 y 36 y 36 so x 12 because Score Information: 2 The response to Part A is incorrect (0). The response to Part B includes a correct system of equations (1), and a correct solution, with work shown (1). 8
10 Anchor Paper #4 Part A C. Part B x y 48 3y 144 x y y 96 3y 144 2y 96 y 48 y 48, x 0 their are 0 rows with 2 passengers and 48 rows with 3 Score Information: 2 The response to Part A is correct (1). The response to Part B includes an incorrect system of equations (0), but a correct process to determine the solution, with work shown (1). 9
11 Anchor Paper #5 Part A: C. 9n Part B: 3y 132 x 1.5y y 66 3y 132 3y 66 3y 132 6y y 66 y 11 x x 82.5 Score Information: 1 The response to Part A is correct (1). The response to Part B includes only one equation (0), and an incorrect solution, with incorrect work shown (0). 10
12 Anchor Paper #6 A. The equation that can be used to determine the number of packets of crackers is C. 9n B. 3y 48 3y 144 Score Information: 1 The response to Part A is correct (1). The response to Part B includes an incorrect system of equations (0), and no solution or work shown (0). 11
13 Anchor Paper #7 Part A = B. Part B = 144 total passengers 48 rows 3 seats Score Information: 0 The response to Part A is incorrect (0). The response to Part B includes only one (incorrect) equation (0), and no solution or work shown (0). 12
14 Anchor Paper #8 Part A: A. 6n Part B: y 132 x 3y 132 6y y y x 44 Score Information: 0 The response to Part A is incorrect (0). The response to Part B includes an incorrect system of equations (0), and an incorrect solution, with incorrect work shown (0). 13
15 Mathematics Algebra I, Item 54 Practice Scoring Exercise Five (5) sample responses have been selected and presented here to help scorers calibrate their expectations and judgments and to ensure student responses are accurately and consistently scored. Scorers should: Review the rubric again. Read each bullet point and each score point descriptor carefully. Read each sample response. Give each sample response a score based on the rubric. Compare your scores with the key, noting any differences in how the responses were scored. Begin scoring student responses when confident that the rubric can be applied accurately and consistently. 14
16 Mathematics Algebra I, Item 54, Practice Scoring Exercise Paper Score Justification for Score #1 #2 #3 #4 #5 15
17 Practice Paper #1 Part A D. Part B y 132 y x x x x 12 8x x
18 Practice Paper #2 Part A - C Part B x y 48 3y 132 y 48 x 3y y 44 x x 44 x x x 3 12 x 12 y 48 y 36 17
19 Practice Paper #3 Part A Answer: C. Part B x y 48 3x 2y 132 x y y 96 3x 2y 132 2y 96 x y 48 y 12 there are 12 rows with 3 passengers and 36 rows with 2 passengers 18
20 Practice Paper #4 Part A A Part B 3y x 144 x y y 132 3y 126 y rows have 2 passengers and 42 rows have 3 passengers. 19
21 Practice Paper #5 Part A: C.) 9n Part B: 3y
22 Mathematics Algebra I, Item 54 Practice Scoring Exercise Key Paper Score Justification for Score #1 0 The response to Part A is incorrect (0). The response to Part B includes an incorrect system of equations (0), and an incorrect solution, with incorrect work shown (0). #2 3 The response to Part A is correct (1). The response to Part B includes a correct system of equations (1), and a correct solution, with work shown (1). #3 2 #4 1 The response to Part A is correct (1). The response to Part B includes an incorrect system of equations (0), but a correct process to determine the solution, with work shown (1). The response to Part A is incorrect (0). The response to Part B includes an incorrect system of equations (0), but a correct process to determine the solution, with work shown (1). #5 1 The response to Part A is correct (1). The response to Part B includes only one equation (0), and no solution or work shown (0). 21
23 Mathematics Algebra I, Item 55 Alignment Mathematics, Diagnostic Algebra I Task Type: Reasoning (Type II) Evidence Statement: LEAP.II.A1.10: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures about linear equations in one or two variables. Content scope: 8.EE.B Primary Standard: 8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. Point Value: 3 DOK: 2 Difficulty: Medium 22
24 Mathematics Algebra I, Item 55 Constructed-Response Item Joslyn earns money working part-time at a grocery store. This table shows the amounts of money that she earns for working different numbers of hours. Part A Explain why the information in the table is a proportional relationship. As part of your explanation, determine the amount, in dollars, Joslyn earns per hour. Show your work. Part B Kate also has a part-time job. After working x hours, she earns y dollars. Her total earnings can be described by the equation y = 11.25x. Explain why Joslyn s total earnings will always be greater than Kate s total earnings when Joslyn and Kate work the same number of hours. 23
