Sample SLO Algebra 1

Step 1: Objective Statement

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level(s) before, same content
area

Standard(s) for your grade level and

content area

Standard(s) for the grade level(s)

after, same content area

Functions8.F
Define, evaluate, and compare
functions (M)
Compare properties of two
functions each represented in a
different way (algebraically,
graphically, numerically in tables,
or by verbal descriptions). For
example, given a linear function
represented by a table of values
and a linear function represented
by an algebraic expression,
determine which function has the
greater rate of change. (8.F.2)
Interpret the equation y = mx + b
as defining a linear function,
whose graph is a straight line; give
examples of functions that are not
linear. For example, the function A
= s2 giving the area of a square as
a function of its side length is not
linear because its graph contains
the points (1,1), (2,4) and (3,9),
which are not on a straight line.
(8.F.3)
Use functions to model
relationships between quantities.
Construct a function to model a
linear relationship between two
quantities. Determine the rate of
change and initial value of the
function from a description of a
relationship or from two (x, y)
values, including reading these
from a table or from a graph.
Interpret the rate of change and
initial value of a linear function in

Interpreting FunctionsF-IF
Interpret functions that arise in
applications in terms of the context
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. (F-IF.4)
Relate the domain of a function to its graph
and, where applicable, to the quantitative
relationship it describes. For example, if the
function h(n) gives the number of personhours it takes to assemble n engines in a
factory, then the positive integers would be
an appropriate domain for the function. (FIF.5)
Calculate and interpret the average rate of
change of a function (presented
symbolically or as a table) over a specified
interval. Estimate the rate of change from a
graph. (F-IF.6)
Analyze functions using different
representations
Graph functions expressed symbolically and
show key features of the graph, by hand in
simple cases and using technology for more
complicated cases. (F-IF.7)
Graph linear and quadratic functions and
show intercepts, maxima, and minima. (FIF.7a)
Graph square root, cube root, and

Interpreting FunctionsF-IF
Interpret functions that arise in
applications in terms of the context
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. (F-IF.4)
Calculate and interpret the average
rate of change of a function (presented
symbolically or as a table) over a
specified interval. Estimate the rate of
change from a graph. (F-IF.6)
Analyze functions using different
representations
Graph functions expressed
symbolically and show key features of
the graph, by hand in simple cases and
using technology for more complicated
cases. (F-IF.7)
Graph polynomial functions, identifying
zeros when suitable factorizations are
available, and showing end behavior.
(F-IF.7c)
Graph exponential and logarithmic
functions, showing intercepts and end
behavior, and trigonometric functions,
showing period, midline, and
amplitude. (F-IF.7e)

Sample SLO Algebra 1

terms of the situation it models,
and in terms of its graph or a table
of values. (8.F.4)
Describe qualitatively the
functional relationship between
two quantities by analyzing a
graph (e.g., where the function is
increasing or decreasing, linear or
nonlinear). Sketch a graph that
exhibits the qualitative features of
a function that has been described
verbally. (8.F.5)

piecewise-defined functions, including step

functions and absolute value functions. (FIF.7b)
Graph exponential and logarithmic
functions, showing intercepts and end
behavior, and trigonometric functions,
showing period, midline, and amplitude. (FIF.7e)
Compare properties of two functions each
represented in a different way
(algebraically, graphically, numerically in
tables, or by verbal descriptions). For
example, given a graph of one quadratic
function and an algebraic expression for
another, say which has the larger
maximum. (F-IF.9)
Mathematical Practices
2. Reason abstractly and quantitatively
6. Attend to precision.

Compare properties of two functions

each represented in a different way
(algebraically, graphically, numerically
in tables, or by verbal descriptions).
For example, given a graph of one
quadratic function and an algebraic
expression for another, say which has
the larger maximum. (F-IF.9)

Objective Statement: All students will be able to analyze orally and in writing the multiple representations of a
function in terms of the context, convert from one representation to another, and compare and contrast properties of
two or more functions.

Step 2: Performance Criteria

1. Students independently use appropriate academic and technical language to interpret orally and in writing the key
features (intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums
and minimums; symmetries; and end behavior) of functions represented by graphs and tables in terms of the
context.
2. Students independently and with accuracy calculate and interpret the average rate of change of linear, exponential,
quadratic, and square root functions (presented symbolically or as a table) over a specified interval, and estimate
the rate of change from a graph.
3. Students determine the domain for linear, exponential, quadratic, square root, cube root, and piece-wise-defined
functions and relate the domain to the quantitative relationship it describes.
4. Students independently and accurately graph linear, exponential, quadratic, square root, cube root, and piece-wisedefined functions expressed symbolically, and sketch graphs showing key features given a verbal description of a
relationship between quantities.

