Monday, May 20, 2024, 4:34 PM
Site: Learnbps
Course: BPSS (MAT) Mathematics Standards (S-MAT)
Glossary: MAT-HS: Algebra

#### MAT-HS.A-CED.03

 MAT-HS Targeted Standards(A) Concept: Algebra(CED) Domain: Creating ExpressionsCluster: Create equations that describe numbers or relationships MAT-HS.A-CED.03* Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

## Student Learning Targets:

• I can
• I can

• I can
• I can

### Skills (Performance) Targets

• I can write and use a system of equations and/or inequalities to solve a real world problem.
• I can use equations and inequalities to represent problem constraints and objectives (linear programming).

• I can
• I can

## Resources

 Web Vocab linear programming

#### MAT-HS.A-CED.04

 MAT-HS Targeted Standards(A) Concept: Algebra(CED) Domain: Creating ExpressionsCluster: Create equations that describe numbers or relationships MAT-HS.A-CED.04 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

## Student Learning Targets:

• I can
• I can

• I can
• I can

### Skills (Performance) Targets

• I can solve for (isolate) a specific variable.
• I can perform transformations that produce equivalent equations (e.g., adding the same amount to both sides of the equation, etc.)
• I can solve multi-variable formulas or literal equations for a specific variable.

• I can
• I can

## Proficiency Scale

 Score Description Sample Activity 4.0 (advanced) In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Solve for h:   3h+g=5h-hg 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 (proficient) The student can: solve multi-variable formulas or literal equations for a specific variable. The student exhibits no major errors or omissions. Solve the following equation for b: A = 1/2h (b+c) Solve the following equation for a: Solve the following equation for b: 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 (progressing) There are no major errors or omissions regarding the simpler details and processes as the student can: identify appropriate inverse operations. solve a simple linear equation for y. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Solve the following equation for y: 2x - 3y = 8 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 (beginning) With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill.

## Resources

 Web Vocab literal equation

#### MAT-HS.A-REI.02

 MAT-HS Targeted Standards(A) Concept: Algebra(REI) Domain: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning MAT-HS.A-REI.02 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

## Student Learning Targets:

• I can
• I can

• I can
• I can

### Skills (Performance) Targets

• I can solve simple rational and radical equations in one variable and provide examples of how extraneous solutions arise.

• I can
• I can

## Alg II Solve Radical Equations Proficiency Scale

 Score Description Sample Activity 4.0 (advanced) In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Solve the following equation: 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 (proficient) The student can: solve a radical equation and identify an extraneous solution. provide examples of how extraneous solutions to a radical equation arise. The student exhibits no major errors or omissions. Solve the following equations: 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 (progressing) There are no major errors or omissions regarding the simpler details and processes as the student can: recognize and recall specific terminology such as: radical radicand index inverse operations extraneous solution identify an extraneous solution to a radical equation when given possible solutions.      However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Solve the following equations: 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 (beginning) With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill.

## Alg II Solve Rational Equations Proficiency Scale

Score   Description Sample Activity

4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

 Describe the error in the following work:

3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.

3.0

(proficient)

The student can:
• solve a rational equation and recognize an extraneous solution.
The student exhibits no major errors or omissions.

Solve the following rational equation for r  and check for extraneous solutions:

2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).

2.0

(progressing)

There are no major errors or omissions regarding the simpler details and processes as the student can:
• recognize and recall specific terminology such as:
• rational equation
• denominator
• extraneous solution
• solve simple rational equations.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Solve the following rational equation for n:

1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).

1.0

(beginning)

With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill.

## Resources

 Web Vocab

#### MAT-HS.A-REI.03

 MAT-HS Targeted Standards(A) Concept: Algebra(REI) Domain: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning MAT-HS.A-REI.03 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. .

