Performance Level Descriptors Algebra II

Equivalent
Expressions

Interpreting
Functions

April 2013

Algebra II: Sub-Claim A

The student solves problems involving the Major Content for 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
Uses provided
Uses mathematical
Uses mathematical
Uses mathematical
mathematical properties
properties and structure of properties and structure of properties and structure of
and structure of
polynomial, exponential
polynomial, exponential,
polynomial, exponential,
polynomial and
and rational expressions
rational and radical
rational and radical
exponential expressions to to create equivalent
expressions to create
expressions to create
create equivalent
expressions.
equivalent expressions
equivalent expressions
expressions.
that aid in solving
that aid in solving
Rewrites exponential
mathematical and
mathematical and
expressions to reveal
contextual problems with contextual problems with
quantities of interest that
two steps required.
three or more steps
may be useful.
required.
Rewrites exponential
expressions to reveal
Rewrites exponential
quantities of interest that
expressions to reveal
may be useful.
quantities of interest that
may be useful.
Uses provided
Interprets key features of
Uses mathematical
Uses mathematical
mathematical properties
graphs and tables, and
properties and
properties and
and relationships to reveal uses mathematical
relationships to reveal key relationships to reveal key
key features of a
properties and
features a polynomial,
features of a polynomial,
polynomial or exponential relationships to reveal key exponential, rational,
exponential, rational,
function, using them to
features a polynomial,
trigonometric or
trigonometric or
sketch the graph.
exponential or rational
logarithmic function,
logarithmic function,
function, using them to
using them to sketch the
using them to sketch the
sketch the graph.
graph and identify
graph and identify
characteristics of the
characteristics of the
relationship between two relationship between two
quantities, and applying
quantities, and applying

Page 1 of 18

Performance Level Descriptors Algebra II

Algebra II: Sub-Claim A
The student solves problems involving the Major Content for 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
the remainder theorem
the remainder theorem
where appropriate.
where appropriate.

Rate of Change

Modeling

April 2013

Calculates the average

rate of change of a
polynomial or exponential
function (presented
symbolically or as a table)
over a specified interval.

Builds a function that

models mathematical or
contextual situations,
limited to those requiring
arithmetic and geometric
sequences, and uses the
models to solve or

Calculates the average

rate of change of a
polynomial or exponential
function (presented
symbolically or as a table)
over a specified interval,
or estimates the rate of
change from a graph.

Builds a function that

models mathematical or
contextual situations
including those requiring
trigonometric functions,
sequences and
combinations of these and

Calculates and interprets

the average rate of change
of a polynomial,
exponential, logarithmic
or trigonometric function
(presented symbolically
or as a table) over a
specified interval, or
estimates the rate of
change from a graph.

Identifies how changing

the parameters of the
function impacts key
features of the graph.
Calculates and interprets
the average rate of change
of a polynomial,
exponential, logarithmic
or trigonometric function
(presented symbolically
or as a table) over a
specified interval, or
estimates the rate of
change from a graph.

Models mathematical and

contextual situations with
functions, including those
requiring trigonometric
functions, sequences and
combinations of these and
other functions, and uses

Compares rate of change

associated with different
intervals.
Models mathematical and
contextual situations with
functions, including those
requiring multiple
trigonometric functions,
sequences and
combinations of these and

Page 2 of 18

Performance Level Descriptors Algebra II

Statistics &
Probability

April 2013

Algebra II: Sub-Claim A

The student solves problems involving the Major Content for 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
interpret problems.
other functions, and uses
the models to solve,
other functions, and uses
the models to solve or
interpret or generalize
the models to solve,
interpret problems.
about problems.
interpret or generalize
about problems.
Determines whether a
Determines why a sample Given an inappropriate
Given an inappropriate
sample survey,
survey, experiment or
choice of a sample
choice of a sample
experiment or
observational study is
survey, experiment or
survey, experiment or
observational study is
most appropriate.
observational study,
observational study,
most appropriate.
identifies and supports the determines how to change
appropriate choice.
the scenario to make the
choice appropriate.