25 Mathematics Algebra I, Item 55 Scoring Information Mathematics, Diagnostic Algebra I Part A (2 points) Correct explanation (1 point) Correct amount per hour, with work shown (1 point) Sample Student Response: Each pair of values in the table forms equivalent ratios because 25 2 = 12.5, 50 4 = 12.5, = 12.5, = Since all the ratios are equivalent, they form a proportional relationship. The ratio : 1 is the unit rate for the proportional relationship and describes the amount Joslyn earns per hour, $ Part B (1 point) Correct explanation Sample Student Response: The equation represents a line with a slope of that passes through the origin. That meets the criteria for a proportional relationship. The unit rate for the proportion is the same as the slope of the line, 11.25, and represents Kate's earnings of $11.25 per hour. Joslyn earns $12.50 per hour. Since > 11.25, when they work the same number of hours, Joslyn s total earnings will always be greater than Kate s total earnings. 3 The student earns 3 points. 2 The student earns 2 points. 1 The student earns 1 point. 0 The student s response is incorrect, irrelevant to the skill or concept being measured, or blank. 24
26 Mathematics Algebra I, Item 55 Anchor Set Mathematics, Diagnostic Algebra I The sample Algebra I, Item 55, student responses or anchor set included in this section of the Scoring Guide are provided to ensure that teachers understand how to apply the rubrics reliably and consistently. The anchor set includes annotated references to both the rubric and specific examples from the student responses to exemplify why the response received a particular score. 25
27 Anchor Paper #1 Part A The relationship is proportional because the rate is the same for each hours. Part B - Joselyn s earnings will be greater because y 11.25x means the rate is $11.25 per hour and Joselyns rate is $12.50 per hour. Score Information: 3 The response includes a correct explanation for Part A (1), the correct amount per hour (in the Part B explanation), with work shown (1), and a correct explanation for Part B (1). 26
28 Anchor Paper #2 PART A: The information on the table is a proportional relationship because: The amount of dollars Joslyn earns per hour is $ PART B. Kate y 11.25x Joslyn y 12.5x Joslyn s total earnings will always be greater than Kate s total earnings even if they worked for the same # of hours because Kate earns $11.25 per hour while Joslyn earns $12.5 per hour. Score Information: 3 The response includes a correct explanation for Part A (1), the correct amount per hour, with work shown (1), and a correct explanation for Part B (1). 27
29 Anchor Paper #3 Part A Joslyn earns $12.50 per hour. Part B. Joslyn s total will always be greater than Kate s total earning because of $12.50 is greater than $ Score Information: 2 The response includes no explanation for Part A (0), but the correct amount per hour, with work shown (1), and a correct explanation for Part B (1). 28
30 Anchor Paper #4 Part A: The information is porpotinal because it has a constant rate of 12.5, which means 12.5 gets added every hour. For one hour Joslyn works she makes $12.50, so she makes $12.50 an hour. Part B: Joslyn s earnings will always be greater than Kates because Kate makes $11.25 an hour and Joslyn makes $ Score Information: 2 The response includes a correct explanation for Part A (1), the correct amount per hour, but with no work shown (0), and a correct explanation for Part B (1). 29
31 Anchor Paper #5 Part A It is a porportional relationship because every 2 hours it goes up b 25. Part B Yes becaus Joslyn makes more money then Kate Score Information: 1 The response includes a correct explanation for Part A (1), no correct amount per hour, and no work shown (0), and an incomplete explanation for Part B (0). 30
32 Anchor Paper #6 Part A a hour Part B = Joslyn s total earnings will always be greater than Kate s total earnings b/c Joslyn has a greater amount per hour than Kate. Score Information: 1 The response includes no explanation for Part A (0), the correct amount per hour with work shown (1), and an incomplete explanation for Part B (0). 31
33 Anchor Paper #7 A) $ / / B) Because Joslyn has a higer starting value than Kate does Score Information: 0 The response includes no explanation for Part A (0), an incorrect amount per hour, with incorrect work shown (0), and an incomplete explanation for Part B (0). 32
34 Anchor Paper #8 Part A $12.50 Part B Because joslyn has a job that pays more money witch means her total earnings will increase faster than Kate s Score Information: 0 The response includes no explanation for Part A (0), the correct amount per hour, but with incomplete work shown (0), and an incomplete explanation for Part B (0). 33
35 Mathematics Algebra I, Item 55 Practice Scoring Exercise Five (5) sample responses have been selected and presented here to help scorers calibrate their expectations and judgments to ensure student responses are accurately and consistently scored. Scorers should: Review the rubric again. Read each bullet point and each score point descriptor carefully. Read each sample response. Give each sample response a score based on the rubric. Compare your scores with the key, noting any differences in how the responses were scored. Begin scoring student responses when confident that the rubric can be applied accurately and consistently. 34
36 Mathematics Algebra I, Item 55, Practice Scoring Exercise Paper Score Justification for Score #1 #2 #3 #4 #5 35
37 Practice Paper #1 Part A he/she earns about $12.50 an hour. and yes it is porportinal because none of the numbere of houres repeated. Part B because she makes more money an hour 36
38 Practice Paper #2 A. Each amount is divided by number of hours worked. Each amount drops to B. With Kates hers is , , etc hers is down by five compared to Joslyn s earnings. 37
