OR SBAC Grade 11 Concepts and Procedures Practice

OR SBAC Grade 11 Concepts and Procedures. Practice it free.

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Targets are the 2021 Oregon K-12 Math Standards' condensed high school clusters (Oregon's HS codes replace the consortium's 16 letter targets); the 2025-26 blueprint draws 13 of the grade 11 CAT's 22 items from these targets — 9 from priority target sets, 4 from supporting. HS.GM.A and HS.GM.B are new 2021-standards targets the blueprint marks as assessed in a future year (0 items in 2025-26). This Grade 11 reporting domain maps to 92 practice skills and 8 representative questions from the playable bank.

Grade 11Claim 192 mapped skills

Concepts and Procedures skills

HS.AEE.A: Use algebraic reasoning to rewrite expressions in equivalent forms

HS.AEE.D: Make predictions in different applications using expressions, equations, and inequalities to analyze authentic contexts

HS.AFN.A: Describe functions by using both symbolic and graphical representations

HS.AFN.C: Represent functions graphically and interpret key features in terms of the equivalent symbolic representation

HS.AFN.D: Model a wide variety of authentic situations using functions through the process of making and changing assumptions, assigning variables, and finding solutions to contextual problems

HS.GM.C: Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts

HS.GM.D: Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions

HS.DR.B: Collect and consider data

HS.DR.C: Analyze, summarize, and describe data

HS.AEE.B: Use algebraic reasoning to find solutions to an equation, inequality, and systems of equations or inequalities

HS.AEE.C: Analyze the structure of an equation or inequality to determine an efficient strategy to find and justify a solution

HS.AFN.B: Compare and relate functions using common attributes

HS.NQ.A: Understand and apply the real number system

HS.NQ.B: Attend to units of measurement needed to solve problems through quantitative reasoning and mathematical modeling

HS.GM.A: Apply geometric transformations to figures through analysis of graphs and understanding of functions

HS.GM.B: Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology

HS.DR.A: Formulate statistical investigative questions

HS.DR.D: Interpret data and answer investigative questions

HS.DR.E: Understand independence and conditional probability and use them to interpret data

Standards basis

2021 Oregon K-12 Math Standards (CCSS-M-derived Oregon standards, with renamed domains and an added Data Reasoning strand) — Oregon

How the OR SBAC reports it

Oregon's statewide summative math test — part of OSAS, the Oregon Statewide Assessment System (the landing slug keeps the legacy OAKS name) — is developed through Smarter Balanced: a computer-adaptive test plus a performance task, organized into the four Smarter Balanced claims. Since aligning to the 2021 Oregon K-12 Math Standards, Oregon publishes its own blueprint rather than the consortium's: Claim 1 assessment targets carry Oregon cluster codes with renamed/regrouped domains (GM geometric measurement and DR data reasoning replace MD and SP; AEE and AFN replace EE and F; grade 7 probability moves to 7.RP.B), each cross-referenced to its former Smarter Balanced letter target, plus new Oregon-developed Data Reasoning targets field tested in 2024-25. Claims 2-4 keep the Smarter Balanced process targets (Claim 4 without the consortium's Target G, and Claim 3 Target G appearing on the grade 6-8 and 11 blueprints only). Claim 1 targets are grouped into priority and supporting target sets with published per-set item counts.

Blueprint & weighting

OSAS Summative Mathematics Test Blueprints (2025-26, last updated 12/22/2025): each grade's CAT draws 10 Claim 1 items in grades 3-8 (7 from priority target sets and 3 from supporting; 6 and 4 in grade 5) and 13 in grade 11 (9 priority, 4 supporting), 3 items from combined Claims 2 and 4, 4 Claim 3 items, and 2 unscored field-test items — 19 CAT items total in grades 3-8, 22 in grade 11. The performance task adds 4-6 items: 1-2 Claim 2, 0-2 Claim 3, 1-3 Claim 4, and no Claim 1 items (PTs assess the practice standards, drawing scenarios from across Claim 1 content domains). Per-target-set item counts are published in the blueprint tables; no percentage weighting is published.

Official sources

OSAS Summative Mathematics Test Blueprints (2025-26)
Oregon Department of Education — Mathematics Assessment
Oregon Department of Education — Assessment Group Reports

8 free questions · 0/0 correct

Practice playeasy

For which value of $x$ does the graph of $y = -(x + 8)(x - 2)$ meet the $x$ -axis?

Set $y = 0$ : $-(x + 8)(x - 2) = 0$ . The factor $-1$ is nonzero, so the zeros come from $x + 8 = 0 \Rightarrow x = -8$ and $x - 2 = 0 \Rightarrow x = 2$ . Of the choices, $-8$ is an x-coordinate of an x-intercept.

