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MAT-HS.F-IF.07.f

MAT-HS Targeted Standards
(F) Concept: Function
(IF) Domain: Interpreting Functions
Cluster: Analyze functions using different representations

MAT-HS.F-IF.07* Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

    • a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
    • b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
    • c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
    • d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
    • e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
    • f.  Graph f(x)=sin x and f(x)=cos x as representations of periodic phenomena.
    • g.  (+) Graph trigonometric functions, showing period, midline, phase shift and amplitude

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can 
  • I can 
  • I can 

Product Targets

  • I can
  • I can

Alg II Graph Sine and Cosine Functions 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. Write an equation for the graph in the form y = A sin ( Bx + C ). Write an equation for the same graph in the form y = A cos( Bx+C).

  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 trigonometric functions expressed symbolically and show key features of the graph (graph simple cases by hand and use technology to show more complicated cases)

The student exhibits no major errors or omissions.		 Graph the following equations and identify all the key features including: increasing interval, decreasing interval, maximums, minimums, domain and range, amplitude, increment, period, midline. f(x) = asinx

 

 
  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 terminology, such as:

    • trigonometric function

    • amplitude

    • increment

    • period

    • midline

    • domain

    • range

     

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 

Given the graph, identify all the key features including: increasing interval, decreasing interval, maximums, minimums, domain and range, amplitude, increment, period,and midline.

 
  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.F-IF.07.g

MAT-HS Targeted Standards
(F) Concept: Function
(IF) Domain: Interpreting Functions
Cluster: Analyze functions using different representations

MAT-HS.F-IF.07 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

  • a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
  • b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
  • c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
  • d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
  • e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
  • f.  Graph f(x)=sin x and f(x)=cos x as representations of periodic phenomena.
  • g.  (+) Graph trigonometric functions, showing period, midline, phase shift and amplitude

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

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. -Student is able to determine and describe intervals where the function is increasing and decreasing using interval notation.
  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:
  •  

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 There are no major errors or omissions regarding the simpler details and processes as the student can:
  • recognize and recall basic terminology, such as:

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, 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.F-IF.08

MAT-HS Targeted Standards
(F) Concept: Function
(IF) Domain: Interpreting Functions
Cluster: Analyze functions using different representations

MAT-HS.F-IF.08 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

  • a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
  • b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.

Student Learning Targets:

Knowledge Targets

  • I can recall the order of operations.
  • I can understand and identify a power and its parts (base and exponent).
  • I can recognize the properties of exponents (i.e. product of powers, power of a power, power of a product).
  • I can recognize a zero or negative exponent.
  • I can identify a radical.
  • I can identify if a radical expression is in simplest form.
  • I can recognize the properties of radicals, i.e., product, quotient, and sum of radicals.
  • I can identify perfect squares.
  • I can define a logarithm.
  • I can recall properties of logarithms and exponents.
  • I can recognize common logarithms and natural logarithms.
  • I can identify an asymptote.
  • I can recall the change of base formula.

Reasoning Targets

  • I can analyze an algebraic expression.
  • I can decide what to do next based on my knowledge of the order of operations.
  • I can distinguish the difference of when to use each property of radicals.
  • I can evaluate the properties of radicals.
  • I can apply the distributive property.
  • I can analyze what type of factoring technique that should be used for a given expression. (i.e. factor trinomials, factor difference of squares, factor sum and difference of cubes, factor by grouping, factor out the greatest common factor)
  • I can combine like terms in an expression or equation.
  • I can convert from a logarithm to exponential expressions.
  • I can identify an asymptote.
  • I can expand and condense logarithms.
  • I can evaluate logarithms and exponential expressions.
  • I can distinguish between a natural log and common log.

Skills (Performance) Targets

  • I can simplify an algebraic expression.
  • I can apply factor using perfect square.
  • I can do prime factorization.
  • I can rationalize a denominator.
  • I can simplify a polynomial expression.
  • I can multiply polynomials.
  • I can justify the steps taken in manipulating an expression.
  • I can complete all necessary steps in order to simplify the expression.
  • I can distribute and factor an expression.
  • 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 apply basic properties of exponents and logarithms to rewrite algebraic expressions.
  • I can graph logarithmic and exponential functions.
  • I can solve logarithmic and exponential equations.
  • I can apply the change of base formula to evaluate a logarithmic expression.
  • I can graph and determine the equation of an asymptote.
  • I can write a function in equivalent forms (eg. factored vs. general form) to show different properties of the function.
  • I can explain different properties of a function that are revealed by writing a function in equivalent forms.
  • I can use the process of factoring and completing the square in a quadratic function to show zeros, a maximum or minimum, and symmetry of the graph, and interpret these in terms of a real-world situation.
  • I can use the properties of exponents to interpret exponential functions as growth or decay.