39 Practice Paper #3 Part A: The table is a proportional relationship because every number of hours worked can be multiplied by the same rate to get the amount earned. Joslyn earns $12.50 per hour Part B: y 11.25x Joslyn s total earning will always be greater because Joslyn earns more per hour. $11.25 $
40 Practice Paper #4 A) 25 x x = $12.50 per hour B) Because Kate earns more money adding her money w/ the part time job. 39
41 Practice Paper #5 Part A Joslyn earns $12.50 per hour because what I did was just take the first given amount of money and divide it by 2 hours because that s what she made in 2 hours. Also it works if you divide any of then by their hours like 50.00, etc. That is why its 4 5 proportional Part B Well its because Joslyn s job pays her just a few more than Kates job does even though they both work a part time job for same amount of hours. 40
42 Mathematics Algebra I, Item 55 Practice Scoring Exercise Key Paper Score Justification for Score #1 0 The response includes an incorrect explanation for Part A (0), the correct amount per hour, but with no work shown (0), and an incomplete explanation for Part B (0). #2 2 The response includes a correct explanation for Part A (1), no correct amount per hour, and no work shown (0), and a correct explanation for Part B (1). #3 3 The response includes a correct explanation for Part A (1), the correct amount per hour, with work shown (1), and a correct explanation for Part B (1). #4 1 The response includes no explanation for Part A (0), the correct amount per hour, with work shown (1), and an incorrect explanation for Part B (0). #5 2 The response includes a correct explanation for Part A (1), the correct amount per hour, with work shown (1), and an incomplete explanation for Part B (0). 41
Math Released Item Grade 5. Expressions with Same Value 4054-M03251
Math Released Item 2018 Grade 5 Expressions with Same Value 4054-M03251 Anchor Set A1 A8 With Annotations Prompt Score Description 4054-M03251 Rubric Part A 1 This part of the item is machine-scored. Reasoning
More informationMath Released Item Grade 8. Justify Parallel Lines VF525280
Math Released Item 2017 Grade 8 Justify Parallel Lines VF525280 Anchor Set A1 A8 With Annotations Prompt Rubric VF525280 Rubric Score Description 3 Student response includes the following 3 elements. Reasoning
More informationMath Released Item Grade 5. Cheese for Tacos VH049385
Math Released Item 2016 Grade 5 Cheese for Tacos VH049385 Prompt Rubric Task is worth a total of 4 points. Cheese for Tacos Part A Score Description Student response includes the following 2 elements.
More informationMath Released Item Algebra 1. Solve the Equation VH046614
Math Released Item 2017 Algebra 1 Solve the Equation VH046614 Anchor Set A1 A8 With Annotations Prompt Rubric VH046614 Rubric Score Description 3 Student response includes the following 3 elements. Reasoning
More informationExample Item 1 (Grade 6): Primary Target 3A (Content Domain NF), Secondary Target 1F (CCSS 5.NF.4), Tertiary Target 3F
Task Model 1 DOK Level 2 Target A: Test propositions or conjectures with specific examples Task Expectations: The student is asked to give an example that refutes a proposition or conjecture; or The student
More informationMath Released Item Algebra 1. System of Inequalities VF648815
Math Released Item 2016 Algebra 1 System of Inequalities VF648815 Prompt Rubric Task is worth a total of 3 points. VF648815 Rubric Part A Score Description 1 Student response includes the following element.
More informationMath Released Item Algebra 2. Radioactive Element Equations VH147862
Math Released Item 2018 Algebra 2 Radioactive Element Equations VH147862 Anchor Set A1 A9 With Annotations Prompt Score Description VH147862 Rubric Part A 1 Student response includes the following element.
More informationPennsylvania. Keystone Exams. Algebra I Item and Scoring Sampler
Pennsylvania Keystone Exams Algebra I Item and Scoring Sampler 2016 Keystone Algebra I Sampler Table of Contents INFORMATION ABOUT ALGEBRA I Introduction.......................................................................................
More informationNew York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations
New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 2013 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY
More informationPractice Test Answer and Alignment Document Mathematics: Grade 7 Performance Based Assessment - Online
The following pages include the answer key for all machine-scored items, followed by the rubrics for the hand-scored items. - The rubrics show sample student responses. Other valid methods for solving
More informationDRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations
DRAFT New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 03 08009_ Lucy graphed a system of linear equations. y 0 9 8 7 5 3-0 -9-8 -7 - -5 -
More informationNew York CCLS. Practice. Teacher Guide Mathematics. NYS Test. Addresses latest. updates from 11/20/12. Replaces Practice Test 3
C o m m o n C o r e E d i t i o n New York CCLS Practice 8 Teacher Guide Mathematics Addresses latest NYS Test updates from 11/20/12 Replaces Practice Test 3 2013 Curriculum Associates, LLC North Billerica,
More informationThe following pages include the answer key for all machine-scored items, followed by the rubrics for the hand-scored items.
