### General Information

**Subject Area:**Mathematics

**Grade:**912

**Domain-Subdomain:**Algebra: Creating Equations

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

**Cluster:**Create equations that describe numbers or relationships. (Algebra 1 - Major Cluster) (Algebra 2 - Supporting 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

MAFS.912.A-REI.2.3

MAFS.912.A-CED.1.4

**Assessment Limits :**

In items that require the student to write an equation, equations are limited to exponential functions with one translation, linear functions, or quadratic functions.

Items may include equations or inequalities that contain variables on both sides.

Items may include compound inequalities.

In items that require the student to write an exponential function given ordered pairs, at least one pair of consecutive values must be given.

In items that require the student to write or solve an inequality, variables are restricted to an exponent of one.

Items that involve formulas should not include overused contexts such as Fahrenheit/Celsius or three-dimensional geometry formulas.

In items that require the student to solve literal equations and formulas, a linear term should be the term of interest.

Items should not require more than four procedural steps to isolate the variable of interest.

Items may require the student to recognize equivalent expressions but may not require a student to perform an algebraic operation outside the context of Algebra 1.

**Calculator :**

Neutral

**Clarification :**

Students will write an equation in one variable that represents a real world context.

Students will write an inequality in one variable that represents a real-world context.

Students will solve a linear equation.

Students will solve a linear inequality.

Students will solve multi-variable formulas or literal equations for a specific variable.

Students will solve formulas and equations with coefficients represented by letters.

**Stimulus Attributes :**

Items assessing A-CED.1.1 and A-CED.1.4 must be placed in real-world context.

Items assessing REI.2.3 do not have to be in a real-world context.

**Response Attributes :**

Items assessing REI.2.3 should not require the student to write the equation.

Items may require the student to choose an appropriate level of accuracy.

Items may require the student to choose and interpret units.

For A-CED.1.1 and A-CED.1.4, items may require the student to apply the basic modeling cycle.

### Sample Test Items (1)

Test Item # |
Question |
Difficulty |
Type |

Sample Item 1 | The table shows a company's income and expenses over the last 7 days. The company found that its weekly income and expenses were approximately the same from week to week. A. Select the correct definition of the variable x. B. Drag terms to the boxes and symbols to the circles to create an equation that can be solved to approximate the number of weeks it will take for the company's income to be $10,000 more than its expenses. |
N/A | GRID: Graphic Response Item Display |