CCSSM CCSSM Standard Algebra I Assessment Limits Algebra II Assessment Limits CCSSM Cluster Key and Clarifications and Clarifications Extend N.RN.2 Rewrite expressions involving Develop this standard to the point Extend the application of this properties of radicals and rational where it is used to add, subtract, standard to monomial exponents to exponents using the multiply and simplify radicals expressions. rational properties of exponents. whose argument is numeric. expressions (cross-cutting in Maryland only) Reason N.Q.2 Define appropriate quantities This standard will be assessed in This standard will be assessed in quantitatively and Algebra I by ensuring that some Algebra II by ensuring that some for the purposes of use units to solve modeling tasks( involving Algebra I modeling tasks( involving Algebra descriptive modeling. problems content or securely held content II content or securely held content from grades 6-8) require the from previous grades and student to create a quantity of courses) require the student to interest in the situation being create a quantity of interest in the described (i.e., a quantity of situation being described (i.e., a interest is not selected for the quantity of interest is not provided student by the task). For example, in the task). For example, in a in a situation involving data, the situation involving periodic student might autonomously phenomena, the student might decide that a measure of center is autonomously decide that a key variable in a situation, and amplitude is a key variable in a then choose to work with the situation, and then choose to work mean. with peak amplitude. Interpret the A-SSE.2 Use the structure of an i) Tasks are limited to numerical i) Tasks are limited to polynomial, structure of expression to identify ways to expressions and polynomial rational, or exponential expressions rewrite it. For example, see expressions in one variable. ii) expressions. ii) Examples: see as as , thus recognizing it as a Examples: Recognize as a , thus recognizing it as a difference of squares that can difference of squares and see an difference of squares that can be be factored as opportunity to rewrite it in the factored as In the equation , see easier-to-evaluate form . See an an opportunity to rewrite the first
CCSSM Cluster CCSSM Key CCSSM Standard Algebra I Assessment Limits and Clarifications Algebra II Assessment Limits and Clarifications Extend properties of exponents to rational expressions (cross-cutting in Maryland only) N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents. Develop this standard to the point where it is used to add, subtract, multiply and simplify radicals whose argument is numeric. Extend the application of this standard to monomial expressions. Reason quantitatively and use units to solve problems N.Q.2 Define appropriate quantities for the purposes of descriptive modeling. This standard will be assessed in Algebra I by ensuring that some modeling tasks( involving Algebra I content or securely held content from grades 6-8) require the student to create a quantity of interest in the situation being described (i.e., a quantity of interest is not selected for the student by the task). For example, in a situation involving data, the student might autonomously decide that a measure of center is a key variable in a situation, and then choose to work with the mean. This standard will be assessed in Algebra II by ensuring that some modeling tasks( involving Algebra II content or securely held content from previous grades and courses) require the student to create a quantity of interest in the situation being described (i.e., a quantity of interest is not provided in the task). For example, in a situation involving periodic phenomena, the student might autonomously decide that amplitude is a key variable in a situation, and then choose to work with peak amplitude. Interpret the structure of expressions A-SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see as , thus recognizing it as a difference of squares that can be factored as i) Tasks are limited to numerical expressions and polynomial expressions in one variable. ii) Examples: Recognize as a difference of squares and see an opportunity to rewrite it in the easier-to-evaluate form . See an i) Tasks are limited to polynomial, rational, or exponential expressions. ii) Examples: see as , thus recognizing it as a difference of squares that can be factored as In the equation , see an opportunity to rewrite the first