Score Point 2

Research
Simulation Task
(RST) and Literary
Analysis Task
(LAT) Construct

Score Point 3

Score Point 1

Score Point 0

Measured
Reading
Comprehension of Key
Ideas
and Details

Writing
Written Expression

The student response

demonstrates full
comprehension by
providing an accurate
explanation/
description/comparison
and by referencing the
texts explicitly.
The student response

The student response

demonstrates
comprehension by
providing a mostly
accurate explanation/
description/comparison
and by referencing the
text(s) explicitly.
The student response

The student response

demonstrates limited
comprehension and may
reference the text(s)
explicitly.

The student response

does not demonstrate
comprehension of the
text(s).

The student response

and provides effective

development of the topic
that is consistently
appropriate to the task by
using clear reasoning and
relevant, text-based
evidence;

and provides some

development of the topic
that is generally
appropriate to the task by
using reasoning and
relevant, text-based
evidence;

and provides minimal

development of the topic
that is limited in its
appropriateness to the
task by using limited
reasoning and text-based
evidence; or

The student response

undeveloped and/or
inappropriate to the task;

consistently
demonstrates purposeful
and controlled
organization;

generally demonstrates
purposeful and
controlled organization;

is a developed, textbased response with little

or no awareness of the
prompt;

uses language to
express ideas with clarity.

uses language to
express ideas with some
clarity.

demonstrates little or
no organization;
does not use language
to express ideas with
clarity.

demonstrates
purposeful organization
that sometimes is not
controlled;
uses language to
express ideas with limited
clarity.

Writing
Knowledge of Language
and Conventions

The student response to

the prompt demonstrates
full command of the
conventions of standard
English at an appropriate
level of complexity. There
may be a few minor
errors in mechanics,
grammar, and usage, but
meaning is clear.

The student response to

the prompt demonstrates
some command of the
conventions of standard
English at an appropriate
level of complexity. There
may be errors in
mechanics, grammar, and
usage that occasionally
impede understanding,
but the meaning is
generally clear.

The student response to

the prompt demonstrates
limited command of the
conventions of standard
English at an appropriate
level of complexity. There
may be errors in
mechanics, grammar, and
usage that often impede
understanding.

The student response to

the prompt demonstrates
no command of the
conventions of standard
English. Frequent and
varied errors in
mechanics, grammar, and
usage impede un

Grade 9 Summative Assessment

PERFORMANCE-BASED COMPONENT
LITERARY ANALYSIS TASK

NARRATIVE TASK

The Literature Task plays an important role in

honing students ability to read complex text
closely, a skill that research reveals as the most
significant factor differentiating college-ready from
non-college-ready readers. This task will ask
students to carefully consider literature worthy of
close study and compose an analytic essay.

The Narrative Task broadens the way in which

students may use this type of writing. Narrative
writing can be used to convey experiences or
events, real or imaginary. In this task, students may
be asked to write a story, detail a scientific
process, write a historical account of important
figures, or to describe an account of events, scenes
or objects, for example.

RESEARCH SIMULATION TASK

The Research Simulation Task is an assessment
component worthy of student preparation because it
asks students to exercise the career- and collegereadiness skills of observation, deduction, and
proper use and evaluation of evidence across text
types.
In this task, students will analyze an informational
topic presented through several articles or
multimedia stimuli, the first text being an anchor
text that introduces the topic. Students will engage
with the texts by answering a series of questions and
synthesizing information from multiple sources in
order to write two analytic essays.

END-OF-YEAR ASSESSMENT
On the end-of-year assessment, students have the opportunity to demonstrate their ability to read and comprehend complex informational and literary texts.
Questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in more thorough comprehension of the
concepts.

Grade 9 Sample Items

The End of Year Assessment for Grade 9 will include several sets of passages and items, with both Evidence-Based Selected Response
(EBSR) items and Technology-Enhanced Constructed Response (TECR) items.
The sample items presented here demonstrate a sampling of the various ways students will be able to show their ability to meet the
Reading Science and Technical Subjects CCSS and Reading Information CCSS at grade 9. Each sample item presented includes information
on (1) the advances in assessment and answers to the items; (2) an explanation of the alignment of the items to the standards and PARCC
evidence statements; and (3) item scoring rules and rationale.

Sample Items for Grade 9: Fields of Fingerprints: DNA Testing for Crops
Sample Item 2: Questions and Standards
Part A Question: According to the information in paragraph 1,
how is solving crop crimes similar to solving high-profile
murder cases?
a. Solving crop crimes uses the science of human fingerprint
analysis to examine evidence.
b. Solving crop crimes uses genetic material inside the cells of
living things to examine evidence.*
c. Solving crop crimes uses specialized computers at crime
scenes to examine evidence.
d. Solving crop crimes uses information about the general
appearance of living things to examine evidence.

