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MAFS.912.F-LE.2.5

Interpret the parameters in a linear or exponential function in terms of a context. ?
Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Functions: Linear, Quadratic, & Exponential Models
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Interpret expressions for functions in terms of the situation they model. (Algebra 1 - Supporting Cluster) (Algebra 2 - Additional Cluster) -

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.

Date Adopted or Revised: 02/14
Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes

TEST ITEM SPECIFICATIONS

  • Item Type(s): This benchmark will be assessed using: GRID , item(s)
    Assessed with:

    MAFS.912.F-LE.1.1

  • Assessment Limits :
    Exponential functions should be in the form begin mathsize 12px style a left parenthesis b right parenthesis to the power of x plus k end style
  • Calculator :

    Neutral

  • Clarification :
    Students will determine whether the real-world context may be
    represented by a linear function or an exponential function and give
    the constant rate or the rate of growth or decay.

    Students will choose an explanation as to why a context may be
    modeled by a linear function or an exponential function.
    Students will interpret the rate of change and intercepts of a linear
    function when given an equation that models a real-world context.

    Students will interpret the x-intercept, y-intercept, and/or rate of
    growth or decay of an exponential function given in a real-world
    context

  • Stimulus Attributes :
    Items should be set in a real-world context.

    Items must use function notation.

  • Response Attributes :
    Items may require the student to apply the basic modeling cycle.

    Items may require the student to choose a parameter that is
    described within the real-world context.

    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.

SAMPLE TEST ITEMS (2)

  • Test Item #: Sample Item 1
  • Question:

    The graph of function f models the specific humidity in the atmosphere, in grams of water vapor per kilogram of atmospheric gas begin mathsize 12px style left parenthesis fraction numerator g over denominator k g end fraction right parenthesis end style, versus temperature, in degrees Celsius (ºC), as shown. Four of its points are labeled.

    This question has two parts.

    Part A.

    Felicia wants to model the raltionship between temperature, in ºC, and specific humidity, in begin mathsize 12px style fraction numerator g over denominator k g end fraction end style. Select words to complete the statement about the type of model Felicia should use.

    The relationship is _____________ because the specific humidity increases by equal ______ over equal intervals of temperature.

    Part B.

    Which relationship must be true to justify the function type that models the relationship?

  • Difficulty: N/A
  • Type: : Multiple Types

  • Test Item #: Sample Item 2
  • Question:

    The graph shows T, the temperature of water, in degrees Celsius, in a test tube after m minutes of an experiment.

    Drag a label to each box to correctly identify the type of rate of change between temperature and time on each part of the graph.

  • Difficulty: N/A
  • Type: GRID: Graphic Response Item Display