Common Core State Standards for Mathematics (CCSS-M) — national
Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Content is drawn from the high school clusters listed as targets below (the test is administered in grade 11), with a much greater proportion from clusters the blueprint designates as priority (major) clusters. This High School reporting domain maps to 70 practice skills and 8 representative questions from the playable bank.
Common Core State Standards for Mathematics (CCSS-M) — national
Smarter Balanced math is organized into four claims with published assessment targets (Mathematics Content Specifications). Claim 1 (Concepts and Procedures) publishes per-grade assessment targets for grades 3-8 and high school, each a verbatim CCSS-M cluster heading (e.g. grade 3 Target A is cluster 3.OA.A); Claims 2-4 are cross-cutting process claims whose targets are constant across grades and draw on the same grade-level content. On score reports, Claims 2 and 4 are combined into a single reporting category, so three claim scores accompany the overall math score.
Content Specifications (Reporting Categories section): the total mathematics score is a weighted composite of the four claims — Claim 1 (Concepts and Procedures) contributes roughly 50%, Claim 3 (Communicating Reasoning) roughly 25%, and combined Claims 2 and 4 (Problem Solving / Modeling and Data Analysis) about 25%. The summative blueprint (as of 2018-19) publishes item counts per test event rather than percentages: Claim 1 is 17-20 items in grades 3-5, 16-20 in grades 6-8, and 19-22 in grade 11; the Claim 2/4 and Claim 3 reporting categories are 8-10 items each, totaling 18-20 across the two.
Smarter Balanced Mathematics Content Specifications (July 2015)
Smarter Balanced Mathematics Summative Assessment Blueprint (as of 2018-19)
Smarter Content Explorer (per-target pages, e.g. Grade 3 Claim 1 Target A)
Which is a factored form of ?
Find two numbers with product and sum : and . So .
If , then
Cross-multiply to clear the fraction: , so . Collect like terms to get . Divide both sides by , then by , to obtain
If and what is the value of
For , the factor cancels, giving , so
For what value of does the graph of intercept the -axis?
Set : . The constant , so the zeros are and . Of the choices, is an x-coordinate of an x-intercept.
The point is a solution to the system of inequalities in the coordinate plane. If , which of the following could be a value of ?
Substitute . From , , so . From , , so . The value satisfies .
The function is defined by the given equation. For what value of does reach its minimum?
The equation is in vertex form with , so the graph opens upward and the minimum occurs at the vertex. Rewrite as : the vertex is at . Therefore, reaches its minimum when .
A parabola opens upward and is described by . At what -coordinate does attain its minimum?
Because this parabola opens upward, the smallest is at the vertex. For , the -value at the vertex is . Here and , so . Therefore, reaches its minimum when .
The yearbook staff distributed senior photos and lapel pins so that each staff member received the same number of photos and the same number of pins. There were photos and pins in all. Which could be the number of staff members?
The number of staff members must divide both and . Common factors greater than include , , , , and . Only appears among the choices: photos and pins per person.
The SBAC placement starts with this test's real coverage map and finds the right difficulty.