## Student Learning Targets:

• I can
• I can

• I can
• I can

### Skills (Performance) Targets

• I can solve for (isolate) a specific variable.
• I can perform transformations that produce equivalent equations (e.g., adding the same amount to both sides of the equation, etc.).
• I can check the solution.
• I can set a polynomial equal to zero and solve by factoring, quadratic formula, graphing, linear combinations, and substitution.
• I can solve for (isolate) a specific variable.
• I can write a linear system.
• I can perform transformations that produce equivalent equations (e.g., adding the same amount to both sides of the equation, etc.)
• I can check the solution.
• I can solve a quadratic.
• I can multiply and factor polynomials.
• I can solve a linear inequality.
• I can graph a linear inequality.
• I can solve a system of linear inequalities.
• I can graph a system of linear inequalities.
• I can check the solution of the system.
• I can solve a linear system (substitution, linear combination, graphically).
• I can write a linear system.
• I can identify the number of solutions of a linear system.
• I can identify the most efficient method to solve a system.
• I can check the solution of the system.
• I can solve linear equations in one variable, including equations with coefficients represented by letters**.
• I can solve linear inequalities in one variable, including inequalities with coefficients represented by letters**.

• I can
• I can

## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to achieving level 3.0 content, the student makes in-depth inferences and applications that go beyond what was taught |3c+4|=6       |x+3|+2<5 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 The student can: o solves linear equations with one variable:     -Additive Inverse     -Multiplicative Inverse     -Distributive Property     -Combine like terms     -Proportions **including special cases of no solution, infinitely many solutions o solve and graph the solution set of linear inequalities with one variable:     -Apply the properties of linear equation     -Multiplicative Inverse of negative coefficients The student exhibits no major errors or omissions. o  3(h-4)=-1224-6h+2h o  52c-3=37c+4 o  -67y-642 o  Solve for x: ax+bc=d o  -4 13 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: o  demonstrates basics processes (HS.A-REI.01)     -one-step equations/inequalities     -two-step equations/inequalities However, the student exhibits major errors or omissions regarding the more complex ideas and processes. o  3x=14 o  -3x+5-2x=10 o  x2=83 o  4x-17 o  Solve for x: x+y=c 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

## Resources

 Web Vocab

#### MAT-HS.A-REI.03a

 MAT-HS Targeted Standards(A) Concept: Algebra(REI) Domain: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning MAT-HS.A-REI.03a Solve linear equations in one variable, including equations with coefficients represented by letters. .

## Student Learning Targets:

• I can
• I can

• I can
• I can

### Skills (Performance) Targets

• I can solve for (isolate) a specific variable.
• I can perform transformations that produce equivalent equations (e.g., adding the same amount to both sides of the equation, etc.).
• I can check the solution.
• I can set a polynomial equal to zero and solve by factoring, quadratic formula, graphing, linear combinations, and substitution.
• I can solve for (isolate) a specific variable.
• I can write a linear system.
• I can perform transformations that produce equivalent equations (e.g., adding the same amount to both sides of the equation, etc.)
• I can check the solution.
• I can solve a quadratic.
• I can multiply and factor polynomials.
• I can solve a linear inequality.
• I can graph a linear inequality.
• I can solve a system of linear inequalities.
• I can graph a system of linear inequalities.
• I can check the solution of the system.
• I can solve a linear system (substitution, linear combination, graphically).
• I can write a linear system.
• I can identify the number of solutions of a linear system.
• I can identify the most efficient method to solve a system.
• I can check the solution of the system.
• I can solve linear equations in one variable, including equations with coefficients represented by letters**.
• I can solve linear inequalities in one variable, including inequalities with coefficients represented by letters**.

• I can
• I can

## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to achieving level 3.0 content, the student makes in-depth inferences and applications that go beyond what was taught |3c+4|=6       |x+3|+2<5 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 The student can: o solves linear equations with one variable:     -Additive Inverse     -Multiplicative Inverse     -Distributive Property     -Combine like terms     -Proportions **including special cases of no solution, infinitely many solutions o solve and graph the solution set of linear inequalities with one variable:     -Apply the properties of linear equation     -Multiplicative Inverse of negative coefficients The student exhibits no major errors or omissions. o  3(h-4)=-1224-6h+2h o  52c-3=37c+4 o  -67y-642 o  Solve for x: ax+bc=d o  -4 13 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: o  demonstrates basics processes (HS.A-REI.01)     -one-step equations/inequalities     -two-step equations/inequalities However, the student exhibits major errors or omissions regarding the more complex ideas and processes. o  3x=14 o  -3x+5-2x=10 o  x2=83 o  4x-17 o  Solve for x: x+y=c 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

## Resources

 Web Vocab

#### MAT-HS.A-REI.03b

 MAT-HS Targeted Standards(A) Concept: Algebra(REI) Domain: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning MAT-HS.A-REI.03b Solve linear inequalities in one variable, including equations with coefficients represented by letters. .

