Performance Level Descriptors Algebra I

Expressions

Interpreting
Functions

Algebra I: Sub-Claim A
The student solves problems involving the Major Content for her grade/course with connections to the Standards
for Mathematical Practice.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
Writes equivalent
Writes equivalent
Writes equivalent
Writes equivalent
numerical and polynomial numerical and polynomial numerical and polynomial numerical and polynomial
expressions in one
expressions in one
expressions in one
expressions in one
variable, using addition,
variable, using addition,
variable, using addition,
variable, using addition,
subtraction and
subtraction, multiplication subtraction, multiplication subtraction, multiplication
multiplication.
and factoring.
and factoring, including
and factoring, including
multi-step problems.
multi-step problems in
Identifies components of
Interprets parts of
mathematical and
exponential and quadratic exponential and quadratic Interprets parts of
contextual situations.
expressions.
expressions that represent complicated exponential
a quantity in terms of its
and quadratic expressions Interprets parts of
context.
that represent a quantity
complicated exponential
in terms of its context.
and quadratic expressions
that represent a quantity
in terms of its context.

Determines if a given
relation is a function.

Determines if a given
relation is a function.

Uses and evaluates with

function notation.

Within a context, uses and Within a context, uses,

evaluates with function
interprets and evaluates
notation.
with function notation.

Within a context, uses,

interprets and evaluates
with function notation.

Given a context, writes a

linear function.

Given a context, writes

and analyzes a linear or

Given a context, writes a

linear function.

April 2013

Determines if a given
relation is a function.

Evaluates expressions for

accuracy and justifies the
results.
Determines if a given
relation is a function.

Given a context, writes a

linear or quadratic

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Performance Level Descriptors Algebra I

Rate of Change

April 2013

Algebra I: Sub-Claim A
The student solves problems involving the Major Content for her grade/course with connections to the Standards
for Mathematical Practice.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
For linear or quadratic
function.
quadratic function.
functions that model
For linear or quadratic
relationships within a
functions that model
For linear or quadratic
For linear or quadratic
context, determines key
relationships within a
functions that model
functions that model
features.
context, determines key
relationships within a
relationships within a
features and graphs the
context, determines and
context, determines and
Determines the domain of function.
interprets key features,
interprets key features,
linear and quadratic
graphs the function and
graphs the function, and
functions.
Determines the domain
solves problems.
solves problems.
and relates it to the
quantitative relationship it Determines the domain
Determines the domain
describes for linear,
and relates it to the
and relates it to the
quadratic and exponential quantitative relationship it quantitative relationship it
(limited to domains in the describes for a linear,
describes for a linear,
integers) functions.
quadratic, exponential
quadratic, exponential
(limited to domains in the (limited to domains in the
integers), square root and integers), square root,
absolute value functions.
cube root, piece-wise,
step and absolute value
functions.
Calculates the average
Calculates the average
Calculates and interprets
Calculates and interprets
rate of change of a linear, rate of change of a linear, the average rate of change the average rate of change
exponential and quadratic exponential and quadratic of a linear, exponential,
of a linear, exponential,
function (presented
function (presented
quadratic, square root,
quadratic, square root,
symbolically or as a table) symbolically or as a table) cube root and piece-wise- cube root and piece-wiseover a specified interval.
over a specified interval
defined function
defined function
or estimate the rate of
(presented symbolically
(presented symbolically
change from a graph.
or as a table) over a
or as a table) over a

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Performance Level Descriptors Algebra I

Algebra I: Sub-Claim A
The student solves problems involving the Major Content for her grade/course with connections to the Standards
for Mathematical Practice.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
specified interval, or
specified interval, or
estimates the rate of
estimates the rate of
change from a graph.
change from a graph.

Solving
Algebraically

Solving
Graphically

April 2013

Compares rate of change

associated with different
intervals.
Algebraically solves
Algebraically solves
Algebraically solves
Algebraically solves
linear equations, linear
linear equations, linear
linear equations, linear
linear equations, linear
inequalities and
inequalities and
inequalities and
inequalities and
quadratics in one variable quadratics in one variable quadratics in one variable quadratics in one variable
(at complexity appropriate (at complexity appropriate (at complexity appropriate (at complexity appropriate
to the course).
to the course), including
to the course), including
to the course), including
those with variable
those with variable
those with variable
coefficients and literal
coefficients and literal
coefficients and literal
equations.
equations.
equations, and identifies
and corrects errors in a
Utilizes structure and
given solution.
rewriting as strategies for
solving.
Utilizes structure and
rewriting as strategies for
solving.
Graphs the solution set of Graphs the solution set of Graphs the solution set of Graphs and analyzes the
equations or linear
equations, linear
equations, linear
solution set of equations,
inequalities.
inequalities or system of
inequalities or system of
linear inequalities or
linear inequalities.
linear inequalities.
system of linear
Uses technology to graph
inequalities.
or make tables to find the Uses technology to graph Writes a system of linear

