**Subject Area:**Mathematics

**Grade:**912

**Domain-Subdomain:**Algebra: Seeing Structure in Expressions

**Cluster:**Level 2: Basic Application of Skills & Concepts

**Cluster:**Write expressions in equivalent forms to solve problems. (Algebra 1 - Supporting Cluster) (Algebra 2 - Major 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**

- have integral common factors
- be a difference of two squares up to a degree of 4
- be a quadratic, ax² + bx + c, where a > 0 and a, b, and c are integers
- be a polynomial of four terms with a leading coefficient of 1 and highest degree of 3.

MAFS.912.A-SSEE.1.1

MAFS.912.A-SSE.1.2

**Assessment Limits :**

Items that require the student to transform a quadratic equation to

vertex form, b/a must be an even integer.

vertex, or axis of symmetry when the quadratic expression is in the

form ax² + bx + c (see F-IF.3.8).

For A-SSE.2.3c and A-SSE.1.1, exponential expressions are limited to

simple growth and decay. If the number e is used then its

approximate value should be given in the stem.

For A-SSE.2.3a and A-SSE.1.1, quadratic expressions should be

univariate.

For A-SSE.2.3b, items should only ask the student to interpret the yvalue of the vertex within a real-world context.

For A-SSE.2.3, items should require the student to choose how to

rewrite the expression.

In items that require the student to write equivalent expressions by

factoring, the given expression may

**Calculator :**

Neutral

**Clarification :**

Students will use equivalent forms of a quadratic expression to

interpret the expression’s terms, factors, zeros, maximum, minimum,

coefficients, or parts in terms of the real-world situation the

expression represents.

Students will use equivalent forms of an exponential expression to

interpret the expression’s terms, factors, coefficients, or parts in

terms of the real-world situation the expression represents.

Students will rewrite algebraic expressions in different equivalent

forms by recognizing the expression’s structure.

Students will rewrite algebraic expressions in different equivalent

forms using factoring techniques (e.g., common factors, grouping, the

difference of two squares, the sum or difference of two cubes, or a

combination of methods to factor completely) or simplifying

expressions (e.g., combining like terms, using the distributive

property, and other operations with polynomials).

**Stimulus Attributes :**

Items assessing A-SSE.2.3 and A-SSE.1.1 must be set in a real-world

context.

Items that require an equivalent expression found by factoring may

be in a real-world or mathematical context.

Items should contain expressions only.

Items may require the student to provide the answer in a specific

form.

**Response Attributes :**

Items may require the student to choose an appropriate level of

accuracy.

Items may require the student to choose and interpret units.

For A-SSE.1.1 and A-SSE.2.3, items may require the student to apply

the basic modeling cycle.

**SAMPLE TEST ITEMS (1)**

Test Item # |
Question |
Difficulty |
Type |

Sample Item 1 | Sue removes the plug from a trough to drain the water inside. The volume, in gallons, in the trough after it has been unplugged can be modeled by 4t²-32t+63, where t is time, in minutes. A. Click on the correct property that will give Sue the amount of time it takes the trough to drain. B. Click on the expression that will reveal the property. |
N/A | SHT: Selectable Hot Text |