![]() |
Links for K-12 Teachers | Assessment Assistance | On-Line Practice Modules | Daily Dose of the Web |
|
Level 1
|
|
|
Select the best estimate for the coordinate of a
given point on a number line
|
|
|
Identify the opposite of a rational number
|
|
|
Determine the square root of a perfect square less
than 169
|
|
|
Use exponents to simplify a monomial written in expanded
form
|
|
apply order of operations when computing with integers using no more than two sets of grouping symbols and exponents 1 and 2 |
|
select a reasonable solution for a real-world division problem in which the remainder must be considered |
|
|
Level 2
|
|
|
Order a given set of rational numbers
|
|
|
Identify the reciprocal of a rational number
|
|
add and subtract algebraic expressions |
|
multiply two polynomials with each factor having no more than two terms |
|
use estimation to determine a reasonable solution for a tedious arithmetic computation |
|
|
select ratios and proportions to represent real-world
problems
|
|
|
Level 3
|
|
|
Apply the concept of slope to represent rate of change
in a real-world situation
|
|
Sample Task |
|
Students design a concept map that illustrates the relationship among decimals, fractions, and percents. Students summarize in writing their concept maps and discuss how equivalent fractions, decimals, and percents can be flexibly interchanged. Students justify the selection of fraction, decimal, or percent notation in specific situations. |
|
Standard 2 - Algebra Students will describe, extend, analyze, and create a wide variety of patterns and functions using appropriate materials and representations in real world problem solving. |
|
Level 1 |
|
extend a geometric pattern |
|
extend a numerical pattern |
|
translate a verbal expression into an algebraic expression or vice versa |
|
evaluate a first degree algebraic expression given values for one or more variables |
|
solve one- and two-step linear equations using integers (with integral coefficients and constants) |
|
Level 2 |
|
select the algebraic notation which generalizes the pattern represented by data in a given table |
|
translate a verbal sentence into an algebraic equation or vice versa |
|
select the graph that represents a given linear function expressed in slope-intercept form |
|
solve multi-step linear equations (more than two steps, variables on one side of the equation with no use of parentheses) |
|
solve multi-step linear equations (more than two steps, with variables on both sides of the equation with no use of parentheses) |
|
solve multi-step linear equations (more than two steps, with one set of parentheses on each side of the equation) |
|
select the linear graph that models the given real-world situation described in a narrative (no data set given) |
|
select the linear graph that models the given real-world situation described in a tabular set of data or vice versa |
|
evaluate an algebraic expression given values for one or more variables using grouping symbols and/or exponents less than four |
|
determine the slope from the graph of a linear equation (no labeled points) |
|
apply the concept of rate of change to solve real-world problems |
|
select the appropriate graphical representation on the coordinate plane of a given linear inequality (given in standard form or slope-intercept form) |
|
select the non-linear graph that models the given real-world situation or vice versa |
|
identify the graphical representation of the solution to a one variable inequality on a number line |
|
Level 3 |
|
solve multi-step linear inequalities in real-world situations |
|
recognize the graphical transformation that occurs when coefficients and/or constants of the corresponding linear equations are changed |
|
determine the domain and/or range of a function represented by the graph of real-world situations |
|
select the system of equations that could be used to solve a given real-world problem |
|
find the solution to a quadratic equation given in standard form (integral solutions and a leading coefficient of one) |
|
select the solution to a quadratic equation given solutions represented in graphical form (integral solutions and a leading coefficient of one) |
|
select one of the factors (e.g., x + 3) of a quadratic equation (integral solutions and a leading coefficient of one) |
|
select the discriminant of a quadratic equation (integral solutions and a leading coefficient of one) |
|
Sample Task |
|
Use an almanac or the internet to find the area and the average depth of the world's ten largest bodies of salt water. Draw a scatterplot showing the relationship between these two sets of data. Describe the relationship and determine if it is a functional relationship. |
|
Standard 3 - Geometry The student will investigate, model, and apply geometric properties and relationships. |
|
Level 1 |
|
identify ordered pairs in the coordinate plane. |
|
Level 2 |
|
apply the given Pythagorean Theorem to a real life problem illustrated by a diagram (no radicals in answer) |
|
apply proportion and the concepts of similar triangles to find the length of a missing side of a triangle |
|
Level 3 |
|
calculate the distance between two points given the Pythagorean Theorem and the distance formula |
|
Sample Task |
|
Approximate the value of pi (π) by looking at the relationship between the diameter and circumference of various circular objects after measuring using a string or a tape measure. Students research and write about how various geometric properties are used in careers such as construction, drafting, and surveying. |
|
| Standard
4 - Measurement The student will apply appropriate tools and units of measurement to produce reasonable results |
|
| Level 1 |
|
| estimate the area of irregular geometric figures on a grid |
|
| calculate rates involving cost per unit to determine the best buy (no more than four samples) |
|
| apply the given formula to determine the area or perimeter of a rectangle |
|
| Level
2 |
|
| apply the given formula to find the area of a circle, the circumference of a circle, or the volume of a rectangular solid |
|
| Level 3 |
|
| select the area representation for a given product of two one-variable binomials with positive constants and coefficients |
|
Sample Task |
|
Place students in small groups giving each group a different length of string. Have each group form a rectangle with the string. Ask each group to measure the sides of their rectangle and find its area. Using the string, direct each group to construct the rectangle with the greatest possible area. Give each group the opportunity to justify their solution. |
|
|
Level 1
|
|
|
determine the mean (average) of a given set of real-world data (no more than five two-digit numbers) |
|
|
interpret bar graphs representing real-world data
|
|
|
interpret circle graphs (pie charts) representing real-world data
|
|
|
Level 2
|
|
|
choose the matching linear graph given a set of ordered pairs |
|
|
make a prediction from the graph of a real-world linear data set
|
|
|
determine the median for a given set of real-world data (even number of data)
|
|
|
Level 3
|
|
|
compute the probability of a simple compound event (2 independent events, no more than 6 possibilities per event)
|
|
Sample Task |
|
Students research the age of each Tennessee governor at the time of his/her inauguration. The students organize their information and will determine which measure of central tendency is the best description of the data. Students explain their decision. |
|
Multiple Review Activities |
|
Visitors since November 2000 |
Memphis, TN |