1. Functions (20.00%) 1.1 I can solve a two or more step equation involving parenthesis and negative numbers including those with no solution or all real numbers solutions. 4 Pro cient I can solve a two or more step equation involving parenthesis and negative numbers including those with no solution or all real numbers solutions. 3 Developing I can solve a two or more step equation involving parenthesis. 2 Basic I can solve a two step equation. 1 Minimal I can solve a one step equation. 1.2 I can determine whether a relationship is a function and identify the domain and range of a function. 4 Pro cient I can determine whether a relationship is a function and identify the domain and range of a function. 3 Developing I can determine if a relationship is a function and identify the domain OR range of a function. 2 Basic I can determine if a relationship is a function and de ne what domain and range are. 1 Minimal I can use the vertical line test to determine whether a relationship is a function. 1.3 I can use function notation correctly (including f(x) = in the solution) and solve an equation in function notation given either the input or output. 4 Pro cient I can use function notation correctly (including f(x) = in the solution) and solve an equation in function notation given either the input or output. 3 Developing I can solve an equation in function notation when given the input. 2 Basic I can solve an equation in function notation with minimal errors when given the input. 1 Minimal I can recognize that y = f(x). 1.4 I can graph any equation by plotting points.
4 Pro cient I can graph any equation by plotting points. 3 Developing I can graph a linear or quadratic equation involving negative x values. 2 Basic I can graph a quadratic equation by plotting points. 1 Minimal I can graph a linear equation by plotting points. 2. Linear Relationships (20.00%) 2.1 I can apply slope as a rate of change in a situation and identify the slope and y intercept given a graph, table, situation, or equation. 4 Pro cient I can apply slope as a rate of change in a situation and identify the slope and y intercept given a graph, table, situation, or equation. 3 Developing I can identify the slope and y intercept of a line given a table, graph, or given two points. 2 Basic I can identify the slope and y intercept of a line given a table or graph. 1 Minimal I can identify the slope and y intercept of a line given a graph. 2.2 I can write the equation of any line given a graph, table, situation, slope and a point, or two points. 4 Pro cient I can write the equation of any line given a graph, table, situation, slope and a point, or two points. 3 Developing I can write an equation of a line given a point on the line and the slope. 2 Basic I can write an equation of a line given a table or graph. 1 Minimal I can write an equation of a line given a graph. 2.3 I can graph a line (including special cases x =, y =) given the equation, table, slope and y intercept or a situation. 4 Pro cient I can graph a line (including special cases x =, y =) given the equation, table, slope and y intercept or a situation.
3 Developing I can graph a line given the equation, table, slope and y intercept or a situation. 2 Basic I can graph a line given the slope and y intercept or the equation. 1 Minimal I can graph a line given a table of values. 2.4 I can nd the x and y intercepts of a line given a table, graph, equation and interpret the meaning of the intercepts within a situation. 4 Pro cient I can nd the x and y intercepts of a line given a table, graph, equation and interpret the meaning of the intercepts within a situation. 3 Developing I can nd the x and y intercepts of a line given a table of values. 2 Basic I can nd the x and y intercepts of a line given a graph and write the intercepts as ordered pairs. 1 Minimal I can nd the y intercept of a line given an equation in y = mx + b form. 3. Simplifying and Solving (20.00%) 3.1 I can understand and apply the laws of exponents to simplify complex expressions including negative exponents and exponents of zero. 4 Pro cient I can understand and apply the laws of exponents to simplify complex expressions including negative exponents and exponents of zero. 3 Developing I can understand and apply the laws of exponents to simplify expressions involving negative exponents and exponents of zero. 2 Basic I can simplify a basic expression involving a combination of multiplication, division, and powers to powers or numerical bases. 1 Minimal I can simplify a basic expression involving multiplication or division of terms with the same base and powers to powers. 3.2 I can nd the product of binomials using a generic rectangle or the FOIL Method, and the product of a monomial and polynomial using the distributive property. I can nd the side lengths of a generic rectangle.