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Performance Level Descriptors Algebra I

Algebra I: Sub-Claim A
The student solves problems involving the Major Content for her grade/course with connections to the Standards
for Mathematical Practice.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
intersection(s) of two
or make tables to find the inequalities given a
Writes a system of linear
polynomial functions.
intersection(s) of two
context.
inequalities given a
polynomial functions.
context.
Uses technology to graph,
make tables or find
Uses technology to graph,
successive
make tables or find
approximations to find the successive
intersection(s) of two
approximations to find the
polynomial functions.
intersection(s) of two
polynomial functions.

April 2013

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Performance Level Descriptors Algebra I

Equivalent
Expressions and
Functions

Interpreting
Graphs of
Functions

Function
Transformations

Multiple
Representations
of Functions

April 2013

Algebra I: Sub-Claim B
The student solves problems involving the Additional and Supporting Content for her grade/course with
connections to the Standards for Mathematical Practice.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
Identifies an equivalent
Determines an equivalent Determines an equivalent Given a scenario,
form of a quadratic
form of a quadratic
form of a quadratic or
determines the most
expression or function to
expression or function to
exponential (with integer appropriate form of a
identify its zeros and
reveal and explains its
domain) expression or
quadratic or exponential
symmetry.
zeros, extreme values and function to reveal and
(with integer domain)
symmetry.
explain its properties.
function.
Graphs linear and
Graphs linear, quadratic
Graphs linear, quadratic,
Determines a quadratic,
quadratic functions,
and cubic (in which linear cubic (in which linear and cubic (in which linear and
showing key features.
and quadratic factors are
quadratic factors are
quadratic factors are
available) functions,
available), square root,
available), square root,
showing key features.
cube root and piece-wise- cube root and piece-wisedefined functions,
defined function, given a
showing key features.
graph with key features
identified.
Identifies the effects of a
Identifies the effects of a
Identifies the effects of
Given the equation of a
single transformation on
single transformation on
multiple transformations
transformed linear or
graphs of linear and
graphs of linear and
on graphs of linear and
quadratic function, creates
quadratic functions,
quadratic functions,
quadratic functions and
an appropriate graph.
limited to f(x)+k and
including f(x)+k, kf(x),
finds the value of k given
kf(x).
f(kx) and f(x+k), and finds a transformed graph.
Experiments with cases
the value of k given a
using technology.
transformed graph.
Experiments with cases
using technology.
Writes systems of linear
Writes systems of linear
Writes and analyzes
Writes and analyzes
equations in multi-step
equations in multi-step
systems of linear
systems of linear
contextual problems.
contextual problems.
equations in multi-step
equations in multi-step
contextual problems.
contextual problems.
Given a symbolic
Represents linear and

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Performance Level Descriptors Algebra I

Summarizing
Representing and
Interpreting Data

April 2013

Algebra I: Sub-Claim B
The student solves problems involving the Additional and Supporting Content for her grade/course with
connections to the Standards for Mathematical Practice.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
representation, real-life
exponential (with domain Represents linear and
Represents linear and
scenario, graph, verbal
in the integers) functions
exponential (with domain exponential (with domain
description, sequence or
symbolically, graphically in the integers) functions
in the integers) functions
input-and output pairs for and with input-output
symbolically, in real-life
symbolically, in real-life
linear and exponential
pairs to solve
scenarios, graphically,
scenarios, graphically,
functions (with domains
mathematical problems.
with a verbal description, with a verbal description,
in the integers), solves
as a sequence and with
as a sequence and with
problems.
Compares the properties
input-output pairs to solve input-output pairs to solve
of two linear, exponential mathematical and
mathematical and
Compares the properties
(limited to domains in the contextual problems.
contextual problems.
of two linear and/or
integers) and/or quadratic
quadratic functions
functions represented in
Compares the properties
Compares the properties
represented in different
different ways.
of two linear, exponential of two linear, exponential
ways.
(limited to domains in the (limited to domains in the
integers), quadratic,
integers), quadratic,
square root and/or
square root, absolute
absolute value functions
value, cube root, piecerepresented in multiple
wise and/or step functions
ways.
represented in multiple
ways.
Given an appropriate
Determines an appropriate Determines an appropriate Determines an appropriate
representation of
representation of
representation of
representation of
categorical or quantitative categorical or quantitative categorical or quantitative categorical or quantitative
data, summarizes the data data, summarizing the
data, summarizing and
data, summarizing and
and characteristics of the
data and characteristics of interpreting the data and
interpreting the data and
representation(s).
the representation(s).
characteristics of the
characteristics of the
representation(s).
representation(s).

