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
This benchmark may be assessed using:
- Assessment Limits :
Items that require the student to write a system of equations using a real-world context are limited to a system of 2 x 2 linear equations.
Items that require the student to solve a system of equations are limited to a system of 2 x 2 linear equations.
Items that require the student to graph a system of equations or inequalities to find the solution are limited to a 2 x 2 system.
- Calculator :
- Clarification :
Students will identify the quantities in a real-world situation that should be represented by distinct variables.
Students will write a system of equations given a real-world situation.
Students will graph a system of equations that represents a realworld context using appropriate axis labels and scale.
Students will solve systems of linear equations.
Students will provide steps in an algebraic proof that shows one equation being replaced with another to find a solution for a system of equations.
Students will identify systems whose solutions would be the same through examination of the coefficients.
Students will identify the graph that represents a linear inequality. Students will graph a linear inequality.
Students will identify the solution set to a system of inequalities.
Students will identify ordered pairs that are in the solution set of a system of inequalities.
Students will graph the solution set to a system of inequalities
- Stimulus Attributes :
Items assessing A-CED.1.2 must be placed in a real-world context.
Items assessing A-REI.3.5 must be placed in a mathematical context.
Items assessing A-REI.3.6 and A-REI.4.12 may be set in a real-world or mathematical context.
Items may result in infinitely many solutions or no solution
- Response Attributes :
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.
For A-CED.1.2, items may require the student to apply the basic modeling cycle.
SAMPLE TEST ITEMS (1)
- Test Item #: Sample Item 1
Phillip is designing a deck, where the length of the deck, x, is at least 8 feet (ft). He wants the width to be 4 ft less than the length. The deck will have a bench and a planter, and the remaining area of the deck will be painted. The dimensions for each are shown in the diagram.
Let A represent the painted area, in square feet, of the deck.
Click on the blank to enter an expression in terms of x that completes the equation for A.
- Difficulty: N/A
- Type: EE: Equation Editor