School Improvement in Maryland

Sample Item
Brief Constructed Response Item for Grade 7

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Topic A. Patterns and Functions

Indicator 1. Identify, describe, extend, and create linear patterns and functions

Objective a. Complete a function table with a given two-operation rule

Assessment limit: Use the operations (+, -, x), numbers no more than 20 in the rule and whole numbers (0-500)

The linear relationship is the table below uses the rule y = 6x + 20

x y
5 50
13 98
45 290
80 ?

Step A

What is the value for y when x = 80?

Step B

Explain how you determined this value. Use what you know about function tables in your explanation. Use words, numbers, and/or symbols in your explanation.


Step A is scored 0 (Incorrect) or 1 (Correct) and assesses 1.A.1.a.
Step B is scored with a 3 point (0, 1, 2) rubric and assesses Processes of Mathematics.

Correct Answer
500
Answer Annotation

Step A Answer: 500

Step B Sample correct response: I know in a function table you must substitute the value from the first column into the expression in the second column. When I substitute 80 into 6c + 20, I get 6 (80) + 20, which is 480 + 20 which equals 500.

Brief Constructed Response (BCR) Rubric
Print: Scoring Rubric

Score 2

The response demonstrates a complete understanding and analysis of a problem.

  • Application of a reasonable strategy in the context of the problem is indicated.
  • Explanation1 of and/or justification2 for the mathematical process(es) used to solve a problem is clear, developed, and logical.
  • Connections and/or extensions made within mathematics or outside of mathematics are clear.
  • Supportive information and/or numbers are provided as appropriate. 3

Score 1

The response demonstrates a minimal understanding and analysis of a problem.

  • Partial application of a strategy in the context of the problem is indicated.
  • Explanation1 of and/or justification2 for the mathematical process(es) used to solve a problem is partially developed, logically flawed, or missing.
  • Connections and/or extensions made within mathematics or outside of mathematics are partial or overly general, or flawed.
  • Supportive information and/or numbers may or may not be provided as appropriate.3

Score 0

The response is completely incorrect, irrelevant to the problem, or missing.4

Note 1:

Explanation refers to students' ability to communicate how they arrived at the solution for an item using the language of mathematics.

Note 2:

Justification refers to students' ability to support the reasoning used to solve a problem, or to demonstrate why the solution is correct using mathematical concepts and principles.

Note 3:

Students need to complete rubric criteria for explanation, justification, connections and/or extensions as cued for in a given problem.

Note 4:

Merely an exact copy or paraphrase of the problem will receive a score of "0".

Rubric Document Date: August 2003

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