Table of Contents
High School, Book II
Seeking Best Practices in Assessment
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About the Project
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i
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About the Booklet
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vi
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Michigan Curriculum Framework - High School
(Matrix aligning strands and standards)
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viii
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Introduction Preface:
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Preface:
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Performance Based Assessment
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Intro: p1
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Constructed Response
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Intro: p2-3
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Selected Response/Short Answer
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Intro: p4
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Chapter One: Patterns, Relationships and Functions
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Ch1: p1-11
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Chapter Two: Geometry and Measurement
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Ch2: p1-32
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Chapter Three: Data Analysis and Statistics
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Ch3: p1-6
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Chapter Four: Number Sense and Numeration
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Ch4: p1-20
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Chapter Five: Numerical and Algebraic Operations
and Analytical Thinking
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Ch5: p1-17
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Chapter Six: Probability and Discrete mathematics
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Ch6: p1-11
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Chapter Seven: Writing Assignments
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Ch7: p1-7
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Appendix
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App: p1-13
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Michigan Curriculum Framework in Mathematics
Mathematics Assessment Plan Committee – Proposed General Rubric
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Constructed Response:
Show your work, explain, and/or justify
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7.
HS SK VI.1.1
VI.2.2
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The
"clock" pictured below appears in a TV Guide
alerting viewers to specific times that CNN devotes to four
types of news during each hour
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a)
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 How
can you tell by the graph that CNN devotes the same
amount of time to "Dollars and Sense" news during
the 2nd half of every hour as it does during the 1st
half-hour?
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b)
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If the graph represents
one complete hour, what are the minute values on the
"clock" pictured for the times designated as A,
B,
and C?
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c)
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Suppose that, without
looking at a real clock, you "flip to" CNN
Headline News on the TV. What is the probability that you
will get the Sports News?
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