Sample Item 2: Advances and Answers

Item Advances: The skills of reading carefully, examining key
ideas in a text, and applying an understanding of a text are
essential for college and career readiness. This item asks
students to analyze the relationship between two ideas in the
Fingerprints text to determine the similarity between them.
The item advances assessment by including a second part that
asks students to select an accurate description of the text that
supports the correct answer in Part A.
Answer Choice Rationales: Option B is the correct response;
the paragraph makes it clear that solving crop crimes will take
advantage of the science of DNA, which provides unique
identification of living things. Option A is incorrect; although
the text describes DNA results as fingerprints and each
process yields a unique identifier, there is no textual evidence
supporting the use of human fingerprinting in solving crop
crimes. Option C is incorrect; although the text indicates that
computers are used for DNA analysis, the information in the text
does not support the idea that the analysis requires computers at
crime scenes. Option D is incorrect; although the text mentions
the appearance of seeds, the evidence in the text supports the
idea that the evidence comes from characteristics inside living

things rather than from characteristics on the surface.

Part B Question: Which detail from the article best supports

the answer to Part A?

Item Advances: Part B of this Evidence-Based SelectedResponse question departs from past assessments by asking
students to support their response to Part A with a quotation
from the text. This approach

Every Common Core Standard

Related to Technology and Digital Media
Assembled by Ben Rimes, K-12 Instructional Technology Coordinator, Mattawan Consolidated School
last updated: Feb 27th, 2014

This document now has a companion document titled Instructional Examples of Common Core Standards Related to
Technology and Digital Media
Feeling like sharing? Click here to tell Ben Rimes what youve used this document to help build, create, or facilitate in
your school district.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

1. Key Design Considerations

2. Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language
a. College and Career Readiness Anchor Standards for Writing
b. College and Career Readiness Anchor Standards for Speaking and Listening
3. Reading Standards
4. Writing Standards
5. Language Standards
6. Speaking & Listening Standards
7. Range, Quality, and Complexity of Student Reading
8. Literacy Standards for Literacy in History/Social Studies, Science, and Technical Subjects
.
Production and Distribution of Writing
a.
Research to Build and Present Knowledge
b.
Reading Standards for Literacy in History/Social Studies 612
9. Standards for Mathematical Practice
10. Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content

Key Design Considerations

Research and media skills blended into the Standards as a whole

To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend,
evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve
problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.
The need to conduct research and to produce and consume media is embedded into every aspect of todays curriculum. In like
fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a
separate section.

Accommodations
The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and
as permitting appropriate accommodations to ensure maximum participation of students with special education needs. For

example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive
devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking
and listening should be interpreted broadly to include sign language.

Note on range and content of student speaking and listening

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge
and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually
updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and
audio.
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and
conveying what they have experienced, imagined, thought, and felt. To be college- and career ready writers, students must
take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately.
They need to know how to combine elements of different kinds of writingfor example, to use narrative strategies within
argument and explanation within narrativeto produce complex and nuanced writing. They need to be able to use technology
strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information,
evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and
cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first draft text under a tight
deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances
encourage or require it.

Students Who are College and Career Ready in Reading, Writing, Speaking,
Listening, and Language:
They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines,
and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able
independently to discern a speakers key points, request clarification, and ask relevant questions. They build on others ideas,
articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard
English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking
out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They use technology and digital media strategically and capably

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor
their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what
they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select
and use those best suited to their communication goals.

College and Career Readiness Anchor Standards for Writing

Production and distribution of Writing

K-5
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others
6-12
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

Research to Build and Present Knowledge

K-5
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
6-12
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.

College and Career Readiness Anchor Standards for Speaking and Listening
Presentation of Knowledge and Ideas
K-5
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
6-12
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.

Reading Standards
Reading Standards for Literature
Integration of Knowledge and Ideas
Grade 2 Students
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.

Reading Standards for Informational Text

Integration of Knowledge and Ideas
Grade 5 Students
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
Grade 8 Students
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to
present a particular topic or idea.

Writing Standards
Production and distribution of Writing
K Students
6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers.
Grade 1 Students
6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers.
Grade 2 Students
6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers.

Grade 3 Students
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to
interact and collaborate with others
Grade 4 Students
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as
to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in
a single sitting
Grade 5 Students
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as
to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages
in a single sitting
Grade 6 Students
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting
Grade 7 Students
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and
collaborate with others, including linking to and citing sources
Grade 8 Students
Use technology, including the Internet, to produce and publish writing and present the relationships between information and
ideas efficiently as well as to interact and collaborate with others
Grade 9-10 Students

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage
of technologys capacity to link to other information and to display information flexibly and dynamically
Grade 11-12 Students
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information

Research to Build and Present Knowledge

Grade 3 Students
8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort
evidence into provided categories.
Grade 4 Students
8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and
categorize information, and provide a list of sources.
Grade 5 Students
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
Grade 6 Students
8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for
sources.
Grade 7 Students

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.
Grade 8 Students
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.
Grade 9-10 Students
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation.