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Performance Level Descriptors Algebra I

Algebra I: Sub-Claim B
The student solves problems involving the Additional and Supporting Content for her grade/course with
connections to the Standards for Mathematical Practice.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
Describes possible
Describes and interprets
associations and trends in possible associations and
the data.
trends in the data.

April 2013

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Performance Level Descriptors Algebra I

Reasoning

April 2013

Algebra I: Sub-Claim C
The student expresses course-level appropriate mathematical reasoning by constructing viable arguments,
critiquing the reasoning of others and/or attending to precision when making mathematical statements.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
Constructs and
Constructs and
Clearly constructs and
Clearly constructs and
communicates an
communicates a response communicates a complete communicates a complete
incomplete response
based on:
response based on:
response based on:
based on:
the principle that a
the principle that a
the principle that a
graph of an equation
graph of an equation
graph of an equation
the principle that a
graph of an equation
in two variables is the
in two variables is the
in two variables is the
in two variables is the
set of all its solutions
set of all its solutions
set of all its solutions
set of all its solutions
reasoning about linear
reasoning about linear
reasoning about linear
and exponential
and exponential
and exponential
reasoning about linear
and exponential
growth
growth
growth
growth
properties of rational
properties of rational
properties of rational
numbers or irrational
numbers or irrational
numbers or irrational
properties of rational
numbers or irrational
numbers
numbers
numbers
numbers
transformations of
transformations of
transformations of
transformations of
functions
functions
functions
functions
a chain of reasoning
a chain of reasoning
a chain of reasoning
to justify or refute
to justify or refute
to justify or refute
a chain of reasoning to
justify or refute
algebraic, functionalgebraic, functionalgebraic, functionalgebraic, functionrelated, or linear
related, or linear
related, or linear
related or linear
equation propositions
equation propositions
equation propositions
equation propositions
or conjectures
or conjectures
or conjectures
or conjectures
a given equation or
a given equation or
a given equation or
system of equations
system of equations
system of equations
a given equation or
system of equations
by:
by:
by:
by :
using a logical
using a logical
using a logical
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Performance Level Descriptors Algebra I

Algebra I: Sub-Claim C
The student expresses course-level appropriate mathematical reasoning by constructing viable arguments,
critiquing the reasoning of others and/or attending to precision when making mathematical statements.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
approach based on a
approach based on a
approach based on a
using an approach
conjecture and/or
conjecture and/or
conjecture and/or
based on a conjecture
stated assumptions
stated assumptions,
stated assumptions,
and/or stated or faulty
utilizing mathematical
utilizing mathematical
assumptions
providing a logical,
connections (when
connections (when
but incomplete,
providing an
appropriate)
appropriate)
progression of steps or
incomplete or illogical
chain of reasoning
providing a logical
providing an efficient
progression of steps or
progression of steps or
and logical
chain of reasoning
performing minor
chain of reasoning
progression of steps or
calculation errors
making an intrusive
with appropriate
chain of reasoning
calculation error
using some gradejustification
with appropriate
level vocabulary,
using limited gradejustification
showing precision of
symbols and labels
level vocabulary,
calculations
showing precision of
symbols and labels
providing a partial
calculation
using correct gradejustification of a
providing a partial
level vocabulary,
using correct gradeconclusion based on
justification of a
symbols and labels
level vocabulary,
own calculations
conclusion based on
symbols and labels
providing a
own calculations
evaluating the validity
justification of a
providing a
of others approaches
conclusion
justification of a
and conclusions
conclusion
evaluating,
interpreting and
determining whether
critiquing the validity
an argument or
of others responses,
conclusion is
approaches utilizing
generalizable.
mathematical
evaluating,
connections (when
interpreting and
appropriate) and
critiquing the validity
reasoning
and efficiency of
April 2013

