**Grade:**912

**Cluster:**Construct and compare linear, quadratic, and exponential models and solve problems. (Algebra 1 - Supporting 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**

**Item Type(s):**This benchmark may be assessed using: EE item(s)

MAFS.912.F-BF.1.1

MAFS.912.F-IF.1.3

**Assessment Limits :**

In items where the student must write a function using arithmetic

operations or by composing functions, the student should have to

generate the new function only.

In items where the student constructs an exponential function, a

geometric sequence, or a recursive definition from input-output

pairs, at least two sets of pairs must have consecutive inputs.

In items that require the student to construct arithmetic or geometric

sequences, the real-world context should be discrete.

In items that require the student to construct a linear or exponential

function, the real-world context should be continuous.

**Calculator :**

Neutral

**Clarification :**

Students will write a linear function, an arithmetic sequence, an

exponential function, or a geometric sequence when given a graph

that models a real-world context.

Students will write a linear function, an arithmetic sequence, an

exponential function, or a geometric sequence when given a verbal

description of a real-world context.

Students will write a linear function, an arithmetic sequence, an

exponential function, or a geometric sequence when given a table of

values or a set of ordered pairs that model a real-world context.

Students will write an explicit function, define a recursive process, or

complete a table of calculations that can be used to mathematically

define a real-world context.

Students will write a function that combines functions using

arithmetic operations and relate the result to the context of the

problem.

Students will write a function to model a real-world context by

composing functions and the information within the context.

Students will write a recursive definition for a sequence that is

presented as a sequence, a graph, or a table.

**Stimulus Attributes :**

For F-LE.1.2 and F-BF.1.1, items should be set in a real-world context.

For F-IF.1.3, items may be set in a mathematical or real-world

context.

Items must use function notation.

In items where the student builds a function using arithmetic

operations or by composition, the functions may be given using

verbal descriptions, function notation or as equations.

**Response Attributes :**

For F-BF.1.1b and c, the student may be asked to find a value.

For F-LE.1.2 and F-BF.1.1, items may require the student to apply the

basic modeling cycle.

In items where the student writes a recursive formula, the student

may be expected to give both parts of the formula.

The student may be required to determine equivalent recursive

formulas or functions.

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 (1)**

Test Item # |
Question |
Difficulty |
Type |

Sample Item 1 | A study estimates that the cost of tuition at a university will increase by 2.8% each year. The cost of tuition at the university in 2015 was $33,741. The function, B(x), models the estimated tuition cost, where x is the number of years since 2015. Click on the blank to enter an expression that completes the function B(x). |
N/A | EE: Equation Editor |