Grade 11-12 Students

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.

Language Standards
Vocabulary acquisition and Use
Grade 2 Students
4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Grade 3 Students
4.e Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Grade 4 Students
4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and
determine or clarify the precise meaning of key words and phrases.
Grade 5 Students
4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and
determine or clarify the precise meaning of key words and phrases.
Grade 6 Students
4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or its part of speech.
Grade 7 Students
4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Grade 8 Students
4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Grade 9-10 Students
4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
Grade 11-12 Students

4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard
usage.

Speaking & Listening Standards

Presentation of Knowledge and Ideas
Grade 9-10 Students
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
Grade 11-12 Students
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.

Range, Quality, and Complexity of Student Reading

Literary nonfiction and Historical, Scientific, and technical texts
K-5
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including
directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

6-12
Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces,
essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts
(including digital sources) written for a broad audience

Literacy Standards in History/Social Studies, Science, and Technical

Subjects 612
(Technical Subjects A course devoted to a practical study, such as engineering, technology, design, business, or other
workforce-related subject; a technical aspect of a wider field of study, such as art or music.)

Production and Distribution of Writing

Grades 6-8 Students
Use technology, including the Internet, to produce and publish writing and present the relationships between information and
ideas clearly and efficiently
Grades 9-10 Students
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage
of technologys capacity to link to other information and to display information flexibly and dynamically
Grades 11-12 Students
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information

Research to Build and Present Knowledge

Grades 6-8 Students
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.

Grades 9-10 Students

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation.

Grades 11-12 Students

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.

Reading Standards for Literacy in History/Social Studies 612

Integration of Knowledge and Ideas
Grades 6-8 Students
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.

Grades 9-10 Students

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Standards for Mathematical Practice

Use appropriate tools strategically
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might
include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a
statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their
grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be
gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and
solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other
mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the
results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students
at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a
website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their
understanding of concepts.

Connecting the Standards for Mathematical Practice to the Standards for

Mathematical Content
The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin
with the word understand are often especially good opportunities to connect the practices to the content. Students who lack
understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely
to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical
situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step

back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively
prevents a student from engaging in the mathematical practices.
Grade 1
Measurement and Data 1.MD
Tell and write time.
3. Tell and write time in hours and half-hours using analog and digital clocks.
Grade 2
Measurement and Data 2.MD
Work with time and money.
7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Grade 7
Geometry 7.G
Draw, construct, and describe geometrical figures and describe the relationships between them
2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on
constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more
than one triangle, or no triangle
Grade 8
Expressions and Equations 8.EE
Work with radicals and integer exponents
4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific
notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small

quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by
technology
Algebra
Reasoning With Equations & Innequalites A-REI
Solve systems of equation
9. (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of
dimension 3 3 or greater)
Represent and solve equations and inequalities graphically
11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the
solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables
of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute
value, exponential, and logarithmic functions.
High School - Functions
Connections to Expressions, Equations, Modeling, and Coordinates
Determining an output value for a particular input involves evaluating an expression; finding inputs that yield a given output
involves solving an equation. Questions about when two functions have the same value for the same input lead to equations,
whose solutions can be visualized from the intersection of their graphs. Because functions describe relationships between
quantities, they are frequently used in modeling. Sometimes functions are defined by a recursive process, which can be
displayed effectively using a spreadsheet or other technology.
Interpreting Functions F-IF
Analyze functions using different representation

7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology
for more complicated cases.
a.
Graph linear and quadratic functions and show intercepts, maxima, and minima.
b.
Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
c.
Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
d.
(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing
end behavior.
e.
Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing
period, midline, and amplitude
Building Functions F-BF
Build new functions from existing function
3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and
negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph
using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them

Linear, Quadratic, and exponential models F-LE

Construct and compare linear, quadratic, and exponential models and solve problem
4. For exponential models, express as a logarithm the solution to ab = d where a, c, and d are numbers and the base b is 2,
10, or e; evaluate the logarithm using technology
ct

Trigonometric Function F-TF

Model periodic phenomena with trigonometric function
7. (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using
technology, and interpret them in terms of the context.

High School - Modeling

Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of
choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to
improve decisions. Quantities and their relationships in physical, economic, public policy, social, and everyday situations can
be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying
assumptions, exploring consequences, and comparing predictions with data.
Diagrams of various kinds, spreadsheets and other technology, and algebra are powerful tools for understanding and solving
problems drawn from different types of real-world situations.
High SchoolStatistics and Probability
Technology plays an important role in statistics and probability by making it possible to generate plots, regression functions,
and correlation coefficients, and to simulate many possible outcomes in a short amount of time.
Interpreting Categorical and Quantitative data S-ID
Interpret linear model
8. Compute (using technology) and interpret the correlation coefficient of a linear fit.

See http://www.schrockguide.net/assessment-and-rubrics.html for further rubrics for common core measured assessments.