Page 9 of 13

Performance Level Descriptors Algebra I

Algebra I: Sub-Claim C
The student expresses course-level appropriate mathematical reasoning by constructing viable arguments,
critiquing the reasoning of others and/or attending to precision when making mathematical statements.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
others responses,
approaches and
reasoning utilizing
mathematical
connections (when
appropriate) and
providing a counterexample where
applicable

April 2013

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Performance Level Descriptors Algebra I

Modeling

Algebra I: Sub-Claim D
The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying
knowledge and skills articulated in the standards for the current grade/course (or for more complex problems,
knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the
Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning
abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure
and/or looking for and expressing regularity in repeated reasoning.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
Devises a plan to apply
Devises and enacts a plan Devises and enacts a plan Devises and enacts a plan
mathematics in solving
to apply mathematics in
to apply mathematics in
to apply mathematics in
problems arising in
solving problems arising solving problems arising solving problems arising
everyday life, society and in everyday life, society
in everyday life, society
in everyday life, society
the workplace by:
and the workplace by:
and the workplace by:
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
identifying important
quantities
using provided tools
to create models
analyzing
relationships
mathematically to
draw conclusions
writing an algebraic
expression or equation
to describe a situation
applying proportional
reasoning and

April 2013

using stated
assumptions and
approximations to
simplify a real-world
situation
illustrating
relationships between
important quantities
using provided tools
to create models
analyzing
relationships
mathematically
between important
quantities to draw
conclusions
interpreting
mathematical results

using stated
assumptions and
making assumptions
and approximations to
simplify a real-world
situation (includes
micro-models)
mapping relationships
between important
quantities
selecting appropriate
tools to create models
analyzing
relationships
mathematically
between important
quantities to draw
conclusions

using stated
assumptions and
making assumptions
and approximations to
simplify a real-world
situation (includes
micro-models)
mapping relationships
between important
quantities
selecting appropriate
tools to create models
analyzing
relationships
mathematically
between important
quantities to draw
conclusions

Page 11 of 13

Performance Level Descriptors Algebra I

Algebra I: Sub-Claim D
The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying
knowledge and skills articulated in the standards for the current grade/course (or for more complex problems,
knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the
Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning
abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure
and/or looking for and expressing regularity in repeated reasoning.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
percentages
in a simplified context
interpreting
analyzing and/or
mathematical results
creating constraints,
applying common
reflecting on whether
geometric principles
the results make sense
in the context of the
relationships and
and theorems
situation
goals
modifying the model
if it has not served its
using functions to
reflecting on whether
interpreting
describe how one
purpose
the results make sense
mathematical results
quantity of interest
in the context of the
writing an algebraic
improving the model
depends on another
situation
expression or equation
if it has not served its
to describe a situation
purpose
using statistics
reflecting on whether
the results make sense
using estimates of
applying proportional
writing a complete,
known quantities in a
reasoning and
clear and correct
improving the model
chain of reasoning
percentages
algebraic expression
if it has not served its
that yields an estimate
or equation to
purpose
applying geometric
of an unknown
describe a situation
principles and
writing a complete,
quantity
theorems
clear and correct
applying proportional
reasoning and
algebraic expression
writing and using
percentages
or equation to
functions to describe
describe a situation
how one quantity of
applying geometric
interest depends on
principles and
applying proportional
another
theorems
reasoning and
percentages justifying
using statistics
writing and using
and defending models
functions in any form
using reasonable
which lead to a
to describe how one
estimates of known
conclusion
quantity of interest
quantities in a chain of
April 2013

Page 12 of 13

Performance Level Descriptors Algebra I

Algebra I: Sub-Claim D
The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying
knowledge and skills articulated in the standards for the current grade/course (or for more complex problems,
knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the
Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning
abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure
and/or looking for and expressing regularity in repeated reasoning.
Level 2: Partial
Level 3: Moderate
Level 4: Strong
Level 5: Distinguished
Command
Command
Command
Command
reasoning that yields
depends on another
applying geometric
an estimate of an
principles and
using statistics
unknown quantity
theorems
using reasonable
estimates of known
writing and using
quantities in a chain of
functions in any form
reasoning that yields
to describe how one
an estimate of an
quantity of interest
unknown quantity
depends on another
using statistics
using reasonable
estimates of known
quantities in a chain of
reasoning that yields
an estimate of an
unknown quantity

April 2013

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