A

A

A

RW

GG

GG

At Level 3, the student is able to

·          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,

·          Domain and Range

*         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).

*         Quadratic Equation Tutorial

*         Select the solution to a quadratic equation given solutions represented in graphical form (integral solutions and a leading coefficient of one).

*         Graphically find Solutions of a Quadratic

*         Select one of the factors (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).

*         Discriminant and Quadratic Review

*         Recommended by the 2003 committee as additional state performance indicators. Additional state performance indicators will begin to be assessed during 2005-2006.

Performance Indicators

As documented through teacher observation -

Teacher:

At Level 1, the student is able to

·          analyze rational number patterns;

·          describe in writing the pattern for real-world data listed in a function table.

At Level 2, the student is able to

·          produce an equation to describe the relationship between data sets;

·          explore patterns including Pascal's Triangle and a Fibonacci sequence;

·          solve a system of two linear equations using the graphing, elimination, and substitution methods;

·          defend the selection of a method for solving a system of equations;

·          represent algebraic expressions and operations using manipulatives;

·          model the steps for solving simple linear equations using manipulatives;

·          write an equation that symbolically expresses a problem solving situation;

·          justify correct results of algebraic procedures;

·          distinguish between a function and other relationships.

At Level 3, the student is able to

·          analyze "families of functions" using technology.

Standard Number:

Performance Indicators

State:

A

GG

At Level 1, the student is able to

·          identify ordered pairs in the coordinate plane.

·          FREE GRAPH PAPER!!!

A

A

SSG

SSG

At Level 2, the student is able to

·          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.

·           

A

SSG

At Level 3, the student is able to

·          calculate the distance between two points given the Pythagorean theorem and the distance formula.

Performance Indicators

As documented through teacher observation -

Teacher:

At Level 1, the student is able to

·         describe real-world uses of geometric formulas and relationships;

·         discuss issues related to estimating areas of irregular-shaped figures for real-world uses (i.e., fencing, painting, laying carpet, or purchasing wallpaper or border).

At Level 2, the student is able to

·          explain how to determine if a triangle is a right triangle when given the measurements of all three sides;

·          illustrate the Pythagorean theorem by measuring the length, width, and diagonals of rectangular objects; design area models to illustrate the Pythagorean theorem.

At Level 3, the student is able to

·          determine the height of an object that is difficult to measure by using the properties of similar triangles.

Standard Number:

Performance Indicators

State:

A

A

A

SSG

RW

SSG

At Level 1, the student is able to

·          estimate the area of irregular geometric figures on a grid;

·          calculate rates involving cost per unit to determine the best buy (no more than three samples);

·          apply the given formula to determine the area or perimeter of a rectangle.

·          Area and Perimeter

A

SSG

At Level 2, the student is able to

·          apply the given formula to find the area of a circle, the circumference of a circle, or the volume of a rectangular solid.

·          Area and Perimeter of a Circle

A

AE

At Level 3, the student is able to

·          select the area representation for a given product of two one-variable binomials with positive constants and coefficients.

Performance Indicators

As documented through teacher observation -

Teacher:

At Level 1, the student is able to

·          justify the selection of a unit of measure in specific situations;

·          defend estimates of the perimeter and/or area of rectangles and triangles;

·          discover and explain formulas used to compute area and volume.

At Level 2, the student is able to

·          describe the procedure for determining the area of a composite shape in a real-world situation;

·          generalize area formulas using manipulatives for a parallelogram, a triangle, and a trapezoid;

·          defend an estimate for the volume of a container;

·          relate the volume of a container to its shape;

·          analyze precision, accuracy, tolerance, and approximate error in measurement situations.

At Level 3, the student is able to

·          discover the dimensions of a rectangle when given its area and the relationship between two adjacent sides;

·          describe how changes in the dimensions of figures affect perimeter, area, and volume.

Standard Number:

Performance Indicators

State:

A

A

A

RW

RW

RW

At Level 1, the student is able to

·          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.

A

A

A

GG

GG

RW

At Level 2, the student is able to

·          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).

A

RW

At Level 3, the student is able to

·          apply counting principles of permutations or combinations in real-world situations.

Performance Indicators

As documented through teacher observation -

Teacher:

At Level 1, the student is able to

·          design a strategy for collecting real-world data for a scientific investigation;

·          collect and organize real-world data.

At Level 2, the student is able to

·          graph real-world data using a variety of representations;

·          debate the selection of a graphical representation which best describes specific data;

·          model situations to determine theoretical and experimental probabilities;

·          judge the validity of claims made in probabilistic situations;

·          defend the sampling method chosen to conduct a survey.

At Level 3, the student is able to

·          debate possible conclusions that can be supported by given data;

·          make predictions from real-world data using a line of best fit.