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 :
In items that require the student to write an equation as a constraint, the equation may be a linear function.
In items that require the student to write a system of equations to represent a constraint, the system is limited to two variables.
In items that require the student to write a system of inequalities to represent a constraint, the system is limited to two variables
- Calculator :
- Clarification :
Students will write constraints for a real-world context using equations, inequalities, a system of equations, or a system of inequalities.
Students will interpret the solution of a real-world context as viable or not viable.
- Stimulus Attributes :
Items must be set in a real-world context.
Items may use function notation.
- 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. Items may require the student to apply the basic modeling cycle.
SAMPLE TEST ITEMS (1)
- Test Item #: Sample Item 1
The production cost, C, in thousands of dollars, for a toy company to manufacture a ball is given by the model C(x)=75+21x-0.72x², where x is the number of balls produced in one day, in thousands. The company wants to keep its production cost at or below $125,000. The graph shown models the situation.
What is a reasonable constraint for the model?
- Difficulty: N/A
- Type: MC: Multiple Choice