Select Program Area --Select Program Area-- DESE HOME Accountability, Partnership, & Assistance Adult & Community Learning Amazing Educators BESE Advisory Councils Board of Elementary & Secondary Education Career/Vocational Technical Education Charter Schools College and Career Readiness Compliance/Monitoring (PQA) Conferences, Workshops and Trainings Instructional Support Digital Learning District & School Turnaround District Review, Analysis, & Assistance Tools Educator Evaluation Educator Licensure Tests (MTEL) Educator Licensure Educational Proficiency Plan (EPP) Edwin ELAR Log In Employment Opportunities: DESE English Language Learners Every Student Succeeds Act (ESSA) Family Literacy Federal Grant Programs High School Equivalency (HSE) Testing Program Grants/Funding Opportunities Information Services Laws & Regulations Literacy LEAP Project MCAS MCAS Appeals METCO Office for Food and Nutrition Programs Performance Assessment for Leaders (PAL) Planning and Research Professional Development RETELL Safe and Supportive Schools School and District Profiles/Directory School Finance School Redesign Science, Technology Engineering, and Mathematics (STEM) Security Portal | MassEdu Gateway Special Education Special Education Appeals Special Education in Institutional Settings Statewide System of Support Student and Family Support Systems for Student Success (SfSS) Title I Part A
 Students & Families Educators & Administrators Teaching, Learning & Testing Data & Accountability Finance & Funding About the Department Education Board

# Massachusetts Comprehensive Assessment System

## 2014, Grade 10 Mathematics

 Question 42: Open-Response Reporting Category: Algebra and FunctionsStandard: 10.P.7 - Solve everyday problems that can be modeled using linear, reciprocal, quadratic, or exponential functions. Apply appropriate tabular, graphical, or symbolic methods to the solution. Include compound interest, and direct and inverse variation problems. Use technology when appropriate.  (AI.P.11) Standard: Mathematics.F.IF.2.04 - For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.* The graph below represents y, the height in feet of a ball, x seconds after the ball was thrown upward from a bridge that crosses a river.What is the y-intercept of the graph? Show or explain how you got your answer.What does the y-intercept represent in the context of this situation?After how many seconds did the ball reach its maximum height? Show or explain how you got your answer.What is the maximum height, in feet, the ball reached? Show or explain how you got your answer.After how many seconds did the ball reach the surface of the river? Show or explain how you got your answer.

### Scoring Guide and Sample Student WorkSelect a score point in the table below to view the sample student response.

ScoreDescription
4 The student response demonstrates an exemplary understanding of the Algebra and Functions concepts involved in interpreting key features of graphs in terms of the quantities for a function that models a relationship between two quantities. The student understands a quadratic function and demonstrates an understanding of the meaning of the characteristics of the function within the context of the problem.
4
3 The student response demonstrates a good understanding of the Algebra and Functions concepts involved in interpreting key features of graphs in terms of the quantities for a function that models a relationship between two quantities. Although there is significant evidence that the student was able to recognize and apply the concepts involved, some aspect of the response is flawed. As a result the response merits 3 points.
2 The student response demonstrates a fair understanding of the Algebra and Functions concepts involved in interpreting key features of graphs in terms of the quantities for a function that models a relationship between two quantities. While some aspects of the task are completed correctly, others are not. The mixed evidence provided by the student merits 2 points.
1 The student response demonstrates a minimal understanding of the Algebra and Functions concepts involved in interpreting key features of graphs in terms of the quantities for a function that models a relationship between two quantities.
0 The student response contains insufficient evidence of an understanding of the Algebra and Functions concepts involved in interpreting key features of graphs in terms of the quantities for a function that models a relationship between two quantities to merit any points.

Note: There are 2 sample student responses for Score Point 4.

### Grade 10 Mathematics

Question 17:
Question 20:
Question 21:
Question 36:
Question 41:
Question 42:

Return to the MCAS 2014 Student Work Directory

 E-mail this page| Print View| Print Pdf   .nav:before, .nav:after, .navbar:before, .navbar:after, .navbar-header:before, .navbar-header:after, .navbar-collapse:before, .navbar-collapse:after { display:inline; } .navbar { border-radius:0px; }