B.E.S.T. Algebra 1 Benchmarks in Depth

B.E.S.T. Algebra 1 Benchmarks:

An in-Depth Study

​Chapter 1: Linear Equations

AR.2.1: Writing and Solving Linear Equations in One Variable

​

AR.4.1: Write and Solve Absolute Value Equations in One Variable​

Multiple Select

What did B.E.S.T. change when solving one-variable linear equations?

SELECT ALL THAT APPLY.

• Questions must be all be free response

• Problems must all include real world context

• Problems must all have variables on both sides

• Level 3 and up require students to write the question before solving

Multiple Choice

Select the ALD for this question:

A group of friends decides to go out of town to a championship football game. The group pays $185 per ticket plus a one-time convenience fee of $15. They also each pay $27 to ride a tour bus to the game. If the group spent $2,771 in total, how many friends are in the group?

• L2

• L3

• L4

• L5

Given a real-world context involving one-variable multi-step linear equations:

• Solve an equation, with the equation given (L2)

• Identify the equation that models the context, then solve (L3)

• Write an equation that models the context, then solve (L4)

AR.2.1: Writing and Solving Linear Equations in One Variable

Match

Match the following Targets to their achievement Levels for

Benchmark AR.4.1 on Absolute Value Equations?

• L3

• L4

• L4

• L2

• L3

Given a mathematical context, solve the given equation

Given a mathematical context, identify the equation, then solve

Given a mathematical context, write the equation then solve

Given a real-world context, identify the equation, then solve.

Given a real-world context, write the equation, then solve.

• Given a mathematical context, solve the given equation

• Given a mathematical context, identify the equation, then solve

• Given a mathematical context, write the equation then solve

• Given a real-world context, identify the equation, then solve.

• Given a real-world context, write the equation, then solve.

AR.4.1: Write and Solve Absolute Value Equations in One Variable

Multiple Choice

What is the achievement level for this question?

Determine the solutions of the equation:  3|𝑥 − 2| + 14 = 14

• L2

• L3

• L4

• L5

​Chapter 2: Linear Inequalities

AR.2.6:  Write and Solve One Variable Linear Inequalities​

AR.2.6: Write and Solve One Variable Linear Inequalities

AR.4.1: Write and Solve Absolute Value Equations in One Variable

A bicycle costs $175. Salvadore has $55 and plans to save $22 each month. In how many months, will he have at least enough money to purchase the bicycle?​

Six times the sum of 𝒚 and 𝟒 is greater than −𝟑𝟎.

What is the difference between writing an equation or inequality from a mathematical context vs. a real-world context?

​

Compare these two problems that were on the Chapter 2 Common Assessment:​

Multiple Select

What important things should we note with problems on solving one-variable linear inequalities?

SELECT ALL THAT APPLY.

• Solutions must require more than two steps

• Problems must all include real world context

• Level 3 and up require students to write AND solve.

• All questions with compound inequalities are level 4 and 5

​Chapter 3: Linear Functions

AR.2.5: Graphing Two-Variable Linear Functions​

F.1.5: Comparing Key Features of Linear Functions​

AR.2.4: Key Features of Two-Variable Linear Functions​

F.2.1: Transforming Functions​

AR.2.4 & AR.2.5: Graphing and Key Features of Linear Functions

AR.2.4:​

AR.2.5:​

AR.2.5:​

AR.2.4:​

​Identifying whether or not something is a function or if it is linear moved to Pre-Algebra.

AR.2.4 & AR.2.5: Graphing and Key Features of Linear Functions

AR.2.4 is mathematical context only

​

AR.2.5 is mathematical for L2 and L3; real-world for L4 and L5. ​

What does it mean to solve in AR.2.5?

AR.2.5:​

AR.2.4:​

AR.2.4 & AR.2.5: Graphing and Key Features of Linear Functions

Where can we get more example questions??​

F.1.5: Comparing Key Features of Linear Functions

F.2.1: Transforming (Linear) Functions

Multiple Choice

For questions dealing with transformations, will students have to graph the transformed function?

