Sample Item provided by Smarter Balanced as preliminary examples of the types ...

Sample Item provided by Smarter Balanced as preliminary examples of the types of items that students might encounter on the summative assessment. The item assesses whether students can perform arithmetic operations on polynomials. MAT.HS.ER.3.0AAPR.F.045

Sample Item provided by Smarter Balanced as preliminary examples of the types ...

Sample Item provided by Smarter Balanced as preliminary examples of the types of items that students might encounter on the summative assessment. The item assesses whether the student has a solid understanding of writing equations to model a real-life situations and use the equations to find answers to questions within a context. MAT.HS.CR.2.0ACED.A.225

Sample Item provided by Smarter Balanced as preliminary examples of the types ...

Sample Item provided by Smarter Balanced as preliminary examples of the types of items that students might encounter on the summative assessment. The item assesses whether students can represent and solve equations and inequalities graphically. MAT.HS.SR.1.0AREI.J.678

Sample Item provided by Smarter Balanced as preliminary examples of the types ...

Sample Item provided by Smarter Balanced as preliminary examples of the types of items that students might encounter on the summative assessment. The item assesses student understanding of solving linear inequalities in one-variable. MAT.HS.TE.1.0AREI.I.088

A Constructed Response Item provided by Smarter Balanced as preliminary examples of ...

A Constructed Response Item provided by Smarter Balanced as preliminary examples of the types of items that students might encounter on the summative assessment. The item prompt students to produce a text or numerical response in order to collect evidence about their knowledge or understanding of representing constraints by equations and systems of equations, solving systems of linear equations and interpreting solutions as viable or nonviable options in a modeling context. MAT.HS.CR.2.0AREI.A.032

A Constructed Response Item provided by Smarter Balanced as preliminary examples of ...

A Constructed Response Item provided by Smarter Balanced as preliminary examples of the types of items that students might encounter on the summative assessment. The item prompt students to produce a text or numerical response in order to collect evidence about their knowledge or understanding of using structure of an expression to identify ways to rewrite it and rearrange formulas to highlight a specific quantity of interest. MAT.HS.CR.2.0ASSE.A.005

A Selected Response Item provided by Smarter Balanced as preliminary examples of ...

A Selected Response Item provided by Smarter Balanced as preliminary examples of the types of items that students might encounter on the summative assessment. The item contain a series of options from which to select the two equations with equivalent zeros. MAT.HS.SR.1.0ASSE.E.015

The Advanced Data Grapher can be used to analyze data with box ...

The Advanced Data Grapher can be used to analyze data with box plots, bubble graphs, scatterplots, histograms, and stem-and-leaf plots. You can enter multiple rows and columns of data, select which set(s) to display in a graph, and choose the type of representation.

Students develop facility with graphical interpretations of systems of equations and the ...

Students develop facility with graphical interpretations of systems of equations and the meaning of their solutions on those graphs. For example, they can use the distance formula to find the distance between the centers of two circles and thereby determine whether the circles intersect in 0, 1, or 2 points. By completing the squares, students can convert the equation of a circle in general form to the center-radius form and, thus, find the radius and center. They can also convert the center-radius form to the general form by removing parentheses and combining like terms. Students understand how to solve and graph a system consisting of two quadratic equations in two variables.

Students use geometric sequences to model situations of exponential growth and decay. ...

Students use geometric sequences to model situations of exponential growth and decay. Students write geometric sequences explicitly and recursively and translate between the two forms.

Students draw a smooth curve that could be used as a model ...

Students draw a smooth curve that could be used as a model for a given data distribution. Students recognize when it is reasonable and when it is not reasonable to use a normal curve as a model for a given data distribution.

Students define appropriate quantities from a situation (a “graphing story”), choose and ...

Students define appropriate quantities from a situation (a “graphing story”), choose and interpret the scale and the origin for the graph, and graph the piecewise linear function described in the video. They understand the relationship between physical measurements and their representation on a graph.

Students choose and interpret the scale on a graph to appropriately represent ...

Students choose and interpret the scale on a graph to appropriately represent an exponential function. Students plot points representing number of bacteria over time, given that bacteria grow by a constant factor over evenly spaced time intervals.

Students develop the tools necessary to discern units for quantities in real-world ...

Students develop the tools necessary to discern units for quantities in real-world situations and choose levels of accuracy appropriate to limitations on measurement. They refine their skills in interpreting the meaning of features appearing in graphs.

Students use the structure of an expression to identify ways to rewrite ...

Students use the structure of an expression to identify ways to rewrite it. Students use the distributive property to prove equivalency of expressions.

Students understand that the sum or difference of two polynomials produces another ...

Students understand that the sum or difference of two polynomials produces another polynomial and relate polynomials to the system of integers; students add and subtract polynomials.

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