Practice Test Answer and Alignment Document Mathematics Algebra 1 Online The following pages include the answer key for all machine-scored items, followed by the rubrics for the hand-scored items. The
More informationCMAS Grade 8 Mathematics Performance Level Descriptors (Based on PARCC)
CMAS Grade 8 Mathematics Performance Level Descriptors (Based on PARCC) In 2018, Colorado will continue to use the performance level descriptors (PLDs) that were developed in collaboration with the Partnership
More informationexample can be used to refute a conjecture, it cannot be used to prove one is always true.] propositions or conjectures
Task Model 1 Task Expectations: The student is asked to give an example that refutes a proposition or conjecture; or DOK Level 2 The student is asked to give an example that supports a proposition or conjecture.
More informationPennsylvania. Keystone Exams. Algebra I. Item and Scoring Sampler
Pennsylvania Keystone Exams Algebra I Item and Scoring Sampler 2014 Keystone Algebra I Sampler Table of Contents INFORMATION ABOUT ALGEBRA I Introduction.......................................................................................
More informationPerformance Level Descriptors Grade 8 Mathematics
Expressions and Equations 8 EE.1 8 EE.2 Grade 8 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with connections to the Standards for Mathematical Practice.
More informationCMAS Grade 6 Mathematics Performance Level Descriptors (Based on PARCC)
CMAS Grade 6 Mathematics Performance Level Descriptors (Based on PARCC) In 2018, Colorado will continue to use the performance level descriptors (PLDs) that were developed in collaboration with the Partnership
More informationModule 3 - Expressions & Equations Unit 5 Packet 2 - Solving Equations & Inequalities
Name: Packet Due: Tuesday, November 20, 2018 Module 3 - Expressions & Equations Unit 5 Packet 2 - Solving Equations & Inequalities Standard 7.EE.A.1 7.EE.A.2 7.EE.B.3 7.EE.B.4 Description Apply properties
More informationAlgebra I PBA/MYA. solutions of the equation t = 4t. equation t = 4t
A-SSE.-1 A-SSE.3a Statement Text Clarifications MP Calculator Use the structure of numerical expressions and polynomial expressions in one variable to identify ways to rewrite it. Choose and produce an
More informationGeometry Mathematics Item and Scoring Sampler 2018
Geometry Mathematics Item and Scoring Sampler 2018 COPYRIGHT GEORGIA DEPARTMENT OF EDUCATION. ALL RIGHTS RESERVED. TABLE OF CONTENTS Introduction.... 1 Types of Items Included in the Sampler and Uses of
More informationALGEBRA II/TRIG HONORS SUMMER ASSIGNMENT
ALGEBRA II/TRIG HONORS SUMMER ASSIGNMENT Welcome to Algebra II/Trig Honors! In preparation for the fall, all students entering Algebra II/Trig Honors must complete this summer assignment. To be successful
More information8.NS.1 Supporting Content Examples of Linking Supporting Clusters to the Major Work of the Grade: Examples of Major Within-Grade Dependencies
8.NS.1 Supporting Content Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion
More informationPRACTICE TEST ANSWER KEY & SCORING GUIDELINES GRADE 8 MATHEMATICS
Ohio s State Tests PRACTICE TEST ANSWER KEY & SCORING GUIDELINES GRADE 8 MATHEMATICS Table of Contents Questions 1 25: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines...