Practice playeasy

The equation of a line is $5x + 6y = -120\textsf{.}$ What is the $x$ -intercept of the line?

The $x$ -intercept is the value of $x$ when $y = 0\textsf{.}$ Substituting gives $5x = -120\textsf{,}$ so $x = -24\textsf{.}$

Practice playeasy

$f(x) = 4(x + 1)^2 - 3$

The function $f$ is defined by the given equation. For what value of $x$ does $f(x)$ reach its minimum?

The equation is in vertex form $f(x) = a(x - h)^2 + k$ with $a = 4 > 0$ , so the graph opens upward and the minimum occurs at the vertex. Rewrite $(x + 1)^2$ as $(x - (-1))^2$ : the vertex is at $x = -1$ . The leading coefficient $4$ does not change the $x$ -coordinate of the vertex. Therefore, $f(x)$ reaches its minimum when $x = -1$ .

Practice playeasy

The equation below defines $y$ as a function of $x$ . At what value of $x$ is $y$ smallest?

$y = x^2 - 6x + 5$

The parabola opens upward, so the smallest $y$ is at the vertex. For $y = ax^2 + bx + c$ , the $x$ -value at the vertex is $x = -\dfrac{b}{2a}$ . Here $a = 1$ and $b = -6$ , so $x = -\dfrac{-6}{2(1)} = \dfrac{6}{2} = 3$ . Therefore, $y$ is smallest when $x = 3$ .

Practice playmedium

An online store's weekly visitors are modeled by $v(w)=1{,}250(1.08)^w$ , where $w$ is the number of weeks after a launch campaign begins. According to the model, how many visitors does the store have $2$ weeks after the campaign begins?

Substitute $w=2$ : $v(2)=1{,}250(1.08)^2=1{,}250(1.1664)=1{,}458$ .

Practice playeasy

Find the volume of a cone with radius $2$ and height $6$ . Use $\pi = 3$ .

$V = \dfrac{1}{3}\pi r^2 h = \dfrac{1}{3} \times 3 \times 4 \times 6 = 24$ .

Practice playeasy

$|x + 8| = 21$

Which of the following gives both solutions to the given equation?

The equation means $x + 8 = 21$ or $x + 8 = -21$ . So $x = 13$ or $x = -29$ . Both solutions are $-29$ and $13\textsf{.}$

Practice playeasy

If $|2x + 10| = 26$ , what is the positive value of $x + 5$ ?

Rewrite $|2x + 10| = |2(x + 5)| = |2|\,|x + 5| = 2|x + 5|$ . Since $2|x + 5| = 26$ , divide by $2$ to get $|x + 5| = 13$ . The expression $x + 5$ equals $13$ or $-13$ ; the positive value is $13\textsf{.}$

OR SBAC Grade 11 Concepts and Procedures. Practice it free.

Concepts and Procedures skills

HS.AEE.A: Use algebraic reasoning to rewrite expressions in equivalent forms

HS.AEE.D: Make predictions in different applications using expressions, equations, and inequalities to analyze authentic contexts

HS.AFN.A: Describe functions by using both symbolic and graphical representations

HS.AFN.C: Represent functions graphically and interpret key features in terms of the equivalent symbolic representation

HS.AFN.D: Model a wide variety of authentic situations using functions through the process of making and changing assumptions, assigning variables, and finding solutions to contextual problems

HS.GM.C: Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts

HS.GM.D: Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions

HS.DR.B: Collect and consider data

HS.DR.C: Analyze, summarize, and describe data

HS.AEE.B: Use algebraic reasoning to find solutions to an equation, inequality, and systems of equations or inequalities

HS.AEE.C: Analyze the structure of an equation or inequality to determine an efficient strategy to find and justify a solution

HS.AFN.B: Compare and relate functions using common attributes

HS.NQ.A: Understand and apply the real number system

HS.NQ.B: Attend to units of measurement needed to solve problems through quantitative reasoning and mathematical modeling

HS.GM.A: Apply geometric transformations to figures through analysis of graphs and understanding of functions

HS.GM.B: Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology

HS.DR.A: Formulate statistical investigative questions

HS.DR.D: Interpret data and answer investigative questions

HS.DR.E: Understand independence and conditional probability and use them to interpret data

Topics mapped to this domain

Factored polynomial x-intercepts (SAT)

Intercepts from general form

Quadratic minimum from vertex form

Quadratic minimum x-value

Problem solving in context (SAT)

Surface area and volume

Absolute value equation solutions

Absolute value equations (ACT/SAT)

Algebra and polygon angle measures (ACT)

Arithmetic sequence nth term

Combining like square roots (ACT)

Common factor factoring (SAT)

8 free questions · 0/0 correct

Turn concepts and procedures into game time.