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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 ability to calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. MAT.HS.CR.1.00FIF.L.614

Subject:
Math 1
Mathematics
Material Type:
Activity/Lab
Assessment
Provider:
Oregon Department of Education
Author:
Smarter Balanced Assessment Consortium
02/26/2019
Rating
0.0 stars

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 writing a function defined by an expression in different but equivalent forms to reveal and explain different properties of a LINEAR function. MAT.HS.CR.1.00FIF.M.274

Subject:
Algebra
Math 1
Mathematics
Material Type:
Activity/Lab
Assessment
Provider:
Oregon Department of Education
Author:
Smarter Balanced Assessment Consortium
02/26/2019
Rating
0.0 stars

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 choose correct responses that extend the properties of exponents to rational exponents. MAT.HS.SR.1.00NRN.A.152

Subject:
Math 2
Mathematics
Material Type:
Activity/Lab
Assessment
Provider:
Oregon Department of Education
Author:
Smarter Balanced Assessment Consortium
02/26/2019
Rating
0.0 stars

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 explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. MAT.HS.ER.3.00NRN.B.085

Subject:
Math 2
Mathematics
Material Type:
Activity/Lab
Assessment
Provider:
Oregon Department of Education
Author:
Smarter Balanced Assessment Consortium