Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math

Transcription

1 Sarter Balanced Assessent Consortiu s, s, Stard Alignent for Math The Sarter Balanced Assessent Consortiu (SBAC) has created a hierarchy coprised of clais targets that together can be used to ake stateents about student achieveent. The clai is a broad stateent that will outline the outcoe achieved with astery of the stards within it. Within each clai are a variety of assessent targets that further clarify the knowledge specific skills that cross over a cluster of stards. The following tables layout the clai 1 targets. Each target ay feature a stard or a variety of stards that ake up the skill(s) of the target. Each target also features a Depth of Knowledge level(s) ite type(s) in which the targets ay be assessed. For ath, clai 1 is the only clai directly tied to stards. s 2-4 will feature ites aligned to a variety of stards to a nuber of different targets. Ite Types: SR - selected response CR - constructed response TE - technology-enhanced ER - extended constructed response Depth of Knowledge: 1 - Recall 2 - Skill/Concept 3 - Strategic Thinking 4 - Extended Thinking Work: Not all content in a given grade is ephasized equally in the stards. Soe clusters require greater ephasis than others based on the depth of ideas, the tie they take to aster, /or their iportance to future atheatics or the des of college career readiness. The following tables identify the ajor, additional, supporting work for the grade. ajor o Prioritized content for the grade o Assessent will saple the ajor work of the grade in the greatest proportion s supporting o Supports the ajor work of the grade provides connections that add coherence to the grade a - additional o Topics that ay not connect tightly or explicitly to the ajor work of the grade Key Data Systes.

2 explain apply atheatical concepts interpret carry out with precision fluency. A: Extend the properties of coponents to rational exponents. B: Use properties of rational irrational nubers. C: Reason quantitatively use units to solve probles. D: Interpret the structure of expressions. E: Write expressions in equivalent fors to solve probles. Stards N.RN.2: Rewritee expressions involving radicals rational exponents using the properties of exponents. N.RN.3: Explain why the su or product of two rational nubers is rational; that the su of a rational nuber ann irrational nuber is irrational; that the product of a nonzero rational nuber an irrational nuber is irrational. N.Q.1: Use units as a way to underst probles to guide the solution of ulti step probles; choose d interpret units consistently in forulas; choose interpret the scale the origin in graphs data displays. A.SSE.2: Use the structure of an expression too identify ways to rewrite it. For exaple, see as ( )² ( )², thus recognizing it as a differencee of squares thatt can be factored as ( )( + ). DOK Ite Types CR A.SSE.3: Choose produce an equivalent for of an expression to reveal explain properties of the quantity represented by the CR expression. 1, 2, 3 SR, CR 2 SR Work M Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 1

3 explain apply atheatical concepts interpret carry out with precision fluency. F: Perfor arithetic operations on polynoials. G: Create equations that describe nubers or relationships. H: Underst solving equations as a process of reasoning explain the reasoning. I: Solve equations inequalities in one variable. Stards A.APR.1: Underst that polynoials for a syste analogous to the integers, naely, they are closed under the operations of addition, subtraction, ultiplication; add, subtract, ultiply polynoials. A.CED.1: Create equations inequalities in onee variable use the to solve probles. Include equations arising fro linear quadratic functions, siple rational exponential functions. A.CED.2: Create equations in two or ore variables to represent relationships between quantities; graph equations on coordinate axes with labels scales. A.REI.2: Solve siple rational radical equations in one variable, give exaples showing how extraneous solutions ay arise. A.REI.3: Solve linear equations inequalitiess in one variable, including equations with coefficients represented by letters. A.REI.4: Solve quadratic equations in one variable.. DOK Ite Types Work CR CR Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 2