Page 3 of 18

Performance Level Descriptors Algebra II

Interpreting
Functions

Equivalent
Expressions

Function

April 2013

Geometry: 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
Given a function
Given a function
Given multiple functions
Given multiple functions
represented algebraically, represented algebraically, in different forms
in different forms
graphically, numerically
graphically, numerically
(algebraically,
(algebraically,
or by verbal description,
or by verbal description,
graphically, numerically
graphically, numerically
writes an equivalent
writes multiple equivalent or by verbal description), or by verbal description),
version of the function,
versions of the function
writes multiple equivalent writes multiple equivalent
and identify key features. and identifies key
versions of the function,
versions of the function,
features.
and identifies and
and identifies and
compares key features.
compares key features.

Uses commutative and

associative properties to
perform operations with
complex numbers

Identifies the effects of a

Uses commutative,
associative and
distributive properties to
perform operations with
complex numbers.

Uses commutative,
associative and
distributive properties to
perform operations with
complex numbers.

Rewrites simple rational

expressions using
inspection.
.

Rewrites simple rational

expressions using
inspection or long
division.

Identifies the effects of a

Identifies the effects of

Determines how the

change of a parameter in
each function impacts
their other
representations.
Uses commutative,
associative and
distributive properties to
perform operations with
complex numbers.
Rewrites simple rational
expressions using
inspection or long
division, and determines
how one form is more
useful than the others.
Given a context that infers

Page 4 of 18

Performance Level Descriptors Algebra II

Transformations

Trigonometry

Solving Equations
and Systems

April 2013

Geometry: 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
single transformation on
single transformation on
multiple transformations
particular transformations,
graphs of polynomial,
graphs of polynomial,
on graphs of polynomial, identifies the effects on
exponential, logarithmic
exponential, logarithmic
exponential, logarithmic
graphs of polynomial,
and trigonometric
and trigonometric
and trigonometric
exponential, logarithmic
functions limited to
functions including
functions, and determines and trigonometric
f(x)+k and kf(x) and
f(x)+k, kf(x), f(kx), and
if the resulting function is functions, and determines
determines if the resulting f(x+k) and determines if even or odd.
if the resulting function is
function is even or odd.
the resulting function is
even or odd.
even or odd.
Given a trigonometric
Given a trigonometric
Given a trigonometric
Given a trigonometric
value for an angle in
value for an angle in
value for an angle in
value for an angle in
degrees, and its quadrant, radians, and its quadrant,
radians and its quadrant,
radians and its quadrant,
utilizes the structure and
utilizes the structure and
utilizes the structure and
utilizes the structure and
relationships of
relationships of
relationships of
relationships of
trigonometry to identify
trigonometry, including
trigonometry, including
trigonometry, including
other trigonometric values relationships in the unit
relationships in the unit
relationships in the unit
for that angle.
circle, to identify other
circle, to identify other
circle, to identify other
trigonometric values for
trigonometric values for
trigonometric values for
that angle.
that angle, and describes
that angle, and in
the relationship between
contextual situation,
the radian measure and
describes the relationship
the subtended arc in the
between the radian
circle.
measure and the
subtended arc in the
circle.
Solves problems
Solves problems
Solves multi-step
Finds similarities and/or
involving linear,
involving linear,
contextual word problems differences between
exponential and quadratic exponential, quadratic
involving linear,
solution approaches of

Page 5 of 18

Performance Level Descriptors Algebra II

Data Univariate
and Bivariate

Geometry: 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
(with real solutions)
(with real or complex
exponential, quadratic
multiple contextual word
equations and systems of
solutions) and
(with real or complex
problems involving linear,
equations, using inverses
trigonometric equations
solutions) and
exponential, quadratic
where appropriate.
and systems of equations, trigonometric equations
(with real or complex
and where appropriate and systems of equations, solutions) and
using inverses and
and where appropriate trigonometric equations
constructing linear and/or using inverses and
and systems of equations,
exponential models.
constructing linear and/or using inverses and
exponential models.
where appropriate using
inverses and constructing
linear and/or exponential
models.
Uses the mean and
Uses the mean and
Uses the mean and
Uses the mean and
standard deviation of a
standard deviation of a
standard deviation of a
standard deviation of a
data set to fit it to a
data set to fit it to a
data set to fit it to a
data set to fit it to a
normal distribution.
normal distribution.
normal distribution.
normal distribution.
Uses a fitted exponential
function to solve a multistep contextual problem.