• Yes

• No

Multiple Choice

What type of transformation is not indicated in these function formats?

• vertical stretch/

  compression

• horizonal translation

• vertical

  translation

• horizontal stretch/

  compression

Multiple Select

This means that horizontal dilations can be assessed, but only at an achievement level of ______. SELECT ALL THAT APPLY.

• L2

• L3

• L4

• L5

Open Ended

What does the sample question below tell us about another important change from MAFS to BEST and transformations?

How does the graph of 𝑔(𝑥) = 𝑓(𝑥) − 2 compare to the graph of 𝑓(𝑥) = |𝑥 + 3|?

FL.3.2: Real-world problems involving Interest​

AR.2.3: Writing Equations of Parallel and Perpendicular Lines​

​Chapter 4: Writing Linear Functions

AR.2.3: Writing Equations of Parallel and Perpendicular Lines

FL.3.2: Real-world problems involving Interest

​1. Beatrice deposits $525 in an account that pays 4.3% simple annual interest. If she keeps the money in the account for 12 years, how much interest will she earn?

Mentioned only briefly at the end of Lesson 4.1!

AR.9.6: Represent Constraints as a System of Linear Equations

or Inequalities​

AR.9.1: Systems of Linear Equations​

​Chapter 5: Systems of Linear Equations

AR.2.7: Two-Variable Linear Inequalities​

AR.2.8: Graphing Linear Inequalities​

AR.9.4: Systems of Linear Inequalities​

AR.9.1: Systems of Linear Equations

Students now have to identify ​equations for a Level 3. Why did they change this standard?

Multiple Choice

What does this sample question tell us about the expectations with solving systems of linear equations?

• Fractions will not matter on the EOC because students can use a calculator

• This must be a higher achievement level because it has fractions

• Achievement level has nothing to do with type of numerical value

AR.9.6: Represent Constraints as a System of

Linear Equations or Inequalities

AR.2.7 & 2-8: Writing & Graphing Two-variable Linear Inequalities

​AR.2.7:

​AR.2.8:

Open Ended

What big change do you notice with this target when compared to MAFS?

Multiple Choice

This is the sample question found on the BIG-M for AR.2.8. In what form is the equation given?

• Slope-intercept

• Standard

• Point-Slope

AR.9.4: Systems of Linear Inequalities

NSO.1.2: Laws of Exponents: Rational Exponents (algebraic)​

NSO.1.1: Laws of Exponents: Rational Exponents (numerical)​

​Chapter 6: Exponential Functions

AR.5.3: Classify Exponential Functions as Growth or Decay​

AR.5.4: Writing Exponential Functions​

AR.5.6: Graphing Exponential Functions & Key Features​

FL.3.2: Real-World Problems involving Interest​

NSO.1.1: Laws of Exponents - Rational Exponents (numerical)

​??

​??

NSO.1.1: Laws of Exponents - Rational Exponents (numerical)

NSO.1.2: Laws of Exponents - Rational Exponents (algebraic)

AR.5.3: Classify Exponential Functions as Growth or Decay

Multiple Choice

What is the achievement level for this question?

• L2

• L3

• L4

• L5

AR.5.4: Writing Exponential Functions

Multiple Choice

What is the achievement level for this question?

• L2

• L3

• L4

• L5

Multiple Choice

What is the achievement level for this question?

A forester has determined that the number of fir trees in a forest is decreasing

by 3% per year. In 2010, there were 13,000 fir trees in the forest. Write an equation

that represents the number of fir trees, N, in terms of t, the number of years since 2010.

• L2

• L3

• L4

• L5

AR.5.6: Graph Exponential Functions and Determine Key Features

​What is the difference between a Level 2 and 3?

​

What is the difference between a Level 3 and 4?

​

​

FL.3.2: Real-world problems involving Interest