1. Selected Response Template
Benchmark: N-RN.2
DOK Level: 1
Rewrite 3
64 without a radical and evaluate.
a) 8
b) 4
c) 21.3
d) 2
Rationales:
a 8 is plausible if there is a lack of understanding about evaluating radicals with roots other
than 2
b 4 is the correct answer because 3
x and 3
x are inverses of one another. 3
4 64= so
3
64 4=
c 21.3 is plausible if 64 is mistakenly dived by 3 as opposed to taking the cube root of 64.
d 2 is plausible if the fourth root of 64 is calculated

2. Gridded Response Template
Benchmark: A-CED.2
DOK Level: 2
x y
0 1
1 3
2 5
3 7
4 9
Using the table above, write an equation in slope-intercept form that represents the
relationship between x and y.
Correct Answer: 2 1y x= +
Rationales
Correct
Answer
According to the table ‘y’ equals one when ‘x’ equals zero so one is the y-intercept
for this data set. Also according to the table, ‘y’ increases by two for each increase
in x by one, so the slope or rate-of-change in ‘x’ is two which is represented by the
coefficient of ‘x’ in the equation.
Incorrect
Answer
Y=1x+2 would be a possible incorrect answer in that the slope and y-intercept have
been incorrectly switched.
y-1=2(x-0) or any variation using all possible data points would be incorrect since
equation is not in slope-intercept form
Any answers that simply explain the pattern of changes in x and y would be
incorrect since the question asks that the answer be in slope-intercept form. An
example would be “x is changing by 1 and y is changing by 2”.

3. Constructed Response Template
Benchmark: F-IF.6
DOK Level: 2
Given the functions g(x), f(x), and h(x) shown below:
h(x)
2
( ) 2g x x x= +
Order the list of functions from greatest to least by average rate of change over the interval
0 2x≤ ≤ and explain your reasoning.
Response Area:
Scoring Rubric and Exemplar
Rubric:
2 A score of two indicates that the student has demonstrated a thorough understanding of the
mathematics concepts and/or procedures embodied in the task. The student has completed the
task correctly, in a logically sound manner. When required, student explanations and/or
interpretations are clear and complete. The response may contain minor flaws that do not
detract from the demonstration of a thorough understanding.
1 A score of one indicates that the student has provided a response that is only partially correct.
For example, the student may arrive at an acceptable conclusion or provide an adequate
interpretation, but may demonstrate some misunderstanding of the underlying concepts
and/or procedures. Conversely, a student may arrive at an unacceptable conclusion or provide
a faulty interpretation, but could have applied appropriate and logically sound concepts and/or
procedures.
0 A score of zero indicates that the student has not provided a response or has provided a
x f(x)
-5 -10
0 0
1 2
2 4

4. response that does not demonstrate an understanding of the mathematics concepts and/or
procedures embodied in the task. The student’s explanation may be uninterpretable, lack
sufficient information to determine the student’s understanding, or contain clear
misunderstandings of the underlying mathematics concepts and/or procedures.
Exemplar:
2 The order of the functions, from greatest to least, by average rate of change, would be g(x),
f(x), h(x). Over the interval0 2x≤ ≤ , the average rate of change for g(x) =
6
2
= 3, f(x) =
4
2
=
2, and h(x) =
2
2
= 1. Ordering these values from greatest to least results in the list of
functions: g(x), f(x), h(x).
1 The order of the functions, from greatest to least, by average rate of change, would be g(x),
f(x), h(x) because when you compare the graphs of all three functions, g(x) has the steepest
slope from x = -10 to x = 4 followed by f(x), and h(x).
No 0-point exemplar is required.

5. Extended Constructed Response Template
Benchmark: G-CO.3
DOK Level: 3
Identify the number and location of imaginary lines that can be used to do reflection
symmetry so that the rectangle can carry onto itself?
Response Area:
Scoring Rubric and Exemplar
Rubric:
4 A score of four indicates that the student has demonstrated a thorough understanding of the
mathematics concepts and/or procedures embodied in the task. The student has completed the
task correctly, used logically sound procedures, and provided clear and complete explanations
and interpretations. The response may contain minor flaws that do not detract from a

6. demonstration of a thorough understanding.
3 A score of three indicates that the student has demonstrated an understanding of the
mathematics concepts and/or procedures embodied in the task. The student’s response to the
task is essentially correct, but the mathematics procedures, explanations, and/or
interpretations provided are not thorough. The response may contain minor flaws that reflect
inattentiveness or indicate some misunderstanding of the underlying mathematics concepts
and/or procedures.
2 A score of two indicates that the student has demonstrated only a partial understanding of the
mathematics concepts and/or procedures embodied in the task. Although the student may
have arrived at an acceptable conclusion or provided an adequate interpretation of the task,
the student’s work lacks an essential understanding of the underlying mathematics concepts
and/or procedures. The response may contain errors related to misunderstanding important
aspects of the task, misuse of mathematics procedures/processes, or faulty interpretations of
results.
1 A score of one indicates that the student has demonstrated a very limited understanding of the
mathematics concepts and/or procedures embodied in the task. The student’s response is
incomplete and exhibits many flaws. Although the student’s response has addressed some of
the conditions of the task, the student has reached an inadequate conclusion and/or provided
reasoning that is faulty or incomplete. The response exhibits many flaws or may be
incomplete.
0 A score of zero indicates that the student has not provided a response or has provided a
response that does not demonstrate an understanding of the mathematics concepts and/or
procedures embodied in the task. The student’s explanation may be uninterpretable, lack
sufficient information to determine the student’s understanding, contain clear
misunderstandings of the underlying mathematics concepts and/or procedures, or may be
incorrect.
Exemplar:
4 The rectangle in the coordinate plane has two axes of symmetry located at x= 2.5 and y=4. In
order for an imaginary line to be used to do reflection symmetry of a rectangle, it must run
from the center of any side to the center of the side farthest away. The center of one of the
two shorter sides is in between x=2 and x=3 (i.e. x=2.5). The center of one of the two longer
sides is y=4. No other imaginary lines can be used to do reflection symmetry since there are
only two possible ways to fold a rectangle so that both halves lie on top of each other
“perfectly”.
3 The rectangle in the coordinate plane has two axes of symmetry. One axis of symmetry is a
horizontal line between 2 and 3 and the other is a vertical line between 3 and 5. There are no
other axes of symmetry.
2 The rectangle in the coordinate plane has one axis of symmetry located at y=4. There may be
another axis of symmetry but there is no way to identify it since there is no line where it

7. would be.
1 Rectangles usually have axes of symmetry but there is no way for me to identify where these
lines would go using points.
No 0-point exemplar is required.