Inference

April 2013

Identifies when sample

data can be used to make
inferences about the

Fits an exponential
function in order to solve
a multi-step contextual
problem.

Uses sample data to make

inferences about the
corresponding population.

Fits an exponential or a
trigonometric function in
order to solve a multi-step
contextual problem.

Fits an exponential or a
trigonometric function in
order to solve a multi-step
contextual problem.

Uses sample data to make

inferences and justify
conclusions about the

Identifies when these

procedures are not
appropriate.
Uses sample data to
critique inferences and
conclusions about the

Page 6 of 18

Performance Level Descriptors Algebra II

Geometry: 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
corresponding population.
corresponding population. corresponding population.

Probability

Recognizes and calculates

conditional probability or
independence in a
contextual problem.

Decides if a specified
model is consistent with
results from a given datagenerating process.
Recognizes, calculates
Recognizes, calculates
and uses conditional
and uses conditional
probability or
probability and
independence in a
independence in a multicontextual problem, using step contextual problem,
appropriate set language
using appropriate set
and appropriate
language and appropriate
representations including representations including
two-way frequency tables. two-way frequency tables.
Applies the addition rule
of probability.

April 2013

Decides if a specified
model is consistent with
results from a given datagenerating process.
Recognizes, calculates
and uses conditional
probability and
independence in a multistep contextual problem,
using appropriate set
language and appropriate
representations including
two-way frequency tables.
Applies the addition rule
of probability and
interprets the answers in
terms of the model.

Page 7 of 18

Performance Level Descriptors Algebra II

Reasoning

Algebra II: Sub-Claim C

The student expresses grade/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
Constructs and
Constructs and
communicates:
communicates:
communicates:
communicates:
a response to a given
equation or system of
equations
a chain of reasoning to
justify or refute
algebraic, function or
number system related
propositions or
conjectures
a response based on
data
a response based on
the graph of an
equation in two
variables, the
principle that a graph
is a solution set or the
relationship between
zeros and factors of
polynomials
a response based on
trigonometric
functions and the unit
circle
a response based on

April 2013

a response to a given
equation or system of
equations
a chain of reasoning to
justify or refute
algebraic, function or
number system related
propositions or
conjectures
a response based on
data
a response based on
the graph of an
equation in two
variables, the
principle that a graph
is a solution set or the
relationship between
zeros and factors of
polynomials
a response based on
trigonometric
functions and the unit
circle
a response based on

a response to a given
equation or system of
equations
a chain of reasoning to
justify or refute
algebraic, function or
number system related
propositions or
conjectures,
a response based on
data
a response based on
the graph of an
equation in two
variables, the
principle that a graph
is a solution set or the
relationship between
zeros and factors of
polynomials
a response based on
trigonometric
functions and the unit
circle
a response based on

a response to a given
equation or system of
equations
a chain of reasoning to
justify or refute
algebraic, function or
number system related
propositions or
conjectures
a response based on
data
a response based on
the graph of an
equation in two
variables, the
principle that a graph
is a solution set or the
relationship between
zeros and factors of
polynomials
a response based on
trigonometric
functions and the unit
circle
a response based on
Page 8 of 18

Performance Level Descriptors Algebra II

Algebra II: Sub-Claim C
The student expresses grade/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
transformations of
transformations of
transformations of
transformations of
functions
functions
functions
functions
OR
OR
OR
OR
a response based on
a response based on
a response based on
a response based on
properties of
properties of
properties of
properties of
exponents
exponents
exponents
exponents
by :

or

using an approach
based on a conjecture
and/or stated or faulty
assumptions
providing an
incomplete or illogical
o chain of reasoning
o progression of
steps
making an intrusive
calculation error
using limited gradelevel vocabulary,
symbols and labels
providing a partial
justification of a
conclusion based on
own calculations

