Skill plan for the CAASPP - Smarter Balanced Summative Assessments - 11th grade
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Claim 1
Concepts and Procedures
Priority Cluster
Algebra
Algebra
Target D: Interpret the structure of expressions.
Target D: Interpret the structure of expressions.
Target E: Write expressions in equivalent forms to solve problems.
Target E: Write expressions in equivalent forms to solve problems.
Target F: Perform arithmetic operations on polynomials.
Target F: Perform arithmetic operations on polynomials.
Target G: Create equations that describe numbers or relationships.
Target G: Create equations that describe numbers or relationships.
Target H: Understand solving equations as a process of reasoning and explain the reasoning.
Target H: Understand solving equations as a process of reasoning and explain the reasoning.
Target I: Solve equations and inequalities in one variable.
Target I: Solve equations and inequalities in one variable.
Target J: Represent and solve equations and inequalities graphically.
Target J: Represent and solve equations and inequalities graphically.
Functions
Functions
Target K: Understand the concept of a function and use function notation.
Target K: Understand the concept of a function and use function notation.
Target L: Interpret functions that arise in applications in terms of a context.
Target L: Interpret functions that arise in applications in terms of a context.
Target M: Analyze functions using different representations.
Target M: Analyze functions using different representations.
Target N: Build a function that models a relationship between two quantities.
Target N: Build a function that models a relationship between two quantities.
Supporting Cluster
Number and Quantity
Number and Quantity
Target A: Extend the properties of exponents to rational exponents.
Target A: Extend the properties of exponents to rational exponents.
Target B: Use properties of rational and irrational numbers.
Target B: Use properties of rational and irrational numbers.
Quantities
Quantities
Target C: Reason quantitatively and use units to solve problems.
Target C: Reason quantitatively and use units to solve problems.
Similarity, Right Triangles, and Trigonometry
Similarity, Right Triangles, and Trigonometry
Target O: Define trigonometric ratios and solve problems involving right triangles.
Target O: Define trigonometric ratios and solve problems involving right triangles.
Statistics and Probability
Statistics and Probability
Target P: Summarize, represent, and interpret data on a single count or measurement variable.
Target P: Summarize, represent, and interpret data on a single count or measurement variable.
Claims 2 & 4
Problem Solving / Modeling and Data Analysis
Problem Solving
Target A: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace.
Target A: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace.
Target B: Select and use appropriate tools strategically.
Target B: Select and use appropriate tools strategically.
Target C: Interpret results in the context of a situation.
Target C: Interpret results in the context of a situation.
Target D: Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).
Target D: Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).
Modeling and Data Analysis
Target A: Apply mathematics to solve problems arising in everyday life, society, and the workplace.
Target A: Apply mathematics to solve problems arising in everyday life, society, and the workplace.
Target B: Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem.
Target B: Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem.
Target C: State logical assumptions being used.
Target C: State logical assumptions being used.
Target D: Interpret results in the context of a situation.
Target D: Interpret results in the context of a situation.
Target E: Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon.
Target E: Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon.
Target F: Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).
Target F: Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).
Target G: Identify, analyze, and synthesize relevant external resources to pose or solve problems.
Target G: Identify, analyze, and synthesize relevant external resources to pose or solve problems.
Claim 3
Communicating Reasoning
Communicating Reasoning
Target A: Test propositions or conjectures with specific examples.
Target A: Test propositions or conjectures with specific examples.
Target B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
Target B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
Target C: State logical assumptions being used.
Target C: State logical assumptions being used.
Target D: Use the technique of breaking an argument into cases.
Target D: Use the technique of breaking an argument into cases.
Target E: Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is.
Target E: Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is.
Target F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions.
Target F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions.
Target G: At later grades, determine conditions under which an argument does and does not apply. (For example, area increases with perimeter for squares, but not for all plane figures.)
Target G: At later grades, determine conditions under which an argument does and does not apply. (For example, area increases with perimeter for squares, but not for all plane figures.)
This document includes IXL skill alignments to the CAASPP. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are not affiliated with, sponsored by, or endorsed by California Department of Education. IXL and IXL Learning are registered trademarks of IXL Learning, Inc. All other trademarks and registered trademarks and copyrights are the property of their respective owners.