More informationMathematics. Standards Plus. Grade COMMON CORE INTERVENTION SAMPLER
Mathematics Standards Plus COMMON CORE INTERVENTION Grade 7 SAMPLER Standards Plus COMMON CORE INTERVENTION Available for Grades 1-8 Language Arts and Math Standards Plus COMMON CORE INTERVENTION Mathematics
More informationdue Thursday, August 25, Friday, September 2, 2016 test Prerequisite Skills for Algebra II Advanced
Name: Student ID: Algebra II Advanced is a very rigorous and fast-paced course. In order to prepare for the rigor of this course, you will need to be familiar with the topics in this packet prior to starting
More informationSummer Assignment for Students Entering Algebra 1 Level 3
Summer Assignment for Students Entering Algebra 1 Level 3 The following packet of material contains prerequisite skills and concepts that will be drawn upon from the middle school mathematics courses which
More informationdue test Prerequisite Skills for Algebra II Advanced
Name: Student ID: Algebra II Advanced is a very rigorous and fast-paced course. In order to prepare for the rigor of this course, you will need to be familiar with the topics in this packet prior to starting
More informationAlgebra 1 Keystone Remediation Packet Module 1 Anchor 2
Algebra 1 Keystone Remediation Packet Module 1 Anchor 2 A.1.1.2.1.1 Write, solve, and/or graph linear equations using various methods. A.1.1.2.1.2 Use and/or identify an algebraic property to justify any
More informationSample: Do Not Reproduce LF6 STUDENT PAGES LINEAR FUNCTIONS STUDENT PACKET 6: SYSTEMS OF LINEAR EQUATIONS. Name Period Date
Name Period Date LINEAR FUNCTIONS STUDENT PACKET 6: SYSTEMS OF LINEAR EQUATIONS LF6.1 LF6.2 LF6.3 Introduction to Systems of Linear Equations Understand the definition of a system of linear equations Understand
More information1 Version 3.0. Related Grade 5 Standards
Claim 1: Concepts and Procedures Students can explain and apply concepts and carry out procedures with precision and fluency. Content Domain: Expressions and Equations Target F [m]: Reason about and solve
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationCMAS Grade 8 Mathematics Performance Level Descriptors (Based on PARCC)
CMAS Grade 8 Mathematics Performance Level Descriptors (Based on PARCC) In 2018, Colorado will continue to use the performance level descriptors (PLDs) that were developed in collaboration with the Partnership
More informationCMAS Grade 8 Mathematics Evidence Statements (Based on PARCC)
MS Grade 8 Mathematics Evidence Statements (ased on PR) olorado will continue to use the Evidence Statements that were developed in collaboration with the Partnership for ssessment of Readiness for ollege
More informationN (New) E (Expanded) M (Moving)
ame 7.G.01 7.G.04-1 7.SP.03 7.SP.04 7.G.04-2 7th Grade Math Oklahoma Academic Standards for Mathematics CC.7.G.1 Draw, construct, and describe geometrical figures and describe the relationships between
More information8 th Grade Mathematics
8 th Grade Mathematics Unit #2 : Understanding and Representing Linear Relationships Pacing: 40 Days Unit Overview In this unit, students will build upon informal knowledge of one-variable linear equations,
More informationPennsylvania Keystone Exams
Pennsylvania Keystone Exams Algebra I Item and Scoring Sampler 2015 Keystone Algebra I Sampler Table of Contents INFORMATION ABOUT ALGEBRA I Introduction...1 About the Keystone Exams...1 Item and Scoring
More informationMathematics Success Grade 8
T538 Mathematics Success Grade 8 [OBJECTIVE] The student will compare functions represented algebraically, graphically, with verbal descriptions or in tables and identify functions as linear or non-linear.
More information1 Version 2.0. through and second pair. Related Grade 7 Standards
Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Content Domain: Expressions and Equations Target
More informationMay Practice Exam. Mathematics Competency Two Uses Mathematical Reasoning. Science Option. Student Booklet. Secondary IV May 2014
May Practice Exam Competency Two Uses Mathematical Reasoning Science Option Mathematics 565-426 Secondary IV May 2014 TEACHER USE ONLY Part A /24 Part B /16 Part C /60 Total /100 Student Booklet Name:
More informationAlgebra 1 Part 1 Curriculum Guide Dunmore School District Dunmore, PA
Algebra 1 Part 1 Dunmore School District Dunmore, PA Algebra 1 Part 1 Prerequisite: Successful completion of Pre Algebra Algebra 1 Part 1 and Algebra 1 Part 2 K together create an Algebra course covered
More informationNEW ENGLAND COMMON ASSESSMENT PROGRAM
NEW ENGLAND COMMON ASSESSMENT PROGRAM Released Items Support Materials 2009 Grade 11 Mathematics N&O 10.2 Demonstrates understanding of the relative magnitude of real numbers by solving problems involving
More informationDRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations
DRAFT New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 2014 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY,
More informationOverview of Structure and Content
Introduction The Math Test Specifications provide an overview of the structure and content of Ohio s State Test. This overview includes a description of the test design as well as information on the types
More informationNEW ENGLAND COMMON ASSESSMENT PROGRAM
NEW ENGLAND COMMON ASSESSMENT PROGRAM Released Items Support Materials 2013 Grade 7 Mathematics N&O 6.1 Demonstrates conceptual understanding of rational numbers with respect to ratios (comparison of two
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together
More information8 Mathematics Curriculum
New York State Common Core 8 Mathematics Curriculum G R A D E GRADE 8 MODULE 4 Table of Contents 1... 3 Topic A: Writing and Solving (8.EE.C.7)... 11 Lesson 1: Writing Equations Using Symbols... 13 Lesson
More informationStudy/Resource Guide for Students and Parents. Algebra I
Georgia Milestones Assessment System Study/Resource Guide for Students and Parents Algebra I Study/Resource Guide The Study/Resource Guides are intended to serve as a resource for parents and students.