## Student Learning Targets:

• I can
• I can

• I can
• I can

### Skills (Performance) Targets

• I can solve for (isolate) a specific variable.
• I can perform transformations that produce equivalent equations (e.g., adding the same amount to both sides of the equation, etc.).
• I can check the solution.
• I can set a polynomial equal to zero and solve by factoring, quadratic formula, graphing, linear combinations, and substitution.
• I can solve for (isolate) a specific variable.
• I can write a linear system.
• I can perform transformations that produce equivalent equations (e.g., adding the same amount to both sides of the equation, etc.)
• I can check the solution.
• I can solve a quadratic.
• I can multiply and factor polynomials.
• I can solve a linear inequality.
• I can graph a linear inequality.
• I can solve a system of linear inequalities.
• I can graph a system of linear inequalities.
• I can check the solution of the system.
• I can solve a linear system (substitution, linear combination, graphically).
• I can write a linear system.
• I can identify the number of solutions of a linear system.
• I can identify the most efficient method to solve a system.
• I can check the solution of the system.
• I can solve linear equations in one variable, including equations with coefficients represented by letters**.
• I can solve linear inequalities in one variable, including inequalities with coefficients represented by letters**.

• I can
• I can

## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to achieving level 3.0 content, the student makes in-depth inferences and applications that go beyond what was taught |3c+4|=6       |x+3|+2<5 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 The student can: o solves linear equations with one variable:     -Additive Inverse     -Multiplicative Inverse     -Distributive Property     -Combine like terms     -Proportions **including special cases of no solution, infinitely many solutions o solve and graph the solution set of linear inequalities with one variable:     -Apply the properties of linear equation     -Multiplicative Inverse of negative coefficients The student exhibits no major errors or omissions. o  3(h-4)=-1224-6h+2h o  52c-3=37c+4 o  -67y-642 o  Solve for x: ax+bc=d o  -4 13 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 There are no major errors or omissions regarding the simpler details and processes as the student: o  demonstrates basics processes (HS.A-REI.01)     -one-step equations/inequalities     -two-step equations/inequalities However, the student exhibits major errors or omissions regarding the more complex ideas and processes. o  3x=14 o  -3x+5-2x=10 o  x2=83 o  4x-17 o  Solve for x: x+y=c 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

## Resources

 Web Vocab

#### MAT-HS.A-REI.04

 MAT-HS Targeted Standards(A) Concept: Algebra(REI) Domain: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning MAT-HS.A-REI.04  Solve quadratic equations in one variable.   a.  Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)² = q that has the same solutions.   (+) Derive the quadratic formula from this form.   b.  Solve quadratic equations by inspection (e.g., for x² = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

## Student Learning Targets:

• I can
• I can

### Reasoning Targets

• I can explain why taking the square root of both sides of an equation can yield two solutions.

### Skills (Performance) Targets

• I can solve for (isolate) a specific variable.
• I can perform transformations that produce equivalent equations (e.g., adding the same amount to both sides of the equation, etc.).
• I can check the solution.
• I can solve for (isolate) a specific variable.
• I can solve a quadratic.
• I can multiply and factor polynomials.
• I can solve quadratic equations in one variable.
• I can transform a quadratic equation to an equation in the form (x-p)2=q by completing the square.
• I can derive the quadratic formula by completing the square on a quadratic equation.
• I can solve quadratic equations in one variable by simple inspection, taking the square root, factoring, and completing the square.
• I can use the quadratic formula to solve any quadratic equation, recognizing the formula produces all complex solutions and write the solutions in the form a ± bi , where a and b are real numbers.

