Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
TEST ITEM SPECIFICATIONS

Item Type(s):
This benchmark may be assessed using:
GRID
item(s)
Also assesses:  Assessment Limits :
Functions represented algebraically are limited to linear, quadratic, or
exponential.Functions may be represented using tables, graphs or verbally.
Functions represented using these representations are not limited to
linear, quadratic or exponential.Functions may have closed domains.
Functions may be discontinuous.
Items may not require the student to use or know interval notation.
Key features include xintercepts, yintercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative
maximums and minimums; symmetries; and end behavior.  Calculator :
Neutral
 Clarification :
Students will determine and relate the key features of a function
within a realworld context by examining the function’s table.Students will determine and relate the key features of a function
within a realworld context by examining the function’s graph.Students will use a given verbal description of the relationship
between two quantities to label key features of a graph of a function
that model the relationship.Students will differentiate between different types of functions using
a variety of descriptors (e.g., graphically, verbally, numerically, and
algebraically).Students will compare and contrast properties of two functions using
a variety of function representations (e.g., algebraic, graphic, numeric
in tables, or verbal descriptions).  Stimulus Attributes :
For FIF.2.4, items should be set in a realworld context.For FIF.3.9, items may be set in a realworld or mathematical
context.Items may use verbal descriptions of functions.
Items must use function notation.
 Response Attributes :
For FIF.2.4, items may require the student to apply the basic
modeling cycle.Items may require the student to write intervals using inequalities.
Items may require the student to choose an appropriate level of
accuracy.Items may require the student to choose and interpret the scale in a
graph.Items may require the student to choose and interpret units.
MAFS.912.FIF.3.9
SAMPLE TEST ITEMS (1)
 Test Item #: Sample Item 1
 Question:
Kim is driving from Miami to Key West. The graph shows her distance from Key West.
During what interval is Kim driving the fastest? Drag numbers to the boxes to complete the inequality.
 Difficulty: N/A
 Type: GRID: Graphic Response Item Display