Goal 1 |
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Goal 1
The student will develop, analyze, communicate, and apply models to real-world situations using the language of mathematics and appropriate technology.
Expectation
1. The student will model and interpret real-world situations, using the language of mathematics and appropriate technology.
Indicators
- The student will determine and interpret a linear function when given a graph, table of values, essential
characteristics of the function, or a verbal description of a real-world situation.
Assessment limits:
- The majority of these items should be in context.
- Essential characteristics are any points on the line, x- and y-intercepts*, and slope*.
*Students should be able to perform these skills with and without the use of a graphing calculator.
- The student will determine and interpret a quadratic function when given a graph, table of values,
essential characteristics of the function, or a verbal description of a real-world situation.
Assessment limits:
- The majority of the items should be in context.
- Essential characteristics are zeros, vertex (maximum or minimum), y-intercept, increasing and decreasing behavior.
- A table of values must include rational zeros and at least one other point.
- All have real zeros.
- The student will determine and interpret an exponential function when given a graph, table of values,
essential characteristics of the function, or a verbal description of a real-world situation.
Assessment limits:
- The majority of the items should be in context.
- Essential characteristics are y-intercepts, asymptotes, increasing or decreasing.
- For f(x) = a bx , b > 0, a and b are rational numbers, b is not 1.
- The y-values for x =0 and x = 1 will be given.
- The student will be able to use logarithms to solve problems that can be modeled using an exponential
function.
Assessment limits:
- The majority of the items should be in context.
- Properties used to solve problems may include the product, quotient, and/or power properties of logarithms.
Expectation
2. Given an appropriate real-world situation, the student will choose an appropriate linear, quadratic, polynomial, absolute value, piecewise-defined, simple rational or exponential model and apply that model to solve the problem.
Indicators
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Assessment limits:
- The majority of the items should include a verbal description of a real-world situation.
Expectation
3. The student will communicate the mathematical results in a meaningful manner.
Indicators
- The student will describe the reasoning and processes used in order to reach the solution to a problem.
Assessment limits:
- This indicator is assessed through the implementation of the Core Learning Goal rubric for the constructed response items.
- The student will ascribe a meaning to the solution in the context of the problem and consider the
reasonableness of the solution.
Assessment limits:
- This indicator is assessed through the implementation of the Core Learning Goal rubric for the constructed response items.
June 2007
