[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-411634-105":59,"doc-detail-411634-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","algebra-2-frameworks-september-2012","Algebra 2 Frameworks - September 2012","","Algebra 2 frameworks aligned to MCA III test item specifications outline curriculum benchmarks for understanding functions and analyzing their behavior. The material covers functional notation, evaluating functions at given points, distinguishing functions from other relations, identifying domains, and drawing conclusions from function graphs. Subsequent benchmarks address quadratic features such as vertex and intercepts, interpreting zeros and extrema from graphs, exponential function asymptotes, rate of change from graphs or tables, and how translations affect symbolic and graphical forms. It also targets recognizing and representing linear, quadratic, and exponential functions in real-world and mathematical contexts, then solving problems and explaining results within original situations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/algebra-2-frameworks-september-2012/411634/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/algebra-2-frameworks-september-2012/411634.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What function-related skills are benchmarked in these Algebra 2 frameworks?","Question",{"text":112,"@type":113},"Students are expected to understand the definition of a function, use functional notation, evaluate a function at a point in its domain, and distinguish functions from other relations in symbolic, graphical, or tabular forms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the frameworks address quadratic functions?",{"text":117,"@type":113},"They require identifying the vertex, line of symmetry, and intercepts of a parabola from its quadratic form (standard form, vertex form, or factored form), and determining zeros, maxima, minima, and intervals of increase or decrease from graphs.",{"name":119,"@type":110,"acceptedAnswer":120},"Which exponential-function and transformation skills are included?",{"text":121,"@type":113},"The benchmarks cover asymptotes for exponential functions and reciprocal linear functions, making qualitative statements about the rate of change from graphs or tables, and determining how translations change symbolic and graphical forms using graphing technology.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},411634,1790719268,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| ALGEBRA (encompasses 45-52% of MCA test items) |  |  |  |\n| --- | --- | --- | --- |\n| Standard 1: Understand the concept of function, and identify important features of functions and other relations using symbolic and graphical methods where appropriate. |  |  |  |\n| Curriculum Benchmark | MCA III Test Item Specifications | Where Benchmark is Taught/Assessed in Holt “Algebra 2” Student Edition | Notes |\n| Understand the definition of a function. Use functional notation and evaluate a function at a given point in its domain. ([9.2.1.1](9.2.1.1))\u003Cbr>For example: If f 􀀋 x􀀌 􀀠 ~~ ~~x~~ ~~2~~ ~~3 , find f(-4) . | 􀁸 Vocabulary allowed in items: relation, domain, range and vocabulary given at previous grades | Holt “Algebra 2” 2007 SE pages: Lesson 1.6 (44-50); Lesson 1.7 (51-57) |  |\n| Distinguish between functions and other relations defined symbolically, graphically or in tabular form. ([9.2.1.2](9.2.1.2)) | 􀁸 Vocabulary allowed in items: relation, domain, range and vocabulary given at previous grades | Holt “Algebra 2” 2007 SE pages: Lesson 1.6 (44-50) |  |\n| Find the domain of a function defined symbolically, graphically or in a real-world context.([9.2.1.3](9.2.1.3))\u003Cbr>For example: The formula f(x) = πx2 can represent a function whose domain is all real numbers, but in the context of the area of a circle, the domain would be restricted to positive x. | 􀁸 Vocabulary allowed in items: relation, domain, range and vocabulary given at previous grades | Holt “Algebra 2” 2007 SE pages: Lesson 1.6 (44-50) |  |\n| Obtain information and draw conclusions from graphs of functions and other relations. ([9.2.1.4](9.2.1.4))\u003Cbr>For example: If a graph shows the relationship between the elapsed flight time of a golf ball at a given moment and its height at that same moment, identify the time interval during which the ball is at least 100 fee above the ground. | 􀁸 Vocabulary allowed in items: relation, domain, range and vocabulary given at previous grades | Holt “Algebra 2” 2007 SE pages: Lesson 1.7 (51-57) |  |\n\n\n| ALGEBRA (encompasses 45-52% of MCA test items) (continued) |  |  |  |\n| --- | --- | --- | --- |\n| Curriculum Benchmark | MCA III Test Item Specifications | Where Benchmark is Taught/Assessed in Holt “Algebra 2” Student Edition | Notes |\n| Identify the vertex, line of symmetry and intercepts of the parabola corresponding to a quadratic function, using symbolic and graphical methods, when the function is expressed in the form f (x) = ax2 + bx + c, in the form\u003Cbr>f (x) = a(x– h)2 + k , or in factored form.([9.2.1.5](9.2.1.5)) | 􀁸 Vocabulary allowed in items: line of symmetry, parabola, quadratic, vertex and vocabulary given at previous grades | Holt “Algebra 2” 2007 SE pages: Lesson 5.1 (315-322); Lesson 5.2 (323-330); Lesson 5.3 (333-340) |  |\n| Identify intercepts, zeros, maxima, minima and intervals of increase and decrease from the graph of a function. ([9.2.1.6](9.2.1.6)) | 􀁸 Vocabulary allowed in items: maximum, minimum, interval, zeros and vocabulary given at previous grades | Holt “Algebra 2” 2007 SE pages: Lesson 5.3 (333-340); Lesson 6.4 (432-435); Lesson 6.7 (455-459) |  |\n| Understand the concept of an asymptote and identify asymptotes for exponential functions and reciprocals of linear functions, using symbolic and graphical methods. ([9.2.1.7](9.2.1.7)) | 􀁸 Vocabulary allowed in items: asymptote and vocabulary given at previous grades | Holt “Algebra 2” 2007 SE pages: Lesson 7.1 (490-496); Lesson 7.6 (531-535); Lesson 8.4 (592-599) |  |\n| Make qualitative statements about the rate of change of a function, based on its graph or table of values. ([9.2.1.8](9.2.1.8))\u003Cbr>For example: The function f(x) = 3x increases for all x, but it increases faster when x > 2 than it does when x \u003C 2. | 􀁸 Vocabulary allowed in items: vocabulary given at previous grades | Holt “Algebra 2” 2007 SE pages: Lesson 6.9 (471) |  |\n| Determine how translations affect the symbolic and graphical forms of a function. Know how to use graphing technolog","cbCaifcpcsazbwIz","https://ap.wps.com/l/cbCaifcpcsazbwIz","pdf",241504,12,"English","# Curriculum Benchmark\n## MCA III Test Item Specifications\n## Algebra Benchmarks","[{\"question\":\"What function-related skills are benchmarked in these Algebra 2 frameworks?\",\"answer\":\"Students are expected to understand the definition of a function, use functional notation, evaluate a function at a point in its domain, and distinguish functions from other relations in symbolic, graphical, or tabular forms.\"},{\"question\":\"How do the frameworks address quadratic functions?\",\"answer\":\"They require identifying the vertex, line of symmetry, and intercepts of a parabola from its quadratic form (standard form, vertex form, or factored form), and determining zeros, maxima, minima, and intervals of increase or decrease from graphs.\"},{\"question\":\"Which exponential-function and transformation skills are included?\",\"answer\":\"The benchmarks cover asymptotes for exponential functions and reciprocal linear functions, making qualitative statements about the rate of change from graphs or tables, and determining how translations change symbolic and graphical forms using graphing technology.\"}]","Algebra 2 Frameworks - September 2012 | PDF",1790589197]