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    This document provides information about a Smarter Balanced Assessment for 8th grade students on using functions to model relationships between quantities. It outlines two common core standards being assessed, which involve constructing linear functions to model relationships, determining rates of change and initial values, and qualitatively describing functional relationships by analyzing graphs. It describes four achievement levels and lists vocabulary and allowable materials relevant to the assessment targets.

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    Sbac

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    This document provides information about a Smarter Balanced Assessment for 8th grade students on using functions to model relationships between quantities. It outlines two common core standards being assessed, which involve constructing linear functions to model relationships, determining rates of change and initial values, and qualitatively describing functional relationships by analyzing graphs. It describes four achievement levels and lists vocabulary and allowable materials relevant to the assessment targets.

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    This document provides information about a Smarter Balanced Assessment for 8th grade students on using functions to model relationships between quantities. It outlines two common core standards being assessed, which involve constructing linear functions to model relationships, determining rates of change and initial values, and qualitatively describing functional relationships by analyzing graphs. It describes four achievement levels and lists vocabulary and allowable materials relevant to the assessment targets.

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    79 views1 page

    Sbac

    Uploaded by

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    This document provides information about a Smarter Balanced Assessment for 8th grade students on using functions to model relationships between quantities. It outlines two common core standards being assessed, which involve constructing linear functions to model relationships, determining rates of change and initial values, and qualitatively describing functional relationships by analyzing graphs. It describes four achievement levels and lists vocabulary and allowable materials relevant to the assessment targets.

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    Grade 8 Smarter Balanced Assessment Item Specifications Fact Sheet 

    Claim 1 ‐ Target F: Use functions to model relationships between quantities. 
    Content Domain: Functions 
    Claim 1 Priority Cluster 
     
    Standards Assessed in Target F: 
    8.F.4: Construct a function to model a linear relationship between two quantities. Determine the rate of 
    change and initial value of the function from a description of a relationship or from two (x, y) values, 
    including reading these from a table or from a graph. Interpret the rate of change and initial value of a 
    linear function in terms of the situation it models, and in terms of its graph or a table of values. 
    8.F.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph 
    (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the 
    qualitative features of a function that has been described verbally. 

    Achievement Level Descriptors 
    Students should be able to identify a function that models a linear relationship between 
    Level 1  two quantities. 
    Students should be able to construct a graphical or tabular model to represent a linear 
    relationship between two quantities, and should be able to find the rate of change of a 
    Level 2  linear relationship displayed in a graph or table. They should be able to analyze a graph 
    of a linear function to qualitatively describe it. 
    Students should be able to construct a function to represent a linear relationship 
    between two quantities and a graph to represent verbally‐described qualitative features, 
    and determine the rate of change and initial value of a function from a graph, a verbal 
    Level 3  description of a relationship, or from two sets of x, y values given as coordinate pairs or 
    displayed in a table. They should be able to analyze a graph of a linear or nonlinear 
    function to qualitatively describe it. 
    Students should be able to interpret the rate of change and initial value of a linear 
    Level 4  function in terms of the situation it models and in terms of its graph or a table of values. 

    Construct‐Relevant Vocabulary 
    constant, decreasing, function, increasing, interval, linear, nonlinear, rate of change, relation, slope,  
    y–intercept 
     
    Allowable Stimulus Materials 
    graphs, equations, tables, written descriptions 
     
    Allowable Tools 
    Calculator 

    Information courtesy of the Smarter Balanced Assessment Consortium Item Specifications – Version 3.0 
    Fact sheet organized by SMc Curriculum – www.ccssmathactivities.com 

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