MAT-HS.N-Q.01
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MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(Q) Domain: Quantities
Cluster: Reason quantitatively and use units to solve problems
MAT-HS.N-Q.01 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
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Student Learning Targets:
Knowledge Targets
- I can select appropriate units and scales for problem situations involving measurement.
Reasoning Targets
Skills (Performance) Targets
- I can interpret units in the context of the problem.
- I can use unit analysis to check the reasonability of your solution.
- I can choose and interpret an appropriate scale given data to be represented on a graph or display.
Product Targets
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Proficiency Scale
| Score |
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Description |
Sample Activity
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| 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. |
- |
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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 Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
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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 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
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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). |
- |
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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
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MAT-HS.N-Q.02
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MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(Q) Domain: Quantities
Cluster: Reason quantitatively and use units to solve problems
MAT-HS.N-Q.02 Define appropriate quantities for the purpose of descriptive modeling.
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Student Learning Targets:
Knowledge Targets
- I can select appropriate units and scales for problem situations involving measurement.
Reasoning Targets
Skills (Performance) Targets
- I can interpret units in the context of the problem.
- I can use unit analysis to check the reasonability of your solution.
- I can choose and interpret an appropriate scale given data to be represented on a graph or display.
- I can determine an appropriate quantity to model a situation.
Product Targets
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Proficiency Scale
| Score |
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Description |
Sample Activity
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| 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. |
- |
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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 Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
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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 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
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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). |
- |
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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
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MAT-HS.N-Q.03
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MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(Q) Domain: Quantities
Cluster: Reason quantitatively and use units to solve problems
MAT-HS.N-Q.03 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
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Student Learning Targets:
Knowledge Targets
- I can select appropriate units and scales for problem situations involving measurement.
Reasoning Targets
Skills (Performance) Targets
- I can interpret units in the context of the problem.
- I can use unit analysis to check the reasonability of your solution.
- I can choose and interpret an appropriate scale given data to be represented on a graph or display.
- I can choose a level of accuracy appropriate to the measuring tool or situation.
Product Targets
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Proficiency Scale
| Score |
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Description |
Sample Activity
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| 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. |
- |
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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 Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
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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 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
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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). |
- |
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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. |
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Resources
| Web
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Vocab
- significant digits
- accuracy
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MAT-HS.N-RN.01
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MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(RN) Domain: The Real Number System
Cluster: Extend the properties of exponents to rational numbers
MAT-HS.N-RN.01 Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
For example, we define 5 1/3 to be the cube root of 5 because we want (5 1/3)3 = 5(1/3)3 to hold, so (5 1/3)3 must equal 5. |
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
- I can use exponential properties to explain how rational exponents follow from integer exponents.
Product Targets
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Alg II Convert Radicals to Rational Exponents Proficiency Scale
| Score |
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Description |
Sample Activity
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4.0
(advanced)
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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. |
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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. |
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3.0
(proficient)
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The student can:
The student exhibits no major errors or omissions.
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Write x2/3 in radical notation.
Write  in exponential notation.
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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). |
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2.0
(progressing)
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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 and radical notation
- index
- rational exponent
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
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Write x1/3in radical notation.
Rewrite  in exponential notation.
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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). |
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1.0
(beginning)
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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). |
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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. |
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Resources
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MAT-HS.N-RN.02
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MAT-HS Targeted Standards
(N) Concept: Number and Quantity
(RN) Domain: The Real Number System
Cluster: Extend the properties of exponents to rational numbers
MAT-HS.N-RN.02 Rewrite expressions involving radicals and rational exponents using the properties of exponents
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Student Learning Targets:
Knowledge Targets
- I can understand that the denominator of a rational exponent is the root index and the numerator is the exponent of the radicand.
Reasoning Targets
Skills (Performance) Targets
- I can convert an expression in radical form to rational exponents and vice-versa.
Product Targets
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Alg II Re-write with Exponents Proficiency Scale
| Score |
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Description |
Sample Activity
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4.0
(advanced)
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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. |
Simplify the following: |
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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. |
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3.0
(proficient)
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The student can:
- apply properties of exponents to simplify expressions including rational exponents.
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Simplify the following expression.
(41/3)3/4
(27p6)-5/3
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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). |
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2.0
(progressing)
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There are no major errors or omissions regarding the simpler details and processes as the student can:
- perform operations with fractions.
- simplify fractions.
- recognize and recall specific terminology such as:
- exponents
- rational exponents
However, the student exhibits major errors or omissions regarding the more complex ideas and processes. |
Simplify the following expressions.
(p3)-2
(10/8)3
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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). |
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1.0
(beginning)
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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). |
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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. |
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Resources
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Web
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Vocab
- root index
- radicand
- radical
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