4 Pro cient I can nd the product of binomials using a generic rectangle or the FOIL Method, and the product of a monomial and polynomial using the distributive property. I can nd the side lengths of a generic rectangle. 3 Developing I can nd the product of binomials and polynomials. 2 Basic I can nd the product of two binomials with positive values. 1 Minimal I can use the distributive property to nd the product of a monomial and binomial. 3.3 I can solve equations involving multiplication of binomials and absolute value. 4 Pro cient I can solve equations involving multiplication of binomials and absolute value. 3 Developing I can solve an equation involving multiplication of binomials or absolute value with minimal errors. 2 Basic I can solve an equation involving multiplication of binomials or absolute value with one minor error. 1 Minimal I can solve a basic absolute value equation with two solutions. 3.4 I can solve equations involving two variables. 4 Pro cient I can solve equations involving two variables. 3 Developing I can solve an equation with more than one step. 2 Basic I can rewrite a linear equation in standard form into slope intercept form. 1 Minimal I can solve a one step equation involving two variables. 4. Systems of Equations (20.00%) 4.1 I can solve a system of equations using the Substitution Method (including the equal values method). 4 Pro cient I can solve a system of equations using the Substitution Method (including the equal values method).
3 Developing I can set up to solve a system using both the substitution method and the equal values method and have minimal errors when solving. 2 Basic I can solve using either Equal Values Method or substitution method and come up with a correct ordered pair for the solution. 1 Minimal I am able to set up one equation using either equal values or substitution, but have errors when solving. I know that my answer is an ordered pair. 4.2 I can solve any system of equations using the Elimination Method. 4 Pro cient I can solve any system of equations using the Elimination Method. 3 Developing I can solve a system of equations using the Elimination Method when both equations are set up in ax + by = c format and multiplication is needed for both equations with minimal errors. 2 Basic I can solve a system of equations using the Elimination Method with minimal errors when both equations are set up in ax + by = c format and multiplication is needed for one equation. 1 Minimal I can solve a system of equations using the Elimination Method with minimal errors when both equations are set up in ax + by = c format and no multiplication is needed. 4.3 I can recognize a system that has one solution, no solutions, or an in nite number of solutions and relate that to the graph of the system. 4 Pro cient I can recognize a system that has one solution, no solutions, or an in nite number of solutions and relate that to the graph of the system. 3 Developing I can recognize a system that has one solution, no solutions, or an in nite number of solutions, but cannot relate to a given graph. 2 Basic I can recognize that a system has either no solutions or an in nite number of solutions, but am not sure which relates to a given graph. 1 Minimal I can recognize that a system has either one solution, no solutions, or an in nite number of solutions. 4.4 I can write two equations needed to model the situation, solve to nd the solution, and write the answer in a sentence including a label.
4 Pro cient I can write two equations needed to model the situation, solve to nd the solution, and write the answer in a sentence including a label. 3 Developing I can write two equations needed to model the situation and solve to nd the solution with minimal errors. 2 Basic I can de ne two variables, write two equations (with minimal errors) needed to model the situation and solve the written equations. 1 Minimal I can de ne two variables needed to write the equations that model the situation. 5. Sequences (20.00%) 5.1 I can relate an arithmetic or geometric sequence to its graph and discuss the signi cance of the common ratio or difference. 4 Pro cient I can relate an arithmetic or geometric sequence to its graph and discuss the signi cance of the common ratio or difference. 3 Developing I can relate an arithmetic or geometric sequence to its graph and identify the common difference or ratio. 2 Basic Given a graph or sequence, I can identify it as arithmetic or geometric and state the common difference or ratio. 1 Minimal Given a graph or sequence, I can identify it as arithmetic (linear) or geometric (exponential). 5.2 I can generate and apply an explicit equation for an arithmetic sequence given a situation. 4 Pro cient I can generate and apply an explicit equation for an arithmetic sequence given a situation. 3 Developing I can nd a given term in a sequence and nd the number of terms in a sequence. 2 Basic I can identify the zero-eth term t(0) and the common difference (d) in an arithmetic sequence and write the explicit equation. 1 Minimal I can identify a sequence as arithmetic and state the value that is being added or subtracted.
5.3 I can generate and apply an explicit equation for a geometric sequence given a situation. 4 Pro cient I can generate and apply an explicit equation for a geometric sequence given a situation. 3 Developing I can write the explicit equation to represent the geometric sequence and nd a given term. 2 Basic I can identify the zeroeth term t(0) and the common ratio (r) in a geometric sequence and write the explicit equation. 1 Minimal I can identify a sequence as geometric and state the value that is being multiplied or divided. 5.4 I can generate a recursive equation, including identifying a term and explain how the equation is generated. 4 Pro cient I can generate a recursive equation, including identifying a term and explain how the equation is generated. 3 Developing Given an explicit equation, I can write the recursive equation, including a term. 2 Basic Given a sequence, I can write the recursive equation. 1 Minimal Given a recursive equation, I can list the rst 5 terms of the sequence.