School Improvement in Maryland

Skill Statements: The Skill Statement gives the reader direction on how an assessment item is written. The Skill Statement describes what information may be given and/or the format of that information. In addition, the Skill Statement describes how the student is expected to respond to the item.

Goal 1 Functions and Algebra

Expectation 1.1 The student will analyze a wide variety of patterns and functional relationships using the language of mathematics and appropriate technology.

Indicator 1.1.1 The student will recognize, describe, and/or extend patterns and functional relationships that are expressed numerically, algebraically, and/or geometrically.

Assessment Limits:

  • The given pattern must represent a relationship of the form y = mx + b (linear), y = x2 + c (simple quadratic), y = x3 + c (simple cubic), simple arithmetic progression, or simple geometric progression with all exponents being positive.
  • The student will not be asked to draw three-dimensional figures.
  • Algebraic description of patterns is in indicator 1.1.2

Skill Statements
1.

Given a narrative, numeric, algebraic, or geometric representation description of a pattern or functional relationship, the student will give a verbal description, or predict the next term or a specific term in a pattern or functional relationship.
2.

Given a numerical or graphical representation of a relation, the student will identify if the relation is a function and/or describe it.
/share/clg/xml/skill_statements/mathematics/G1_E1_I1_SkillStatement.xml
Resources for 1.1.1:
SKILL STATEMENTS | Public Release Items | Lesson Plans |