More informationPerformance Level Descriptors Grade 8 Mathematics
Expressions and Equations Scientific Notation Grade 8 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with connections to the Standards for Mathematical Practice.
More informationPractice Problems (/7/teachers /3/practice_problems.html)
(http://openupresources.org)menu Close OUR Curriculum (http://openupresources.org) Professional Development (http://openupresources.org/illustrative-mathematics-professional-development) Implementation
More informationReleased Test Answer and Alignment Document Mathematics Grade 4 Performance Based Assessment
Released Test Answer and Alignment Document Mathematics Grade 4 Performance Based Assessment The following pages include the answer key for all machine-scored items, followed by the rubrics for the hand-scored
More informationUnit 4 Systems of Linear Equations
Number of Days: 23 1/29/18 3/2/18 Unit Goals Stage 1 Unit Description: Students extend their knowledge of linear equations to solve systems of linear equations. Students solve systems of linear equations
More informationISTEP+: Algebra I End-of-Course Assessment Released Items and Scoring Notes
ISTEP+: Algebra I End-of-Course Assessment Released Items and Scoring Notes Page 1 of 33 Introduction Indiana students enrolled in Algebra I participated in the ISTEP+: Algebra I Graduation Examination
More informationAlgebra 2 PBA/MYA. x + 2x+ 1+ y = 9, see an opportunity to rewrite the. opportunity to write it as to
Algebra PBA/MYA N-RN. Rewrite expressions involving radicals and rational exponents using the properties of exponents. N-CN.1 Know there is a complex number i such that i = 1, and every complex number
More informationSerena: I don t think that works because if n is 20 and you do 6 less than that you get 20 6 = 14. I think we should write! 6 > 4
24 4.6 Taking Sides A Practice Understanding Task Joaquin and Serena work together productively in their math class. They both contribute their thinking and when they disagree, they both give their reasons
More informationAnalyzing and Solving Pairs of Simultaneous Linear Equations
Analyzing and Solving Pairs of Simultaneous Linear Equations Mathematics Grade 8 In this unit, students manipulate and interpret equations in one variable, then progress to simultaneous equations. They
More information1 Version 3.0. c. Understand the absolute value of a rational number as its
Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Content Domain: The Number System Target D [m]: Apply
More informationStudy/Resource Guide for Students and Parents. Geometry
Georgia Milestones Assessment System Study/Resource Guide for Students and Parents Geometry Study/Resource Guide The Study/Resource Guides are intended to serve as a resource for parents and students.
More informationLEAP 2025 Grade 7 Mathematics Practice Test Answer Key
LEAP 2025 Grade 7 Mathematics Practice Test Answer Key This document contains the answer keys and rubrics for the LEAP 2025 Grade 7 Mathematics Practice Test. Session 1 Task Task Value # Type (points)
More informationStudy/Resource Guide for Students and Parents. Algebra I
Georgia Milestones Assessment System Study/Resource Guide for Students and Parents Algebra I Study/Resource Guide The Study/Resource Guides are intended to serve as a resource for parents and students.
More informationMAT 145: Test #2 (Part II: 30 points)
MAT 45: Test # (Part II: 3 points) Part : Calculator OK! Name Calculator Used Score A particle moves along the x axis of a coordinate plane so that its position in relation to the origin, in cm, at time
More informationCHANCE Program. Admissions Mathematics Practice Test. Part One will test your background in basic arithmetic, while Part Two will cover basic algebra.
CHANCE Program Admissions Mathematics Practice Test Part One will test your background in basic arithmetic, while Part Two will cover basic algebra. Each part of the test has 30 questions and has been
More informationName: Teacher: School: Contents:
Name: Teacher: School: Contents: Key Words... 1 Tools and Strategies... 2 Open Response Rubric... 3 EQAO Formula Sheet... 5 Sample Questions from the 2014 Assessment... 7 Sample Questions from the 2013
More informationSimultaneous Linear Equations 8. EE.C.8a, 8.EE.C.8c Conceptual Understanding and Application Mini-Assessment by Student Achievement Partners
Simultaneous Linear Equations 8. EE.C.8a, 8.EE.C.8c Conceptual Understanding and Application Mini-Assessment by Student Achievement Partners OVERVIEW This mini-assessment is designed to illustrate the
More informationSYSTEMS Solving Linear Systems Common Core Standards
I Systems, Lesson 1, Solving Linear Systems (r. 2018) SYSTEMS Solving Linear Systems Common Core Standards A-REI.C.5 Prove that, given a system of two equations in two variables, replacing one equation
More informationEvidence Statement Tables Grade 6 Mathematics. Evidence Statements Grade 6 Mathematics 1
Tables Grade 6 Mathematics s Grade 6 Mathematics 1 s statements describe the knowledge and skills that an assessment item/task elicits from students. These are derived directly from the ommon ore State
More informationMath 116 Practice for Exam 2
Math 6 Practice for Exam Generated October 6, 5 Name: Instructor: Section Number:. This exam has 5 questions. Note that the problems are not of equal difficulty, so you may want to skip over and return
More informationGrade 6 - SBA Claim 1 Example Stems
Grade 6 - SBA Claim 1 Example Stems This document takes publicly available information about the Smarter Balanced Assessment (SBA) in Mathematics, namely the Claim 1 Item Specifications, and combines and
More informationPre-Algebra Semester 1 Practice Exam A
. Evaluate y when = 0 and y = 6. 5 6 80. Which epression is equivalent to 5 5 + + + + + 5?. In math class, we follow the order of operations when evaluating epressions. Which is the second operation a
More informationSmarter Balanced Assessment Consortium:
Smarter Balanced Assessment Consortium: Practice Test Scoring Guide Grade 4 Published July 1, 2013 Prepared by the American Institutes for Research Smarter Balanced Assessment Consortium, 2013 Descriptions
More informationTasks for this target will require students to select or produce equivalent numerical expressions based on properties of integer exponents.
Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Content Domain: Expressions and Equations Target
More informationWeather Second Grade Virginia Standards of Learning 2.6 Assessment Creation Project. Amanda Eclipse
Weather Second Grade Virginia Standards of Learning 2.6 Assessment Creation Project 1 Amanda Eclipse Overview and Description of Course The goal of Virginia s science standards is for the students to develop
More informationGrade 7 Mathematics Performance Level Descriptors (Based on PARCC)
Grade 7 Mathematics Performance Level Descriptors (Based on PARCC) In 2018, Colorado will continue to use the performance level descriptors (PLDs) that were developed in collaboration with the Partnership
More informationMAT 171. August 22, S1.4 Equations of Lines and Modeling. Section 1.4 Equations of Lines and Modeling
MAT 171 WebAdvisor: http://reg.cfcc.edu Dr. Claude Moore, CFCC Session 1 introduces the Course, CourseCompass, and Chapter 1: Graphs, Functions, and Models. This session is available in CourseCompass.
More informationName Period Date MATHLINKS: GRADE 6 STUDENT PACKET 10 EXPRESSIONS AND EQUATIONS 2
Name Period Date 6-10 STUDENT PACKET MATHLINKS: GRADE 6 STUDENT PACKET 10 EXPRESSIONS AND EQUATIONS 10.1 Numerical and Variable Expressions Understand and use the conventions for order of operations. Read,
More informationGRADE 7 MATH LEARNING GUIDE. Lesson 26: Solving Linear Equations and Inequalities in One Variable Using
GRADE 7 MATH LEARNING GUIDE Lesson 26: Solving Linear Equations and Inequalities in One Variable Using Guess and Check Time: 1 hour Prerequisite Concepts: Evaluation of algebraic expressions given values
More informationLEAP 2025 Grade 8 Mathematics Practice Test Answer Key
LEAP 2025 Grade 8 Mathematics Practice Test Answer Key This document contains the answer keys and rubrics for the LEAP 2025 Grade 8 Mathematics Practice Test. Session 1 Task Task Value # Type (points)
More informationLESSON #1: VARIABLES, TERMS, AND EXPRESSIONS COMMON CORE ALGEBRA II
1 LESSON #1: VARIABLES, TERMS, AND EXPRESSIONS COMMON CORE ALGEBRA II Mathematics has developed a language all to itself in order to clarify concepts and remove ambiguity from the analysis of problems.
More informationCCSS Math Samples Grade 8
CCSS Math Samples Grade 8 1. Separate the numbers below into the most specific of these groups: integers rational numbers 5. Which of the following is the graph of 2x + 4y = 8? irrational numbers real
More informationALGEBRA I SEMESTER EXAMS PRACTICE MATERIALS KEY SEMESTER 1. Selected Response Key
Selected Response Key # Question Type Unit Common Core State Standard(s) DOK Level Key 1 MC 1 N.Q.3 1 C 2 MC 1 N.Q.1 2 D 3 MC 1 8.EE.1 1 D 4 MTF 1 A.REI.1 1 A 5 MTF 1 A.REI.1 1 B 6 MC 1 A.CED.4 1 D 7 MC
More informationLearning Target #1: I am learning to compare tables, equations, and graphs to model and solve linear & nonlinear situations.