• I can
• I can

## Algebra II Solving Quadratic Equations Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Suppose the quadratic functions f(x)=ax2+bx+c with f(-2)=0 and -b/(2a) =1. Solve f(x)=0. 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 The student can: solve a quadratic equation using any method. Solve the following quadratic equation using any method:     x2+4x+15=0 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 There are no major errors or omissions regarding the simpler details and processes as the student can: solve simple quadratic equations. recognize and recalls specific terminology, such as: quadratic equation factor complete the square quadratic formula square root imaginary/complex numbers Solve the following quadratic equations: x2+100=0 Perform the given operation: (3+i)(-6-i) 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill. -

## Resources

 Web Vocab completing the square quadratic formula

#### MAT-HS.A-REI.10

 MAT-HS Targeted Standards(A) Concept: Algebra(REI) Domain: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically MAT-HS.A-REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

## Student Learning Targets:

• I can
• I can

• I can
• I can

### Skills (Performance) Targets

• I can find any solution to an equation in two variables from the graph of that equation.
• I can graph the solution(s) of any linear or exponential function.
• I can verify an ordered pair is a solution to the equation.

• I can
• I can

## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to achieving level 3.0 content, the student makes in-depth inferences and applications that go beyond what was taught Given a quadratic function, identify two solutions. Given more than one function on a graph, determine the solution of the system. 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 The student can: Find any solution to an equation in two variables from the graph of that equation. Graph the solution(s) of any linear or exponential function. Verify an ordered pair is a solution to the equation. The student exhibits no major errors or omissions. Given the following function:  y=3x+2,  create a graph on a coordinate plane to show all solutions of the function. Determine if the given point (4, ½ ) is a solution to the       function y=212x Given the following function, identify three solutions. 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 There are no major errors or omissions regarding the simpler details and processes as the student can: Recognize and recall basic vocabulary such as: solution ordered pair coordinate plane Graph a function, given a table of solutions or technology. Evaluate using order of operations. Plot ordered pairs on a coordinate plane. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. - 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

## Resources

 Web Vocab

#### MAT-HS.A-REI.11

 MAT-HS Targeted Standards(A) Concept: Algebra(REI) Domain: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically MAT-HS.A-REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. Note: In Algebra I, only linear and exponential will be the focus.

## Student Learning Targets:

• I can
• I can

### Reasoning Targets

• I can explain why the intersection of y = f(x) and y = g(x) is the solution of f(x) = g(x) for any combination of linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

### Skills (Performance) Targets

• I can use technology to graph the equations and find their points of intersection.
• I can use tables of values or successive approximations to find solutions.

• I can
• I can

## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to achieving level 3.0 content, the student makes in-depth inferences and applications that go beyond what was taught On the graphs of f(x) and g(x), interpret where f(x)>g(x)or where f(x)

## Resources

 Web Vocab intersection

#### MAT-HS.A-REI.12

 MAT-HS Targeted Standards(A) Concept: Algebra(REI) Domain: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically MAT-HS.A-REI.12 Graph the solutions to a linear inequality in two variables as a half-plane. Graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

## Student Learning Targets:

• I can
• I can

• I can
• I can

### Skills (Performance) Targets

• I can graph the solutions to a linear inequality in two variables, including dashed or solid boundary lines when appropriate.
• I can graph the solution set to a system of linear inequalities in two variables as their corresponding intersection.

• I can
• I can

## Proficiency Scale

 Score Description Sample Activity 4.0(advanced) In addition to achieving level 3.0 content, the student makes in-depth inferences and applications that go beyond what was taught 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0(proficient) The student can: graph the solutions to a linear inequality in two variables, including dashed or solid boundary lines when appropriate. graph the solution set to a system of linear inequalities in two variables as their corresponding intersection. The student exhibits no major errors or omissions. 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0(progressing) There are no major errors or omissions regarding the simpler details and processes as the student can: recognize and recall basic vocabulary, such as: linear inequality. linear equation. understand when to use a solid line vs a dashed line. understand that there is a region of solutions and how to identify it. graph a linear equation as the boundary line. solve for Y in a linear equation or inequality. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0(beginning) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

## Resources

 Web Vocab half-plane