Product Targets

  • 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 -
  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:

  • Write a function in equivalent forms (eg. factored vs. general form) to show different properties of the function

  • Explain different properties of a function that are revealed by writing a function in equivalent forms

  • Use the process of factoring and completing the square in a quadratic function to show zeros, a maximum or minimum, and symmetry of the graph, and interpret these in terms of a real-world situation

  • Use the properties of exponents to interpret exponential functions as growth or decay


The student exhibits no major errors or omissions.

Given f(x)=x2-5x-6:

  1. Rewrite the function in factored form to find the zeros.   

  2. Find the x value of the maximum or minimum and state if a maximum or minimum occurs at that x value.
  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:

  • recognizes and recalls specific terminology, such as

    • exponential growth

    • exponential decay



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).

Alg II Equivalent Quadratic Expressions 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. Write the equation of the following graph in the three forms.  If you cannot write the function in one of the forms, explain why.

 
  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:
  • explain the different properties of a function that are revealed by writing a function in equivalent forms.
  • write a function in equivalent forms (factored vs. general form) to show different properties of the function.

The student exhibits no major errors or omissions.

Rewrite the following equation of the parabola in vertex form.  Identify the minimum/maximum value.

f(x)=2x2+16x+10

 

Rewrite the following equation of the parabola in standard form and find the vertex.f(x)=2(2x-1)(x+9) 

Explain the advantages of each form of a quadratic function.

 
  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 the different forms of functions (eg. Factored vs. general form) that show different properties of the function.
  • recognize and recall basic terminology, such as:
    • factor
    • intercept
    • vertex
    • complete the square
    • standard form
    • parabola

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 Label each of the following functions with the quadratic form it represents.

  1. f(x)=2x2+5x+9
  2. q(x)=3(2x+5)(x-2)
   3. g(x)=4(x-3)2+6
  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

  • exponential growth
  • exponential decay

MAT-HS.F-IF.09

MAT-HS Targeted Standards
(F) Concept: Function
(IF) Domain: Interpreting Functions
Cluster: Analyze functions using different representations.

MAT-HS.F-IF.09* Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).


Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can compare the key features of two functions that are represented in different ways.

Product Targets

  • 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

Given the function, y = 3x + 2 create the following:

  • A graph that is increasing at the same rate.

  • A table that is increasing at a lesser rate

  • A verbal description that is increasing at a greater rate.

Graph 2x + 3y = 6, 2x + 3y = 12, and 2x + 3y = 18 in the same coordinate plane.

. How are the lines from part (a) related?

. As C increases, what happens to the graph of 2x + 3y = C

 
  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:

  • compare properties of two functions each represented in a different way:

    • algebraically

    • graphically

    • numerically in tables

    • verbal descriptions


The student exhibits no major errors or omissions.


 

The ordered pairs below represent one function, and the verbal description represents a different function. How are the functions similar? How are they different?

 

(0, 2), (1, 4), (2, 6), (3, 8)

 

This function has a slope of - ½ and a y-intercept of -3

 

 

 
  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 terminology such as:

    • equation, maximum, minimum, x and y intercept, rate of change, slope

  • can identify properties of a function, but can not compare with another function

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).

Alg II Comparing Functions 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.

Which of the functions have a larger increasing interval on the domain from [-2, 3]?

f(x)=ex-3+2   g(x)=x3-4x
  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:
  • compare the key features of two functions that are represented in different ways.

The student exhibits no major errors or omissions.		  

Determine which of the functions presented has the largest maximum value.

f(x)=2x2-28x+90

g(x)=(x+3)(x-2)


Compare the two functions below.  Determine the x-intercept they both share.

x y
-14 -2
-7 0
0 2
7 4
  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:

  • classify a function given a table, graph, or equation.

