Grade 11 - Claim 1 - Target D
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Claim 1
Concepts and Procedures
Standards
SSE-2
Use the structure of an expression to identify ways to rewrite it. For example, see $x^{4}$ – $y^{4}$ as $(x^{2})^{2}$ – $(y^{2})^{2}$, thus recognizing it as a difference of squares that can be factored as ($x^{2}$ –...
Clarifications
Tasks for this target will require students to recognize equivalent forms of an expression as determined by the structure of the expression. Tasks for Claims 2 and 4 will ask students to interpret expressions...
Range Achievement Level Descriptors
Evidence Required
1
The student uses the structure of an expression to identify ways of rewriting it.
Item Guidelines
Depth of Knowledge
M-DOK1
Recall includes the recall of information such as fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. That is, in mathematics a one-step, well-defined, and straight algorithmic procedure should be...
M-DOK2
Skill/Concept includes the engagement of some mental processing beyond a habitual response. A Level 2 assessment item requires students to make some decisions as to how to approach the problem or activity, whereas Level 1 requires students to demonstrate a...
Allowable Item Types
- Multiple Choice, single correct response
- Matching Tables
- Drag and Drop
Allowable Stimulus Materials
algebraic expressions, words or symbols for common structures for algebraic expressions
Key/Construct Relevant Vocabulary
expression, factor, difference of squares, difference of cubes, sum of cubes, quadratic expression
Allowable Tools
None
Target-Specific Attributes
The expressions given should be ones that fit common structures such that recognition of the structure then allows for application of a factoring strategy to be applied.
Accessibility
Item writers should consider the following Language and Visual Element/Design guidelines [1] when developing items. Language Key Considerations: Use simple, clear, and easy-to-understand language needed to assess the construct or aid in the understanding of the...
Development Notes
Tasks for Claims 2 and 4 will ask students to interpret expressions or parts of expressions in the context of a problem.
Task Models
Task Model 1a
Item Types
Multiple Choice, single correct responseDepth of Knowledge
M-DOK1Standards
SSE-2
Target Evidence Statement
The student uses the structure of an expression to identify ways of rewriting it.
Allowable Tools
None
Task Description
Prompt Features: The student is prompted to use the structure of an expression to select another expression that is equivalent to the given expression. Stimulus Guidelines: Expressions may be: the difference of two squares sum/difference of two cubes the...
Stimulus
The student is presented with an expression that is a difference of two squares.
Example 1
Example Stem: Select the expression that is equivalent to .
A.
B.
C.
D.
Rubric: (1 point) The student selects the correct option (e.g., B).