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10 Assessment Guide for Educators: Mathematical Reasoning Chapter 1: Assessment Targets Common Core State Standards References4 Algebraic Problem Solving Assessment Targets Content Indicators Range of Depth of Knowledge (DOK)5 A.5 Connect and interpret graphs and functions 6.NS.6 A.5.a Locate points in the coordinate plane. 1 8.F .4 A.5.b Determine the slope of a line from a graph, equation, or table. 1-2 8.EE.5 A.5.c Interpret unit rate as the slope in a proportional relationship. 2 A-CED.2; F-IF .7 A.5.d Graph two-variable linear equations. 1-2 8.F .3; 8.F .5; F-IF .5 A.5.e For a function that models a linear or nonlinear relationship between two quantities, interpret key features of graphs and tables in terms of quantities, and sketch graphs showing key features of graphs and tables in terms of quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior, and periodicity. 1-2 A.6 Connect coordinates, lines, and equations A-CED.2 A.6.a Write the equation of a line with a given slope through a given point. 1-2 A-CED.2 A.6.b Write the equation of a line passing through two given distinct points. 2 G-GPE.5 A.6.c Use slope to identify parallel and perpendicular lines and to solve geometric problems. 1-2 A.7 Compare, represent, and evaluate functions 8.EE.5 A.7 .a Compare two different proportional relationships represented in different ways. Examples include but are not limited to: compare a distance-time graph to a distance-time equation to determine which of two moving objects has a greater speed. 2 8.F .1; F-IF .1 A.7 .b Represent or identify a function in a table or graph as having exactly one output (one element in the range) for each input (each element in the domain). 1-2 F-IF .2 A.7 .c Evaluate linear and quadratic functions for values in their domain when represented using function notation. 1-2 8.F .2; F-IF .9 A.7 .d Compare properties of two linear or quadratic functions each represented in a different way (algebraically, numerically in tables, graphically or by verbal descriptions). Examples include but are not limited to: given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. 2 4 See the Common Core State State Standards for Mathematics at www.corestandards.org for more information on the reference codes listed in the column. ” 5 The Depth of Knowledge (DOK) levels correspond to Norman Webb’s (University of Wisconsin) Depth of Knowledge model for cognitive complexity.