  • find the key features of a graph, a table, or an equation.
  • recognize and recall basic terminology, such as:
    • linear
    • quadratic
    • vertex
    • exponential
    • intercept
    • maximum/minimum
    • line of symmetry
    • increasing/decreasing intervals
    • opens up/opens down

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 

 
Match the correct equation to the correct graph.Given the two equations, decide which function has the greater slope.     f(x)=2x+9          
x y
-2 -3
0 -2
2 -1
4 0
  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.F-LE.04

MAT-HS Targeted Standards
(F) Concept: Function
(LE) Domain: Linear, Quadratic and Exponential Models
Cluster: Construct and compare linear and exponential models and solve problems

MAT-HS.F-LE.04 Use logarithms to express the solution to abct=d where a, c, and d are real numbers and b is a positive real number. Evaluate the logarithm using technology when appropriate.

 

 

 

Student Learning Targets:

Knowledge Targets

  • I can define a logarithm.
  • I can recall properties of logarithms and exponents.
  • I can recognize common logarithms and natural logarithms.
  • I can identify an asymptote.
  • I can recall the change of base formula.

Reasoning Targets

  • I can convert from a logarithm to exponential expressions.
  • I can identify an asymptote.
  • I can expand and condense logarithms.
  • I can evaluate logarithms and exponential expressions.
  • I can distinguish between a natural log and common log.

Skills (Performance) Targets

  • I can apply basic properties of exponents and logarithms to rewrite algebraic expressions.
  • I can graph logarithmic and exponential functions.
  • I can solve logarithmic and exponential equations.
  • I can graph and determine the equation of an asymptote.
  • I can express the solution to an exponential function as a logarithm.
  • I can evaluate logarithms using technology.

Product Targets

  • I can
  • I can

Alg II Solve Exponential 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.

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 an exponential equation using logarithms.

The student exhibits no major errors or omissions.

Solve the following equation.
  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 :
    • exponent
    • logarithm
    • Euler number (e)
    • base
  • identify an exponential equation.
  • use inverse operations.
  • evaluate a logarithmic expression.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 

Which of the following is an exponential equation?

  1.    43x-2=1

  2.    2x+1=8

    3.   3x2-2=45
  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.F-TF.01

MAT-HS Targeted Standards
(F) Concept: Function
(TF) Domain: Trigonometric Functions
Cluster: Extend the domain of trigonometric functions using the unit circle.

MAT-HS.F-TF.01 Understand that the radian measure of an angle is the length of the arc on the unit circle subtended by the angle.

Student Learning Targets:

Knowledge Targets

  • I can identify when the length of an arc subtended by an angle is the same length as the radius of the circle then the angle is 1 radian.

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can explain that the length of the arc of a subtended angle on the unit circle is the radian measure of the angle.

Product Targets

  • I can
  • I can

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. -
  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. -
  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). -
  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

MAT-HS.F-TF.02

MAT-HS Targeted Standards
(F) Concept: Function
(TF) Domain: Trigonometric Functions
Cluster: Extend the domain of trigonometric functions using the unit circle.

MAT-HS.F-TF.02 Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can use the unit circle to extend the domain of the trigonometric functions beyond quadrant I and interpret the positive angles as counterclockwise rotations in radian form and negative angles as clockwise rotations in radian form.
  • I can explain the connection between the corresponding trigonometric function values in quadrant I and all trigonometric function values resulting from any radian angle measures.

Product Targets

  • I can
  • I can

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. -
  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. -
  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). -
  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

MAT-HS.F-TF.05

MAT-HS Targeted Standards
(F) Concept: Function
(TF) Domain: Trigonometric Functions
Cluster: Model periodic phenomena with trigonometric functions.

MAT-HS.F-TF.05 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can choose a trigonometric function that models period phenomena given its amplitude, frequency and midline.

Product Targets

  • I can
  • I can

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. -
  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. -
  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). -
  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

MAT-HS.F-TF.08

MAT-HS Targeted Standards
(F) Concept: Function
(TF) Domain: Trigonometric Functions
Cluster: Prove and apply trigonometric identities.

MAT-HS.F-TF.08 Prove the Pythagorean identity sin²(θ) + cos²(θ) = 1 and use it to calculate trigonometric ratios.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can use the unit circle to prove the Pythagorean Identity sin²(θ) + cos²(θ) = 1.
  • I can use the Pythagorean Identity sin²(θ) + cos²(θ) = 1 to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.

Product Targets

  • I can
  • I can

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. -
  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. -
  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). -
  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

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