Sample SLO Algebra 1

5. Students independently and accurately compare the properties of two functions having different parent functions
represented in different ways.

Sample SLO Algebra 1

Learning Progression Rubric
Limited Command

Moderate Command

Strong Command
(Performance Criteria)

Distinguished
Command
Students independently and
with precision use
appropriate academic and
technical language to
interpret orally and in writing
the key features (intercepts;
intervals where the function
is increasing, decreasing,
positive, or negative; relative
maximums and minimums;
symmetries; and end
behavior) of functions
represented by graphs,
tables, and equations in
terms of the context.
Students independently and
with accuracy calculate and
interpret the average rate of
change of linear, exponential,
quadratic, and square root
functions (presented
symbolically or as a table)
over a specified interval and
estimate the rate of change
from a graph. Students
evaluate and provide
feedback on the accuracy of
others calculations and
interpretations of average
rate of change.
Students determine the
domain for
linear, exponential,
quadratic, square
root, cube root, and piecewise
defined functions and relate

When given the appropriate

academic and technical
language, students orally
and in writing describe the
key features (intercepts;
intervals where the function
is increasing, decreasing,
positive, or negative;
relative maximums and
minimums) of graphs in
terms of the context.

Using academic and technical

language with scaffolds and
supports (e.g., sentence frames),
students orally and in writing
interpret the key features
(intercepts; intervals where the
function is increasing, decreasing,
positive, or negative; relative
maximums and minimums) of
graphs and tables in terms of the
context.

Students independently use

appropriate academic and
technical language to interpret
orally and in writing the key
features (intercepts; intervals
where the function is increasing,
decreasing, positive, or
negative; relative maximums
and minimums; symmetries; and
end behavior) of functions
represented by graphs and
tables in terms of the context.

Students with support and

scaffolds (e.g., providing the
formula for average rate of
change calculation)
calculate and interpret the
average rate of change of
linear and exponential
functions (presented as a
table) over a specified
interval and estimate the
rate of change of those
functions from a graph.

Students independently calculate

and interpret the average rate of
change of linear, exponential, and
quadratic functions (presented
symbolically or as a table) over a
specified interval and estimate the
rate of change from a graph.

Students independently and with

accuracy calculate and interpret
the average rate of change of
linear, exponential, quadratic,
and square root functions
(presented symbolically or as a
table) over a specified interval,
and estimate the rate of change
from a graph.

Students with support and

scaffolds (e.g., teacher
prompting) determine the
domain for linear,
exponential and quadratic
functions and relate the
domain to a graph of the

Students independently determine

the domain for linear, exponential,
quadratic, square root, cube root,
and piece-wise-defined functions
and relate the domain to a graph of
the function.

Students determine the domain

for
linear, exponential, quadratic,
square
root, cube root, and piece-wisedefined
functions and relate the domain

Sample SLO Algebra 1

function.

to the
quantitative relationship it
describes.

the
domain to the quantitative
relationship it describes.
Students
evaluate and provide
feedback on
the accuracy of others
descriptions
of domains of functions.
*rubric continues on next
page

Limited Command, cont.

Moderate Command, cont.

Strong Command, cont.

Distinguished Command,
cont.

Students with support and

scaffolds (e.g., providing a
table to be completed)
graph linear, exponential,
and quadratic functions.

Students independently graph

linear, exponential, and quadratic
functions with scaffolds and
supports (e.g., providing a table to
be completed) graph square root,
cube root, and piece-wise-defined
functions.

Students independently and

accurately graph linear,
exponential, quadratic, square
root, cube root, and piece-wisedefined functions expressed
symbolically, and sketch graphs
showing key features given a
verbal description of a
relationship between quantities.

Students with support and

scaffolds (e.g., teacher
prompting) compare the
properties of two functions
having the same parent
function represented in the
same way (e.g., both are
graphed).

Students with support and scaffolds

(e.g., teacher prompting) compare
the properties of two functions
having different parent functions
represented in the same way (e.g.,
both are graphed).

Students independently and

accurately compare the
properties of two functions
having different parent functions
represented in different ways.

Students independently,
accurately, and efficiently
graph linear, exponential,
quadratic, square root, cube
root, and piece-wise-defined
functions and sketch graphs
showing key features given a
verbal description of a
relationship between
quantities.
Students independently and
accurately compare the
properties of three functions
having different parent
functions represented in
different ways.