April 2013

by :

or

by :

using a logical
approach based on a
conjecture and/or
stated assumptions
providing a logical,
but incomplete,
o chain of reasoning
o progression of
steps
performing minor
calculation errors
using some gradelevel vocabulary,
symbols and labels
providing a partial
justification of a
conclusion based on
own calculations

by :

using a logical
approach based on a
conjecture and/or
stated assumptions,
utilizing mathematical
connections (when
appropriate)
providing a logical
o chain of reasoning
with appropriate
justification
or
or
o progression of
steps
performing precision
of calculation
using correct gradelevel vocabulary,
symbols and labels

using a logical
approach based on a
conjecture and/or
stated assumptions,
utilizing mathematical
connections (when
appropriate)
providing an efficient
and logical
o chain of reasoning
o progression of
steps
with appropriate
justification
performing precision
of calculation
using correct gradelevel vocabulary,

Page 9 of 18

Performance Level Descriptors Algebra II

Algebra II: Sub-Claim C
The student expresses grade/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
symbols and labels
evaluating the validity
providing a
of others approaches
justification of a
providing a
and conclusions
conclusion
justification of a
conclusion
evaluating,
determining whether
interpreting and
an argument or
critiquing the validity
conclusion is
of others responses,
generalizable
approaches utilizing
mathematical
evaluating,
connections (when
interpreting and
appropriate) and
critiquing the validity
reasoning
and efficiency of
others responses,
approaches and
reasoning utilizing
mathematical
connections (when
appropriate) and
providing a counterexample where
applicable

April 2013

Page 10 of 18

Performance Level Descriptors Algebra II

Algebra II: 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
Command
Solve Multi-step
Contextual Word
Problems

Devises a plan to apply

mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
identifying important
given quantities
using provided tools
to create a model
analyzing
relationships
mathematically to
draw conclusions
writing an
expression, equation
or function to
describe a situation

April 2013

Level 3: Moderate
Command
Devises a plan to apply
mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
illustrating
relationships between
important quantities
by using provided
tools to create an
appropriate, but
inaccurate model
analyzing
relationships
mathematically
between important
given quantities to

Level 4: Strong
Command
Devises a plan to apply
mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
mapping
relationships between
important quantities
by selecting
appropriate tools to
create the appropriate
model
analyzing
relationships
mathematically
between important
quantities (either

Level 5: Distinguished
Command
Devises a plan to apply
mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
mapping
relationships between
important quantities
by selecting
appropriate tools to
create the appropriate
model
analyzing
relationships
mathematically
between important
quantities (either

Page 11 of 18

Performance Level Descriptors Algebra II

Algebra II: 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
Command

Level 3: Moderate
Command
draw conclusions
interpreting
mathematical results
in a simplified
context
reflecting on whether
the results make
sense
modifying the model
if it has not served its
purpose
writing an
expression, equation
or function to
describe a situation
using geometry to
solve design
problems

April 2013

Level 4: Strong
Command
given or created) to
draw conclusions
interpreting
mathematical results
in the context of the
situation
reflecting on whether
the results make
sense
improving the model
if it has not served its
purpose
writing a complete,
clear and correct
expression, equation
or function to
describe a situation
using geometry to
solve design
problems

Level 5: Distinguished
Command
given or created) to
draw conclusions
analyzing and/or
creating constraints,
relationships and
goals
justifying and
defending models
which lead to a
conclusion
interpreting
mathematical results
in the context of the
situation
reflecting on whether
the results make
sense
improving the model
if it has not served its
purpose
writing a complete,
clear and correct
expression, equation

Page 12 of 18

Performance Level Descriptors Algebra II

Algebra II: 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
Command

Level 3: Moderate
Command

Level 4: Strong
Command

Level 5: Distinguished
Command
or function to
describe a situation
using geometry to
solve design
problems

Full Models

Devises a plan to apply

mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
identifying important
given quantities
using provided tools
to create a models
analyzing
relationships

April 2013

Devises a plan to apply

mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
illustrating
relationships between
important quantities
by using provided
tools to create an
appropriate but

Devises a plan to apply

mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
mapping
relationships between
important quantities
by selecting
appropriate tools to
create the appropriate

Devises a plan to apply

mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
mapping
relationships between
important quantities
by selecting
appropriate tools to
create the appropriate

Page 13 of 18

Performance Level Descriptors Algebra II

Algebra II: 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
Command
mathematically to
draw conclusions
writing an
expression, equation
or function to
describe a situation
using securely held
content incompletely
reporting a
conclusion, with
some inaccuracy
within the reporting