8 th Grade Honors Name: Chapter 2 Examples of Rigor Learning Target #: I am learning to compare tables, equations, and graphs to model and solve linear & nonlinear situations. Success Criteria I know I
More informationACE Transfer Credit Packet Your Guide to Earning ACE Credit for StraighterLine Courses
ACE Transfer Credit Packet Your Guide to Earning ACE Credit for StraighterLine Courses What You Need To Know Before You Start Finding out if your college or university will award credit for a course at
More informationAccuplacer Elementary Algebra Review
Accuplacer Elementary Algebra Review Hennepin Technical College Placement Testing for Success Page 1 Overview The Elementary Algebra section of ACCUPLACER contains 1 multiple choice Algebra questions that
More informationAlignment This course is aligned to the California Common Core State Standards for Algebra 1. Suggested Video/DVDs//Films 3. TBD Web Sites 4.
High School Course Description for Algebra 1 Course Title: Algebra 1 Course Number: MTH 101, 102, 131, 132, 181, 182, 1011, 1012, 1013, 1014 Grade Level: 9-12 Meets a UC a-g Requirement: Yes C Curricular
More informationLEAP 2025 Grade 6 Mathematics Practice Test Answer Key
LEAP 2025 Grade 6 Mathematics Practice Test Answer Key This document contains the answer keys and rubrics for the LEAP 2025 Grade 6 Mathematics Practice Test. Session 1 Task Task Value # Type (points)
More informationGrade 8 - SBA Claim 1 Example Stems
Grade 8 - SBA Claim 1 Example Stems This document takes publicly available information about the Smarter Balanced Assessment (SBA) in Mathematics, namely the Claim 1 Item Specifications, and combines and
More informationGrade 8 Mathematics MCA Item Sampler Teacher Guide
Grade 8 Mathematics MCA Item Sampler Teacher Guide Overview of Item Samplers Item samplers are one type of student resource provided to help students and educators prepare for test administration. While
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationPerformance Level Descriptors Grade 7 Mathematics
Proportional Relationships 7.RP.1 7.RP.2a 7.RP.2b 7.RP.2c 7.RP.2d 7.RP.3-1 7.RP.3-2 Grade 7 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with connections
More informationMohawk Local Schools Grade Math 6
Mohawk Local Schools Grade Math 6 Quarter 2 Critical Areas of Focus Being Addressed: o Expressions and Equations o Number Sense o Ratio and Proportional Relationships o Modeling and Reasoning Curriculum
More informationPractice Test 1 BLACKLINE MASTERS
Practice Test 1 BLACKLINE MASTERS Name Date Chapter 1: The Number System Answer the questions that follow. 1. Which of the numbers below is not irrational? A. 5 C. 2 9 B. D. 1.34344344434444 2. Which of
More informationSerena: I don t think that works because if n is 20 and you do 6 less than that you get 20 6 = 14. I think we should write! 6 > 4
24 EQUATIONS AND INEQUALITIES Taking Sides A Practice Understanding Task Joaquin and Serena work together productively in their math class. They both contribute their thinking and when they disagree, they
More informationAlbuquerque Public Schools High School District Benchmark Assessment Algebra I Assessment Alignment
NM PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: These standards should be
More informationStudy/Resource Guide for Students and Parents. Algebra I
Georgia Milestones Assessment System Study/Resource Guide for Students and Parents Algebra I Study/Resource Guide The Study/Resource Guides are intended to serve as a resource for parents and students.
More informationGREATER CLARK COUNTY SCHOOLS PACING GUIDE GRADE 6 MATHEMATICS G R E A T E R C L A R K C O U N T Y S C H O O L S
GREATER CLARK COUNTY SCHOOLS PACING GUIDE GRADE 6 MATHEMATICS 2014-2015 G R E A T E R C L A R K C O U N T Y S C H O O L S ANNUAL PACING GUIDE Grade IN Common Core Number Standard Standard Q1 Q2 Q3 Q4 6
More informationUse the diagram to answer question Tree
Use the diagram to answer question 1. 50 30 Tree 1. A fence was placed around a tree as shown in the diagram. The measures of two of the angles formed by the fence are 50 and 30. What is the measure of
More informationUsing Inductive and Deductive Reasoning
Big Idea 1 CHAPTER SUMMARY BIG IDEAS Using Inductive and Deductive Reasoning For Your Notebook When you make a conjecture based on a pattern, you use inductive reasoning. You use deductive reasoning to
More informationStudent Performance Q&A: 2001 AP Calculus Free-Response Questions
Student Performance Q&A: 2001 AP Calculus Free-Response Questions The following comments are provided by the Chief Faculty Consultant regarding the 2001 free-response questions for AP Calculus AB and BC.
More informationInteger Division. Student Probe
Student Probe What is 24 3? Answer: 8 Integer Division Lesson Description This lesson is intended to help students develop an understanding of division of integers. The lesson focuses on using the array
More informationEE6-16 Equivalent Expressions Pages
EE6-6 Equivalent Expressions Pages 0 STANDARDS 6.EE.A.2, 6.EE.A.3, 6.EE.A. Goals Students will use the area of rectangles and the properties of operations to show that two expressions are equivalent. Vocabulary
More information