4 explain apply atheatical concepts interpret carry out with precision fluency. J: Represent solve equations inequalities graphically. K: Underst the concept of a function use function notation. Stards A.REI.10: Underst that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often foring a curve (which could be a line). A.REI.11: Explain why the x coordinates of the points where the graphs of the equations y = f(x) y = g(x) intersect are the solutions of the equation f( (x) = g(x); find the solutions approxiately, e.g., using technology to graph the functions, ake tables of values, or find successive approxiations. Include cases where f(x) /or g(x) are linear, polynoial, rational, absolute value, exponential, logarithic functions. A.REI.12: Graph the solutions to a linear inequality in two variables as a half plane (excluding the boundary in thee case of a strict inequality), graph the solution set to a syste of linear inequalities in two variables as the intersection of the corresponding half planes. F.IF.1: Underst that a functionn fro one set (called the doain) to another set ( called the range) assigns to each eleent of the doain exactly one eleent of the range. If f is a function x is an eleent of its doain, then f(x) denotes the output of f corresponding to the input x. The graph of f iss the graph of the equation y = f(x). F.IF.3 Recognize that sequences are functions, soeties defined recursively, whose doain is a subset of the integers. For exaple, the Fibonacci sequence is defined recursively by f( (0) = f(1) = 1, f(n+ +1) = f(n) + f(n 1) for n 1. DOK 1, 2 Ite Types SR, CR, ER, TE CR Work Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 3

5 explain apply atheatical concepts interpret carry out with precision fluency. L: Interpret functions that arise in applications in ters of a context. M: Analyze functions using different representations. Stards F.IF.4: For a function that odels a relationship between two quantities, interpret key features of graphs tables in ters of the quantities, sketch graphs showing keyy features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative axius inius; syetries; end behavior; periodicity. F.IF.5: Relate the doain of a function to its graph, where applicable, to the quantitative relationship it describes. For exaple, if the function h(n) gives the nuber of person hours it takes to asseble n engines in a factory, then the positive integers would be an appropriate doain for the function. F.IF.6: Calculate interpret the average ratee of change of a function (presented sybolicallyy or as a table) ) over a specified interval. Estiate the rate of change fro a graph.. F.IF.7: Graph functions expressed sybolicallyy show key features of the graph, by h in siple cases d using technology for ore coplicated cases. F.IF.8: Write a function defined by an expression in different but equivalent fors to reveal explain differentt properties of the function. F.IF.9: Copare properties of two functions eachh represented in a different way (algebraically, graphically, nuerically in tables, or by verbal descriptions). For exaple, given a graphh of one quadratic function an algebraic expression for another, say which has the larger axiu. DOK Ite Types Work Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 4

6 explain apply atheatical concepts interpret carry out with precision fluency. N: Build a function that odels a relationship between two quantities. O: Prove geoetric theores. P: Suarize, represent, interpret data on a single count or easureent variable. Stards F.BF.1: Write a function that describes a relationship between two quantities. F.BF.2: Write arithetic geoetric sequences both recursively with an explicit forula, use the to odel situations, translate between the two fors. G.CO.9: Prove theores about lines angles. Theores include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent corresponding angles are congruent; points on a perpendicularr bisector of a line segent are exactly those equidistant fro the segent s endpoints. G.CO.10: Prove theores about triangles. Theores include: easures of interior angles of a triangle su to 180 ; base angles of isosceles triangles are congruent; the segent joining idpoints of two sides of a triangle is parallel to the third side half the length; the edians of a triangle eet at a point. G.CO.11: Prove theores about parallelogras. Theores include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogra bisect each other, conversely, rectangles are parallelogras with congruent diagonals. S.ID.1: Represent data with plots on the real nuber line (dot plots, histogras, box plots). S.ID.2: Use statistics appropriate to the shape of the data distribution to copare center (edian, ean) spread ( interquartile range, stard deviation) of two or ore different data sets. S.ID.3: Interprett differences in shape, center, spread in the context of the data sets, accounting for possible effects of extree data points (outliers). DOK Ite Types Work 1,2 SR, CR 1,2 SR, CR Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 5