April 2013

Level 3: Moderate
Command
inaccurate models
analyzing
relationships
mathematically
between important
given quantities to
draw conclusions
interpreting
mathematical results
in a simplified
context
reflecting on whether
the results make
sense
modifying the model
if it has not served its
purpose
writing an
expression, equation
or function to
describe a situation
using geometry to
solve design

Level 4: Strong
Command
models
analyzing
relationships
mathematically
between important
quantities (either
given or created) to
draw conclusions
interpreting
mathematical results
in the context of the
situation
reflecting on whether
the results make
sense
improving the model
if it has not served its
purpose
writing a complete,
clear and correct
expression, equation
or function to
describe a situation

Level 5: Distinguished
Command
models
analyzing
relationships
mathematically
between important
quantities (either
given or created) to
draw conclusions
interpreting
mathematical results
in the context of the
situation
reflecting on whether
the results make
sense
improving the model
if it has not served its
purpose
writing a complete,
clear and correct
expression, equation
or function to
describe a situation

Page 14 of 18

Performance Level Descriptors Algebra II

Algebra II: 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
Command

Level 3: Moderate
Command
problems
using securely held
content incompletely
reporting a
conclusion

April 2013

Level 4: Strong
Command
using geometry to
solve design
problems
using securely held
content
briefly reporting the
conclusion
accurately reporting
the conclusion
modifying or
changing the model if
it has not served its
purpose

Level 5: Distinguished
Command
analyzing and/or
creating constraints,
relationships and
goals
justifying and
defending models
which lead to a
conclusion
using geometry to
solve design
problems
using securely held
content
briefly reporting and
justifying the
conclusion
accurately reporting
and justifying the
conclusion
modifying or
changing the model if
it has not served its
purpose

Page 15 of 18

Performance Level Descriptors Algebra II

Algebra II: 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
Command
Decisions from Data Devises a plan to apply
mathematics in solving
problems arising in
everyday life, society
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
expression, equation
or function to
describe a situation

April 2013

Level 3: Moderate
Command
Devises a plan to apply
mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
approximations to
simplify a real-world
situation
illustrating
relationships between
important quantities
by using provided
tools to create models
analyzing
relationships
mathematically
between important
quantities to draw
conclusions
interpreting

Level 4: Strong
Command
Devises a plan to apply
mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
making assumptions
and approximations
to simplify a realworld situation
mapping
relationships between
important quantities
by selecting
appropriate tools to
create models
analyzing
relationships
mathematically
between important
quantities to draw

Level 5: Distinguished
Command
Devises a plan to apply
mathematics in solving
problems arising in
everyday life, society
and the workplace by:
using stated
assumptions and
making assumptions
and approximations
to simplify a realworld situation
mapping
relationships between
important quantities
by selecting
appropriate tools to
create models
analyzing
relationships
mathematically
between important
quantities to draw

Page 16 of 18

Performance Level Descriptors Algebra II

Algebra II: 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
Command
indiscriminately
using data from a
data source

April 2013

Level 3: Moderate
Command
mathematical results
in a simplified
context
reflecting on whether
the results make
sense
modifying the model
if it has not served its
purpose
writing an
expression, equation
or function to
describe a situation
selecting and using
some relevant data
from a data source
making an evaluation
or recommendation

Level 4: Strong
Command
conclusions
interpreting
mathematical results
in the context of the
situation
reflecting on whether
the results make
sense
improving the model
if it has not served its
purpose
writing a complete,
clear and correct
expression, equation
or function to
describe a situation
identifying and using
relevant data from a
data source
making an
appropriate
evaluation or
recommendation

Level 5: Distinguished
Command
conclusions
interpreting
mathematical results
in the context of the
situation
reflecting on whether
the results make
sense
improving the model
if it has not served its
purpose
writing a complete,
clear and correct
expression, equation
or function to
describe a situation
analyzing and/or
creating constraints,
relationships and
goals
justifying and
defending models
which lead to a

Page 17 of 18

Performance Level Descriptors Algebra II

Algebra II: 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
Command

Level 3: Moderate
Command

Level 4: Strong
Command

Level 5: Distinguished
Command
conclusion
identifying and using
relevant data from a
data source
making an
appropriate
evaluation or
recommendation

April 2013

Page 18 of 18