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The document links item analysis with performance data to help educators understand student strengths and growth areas while supporting learning goals. 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They help define proficiency expectations and support educators in interpreting learning through assessment data.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What algebra skills are emphasized?",{"text":117,"@type":113},"The algebra content focuses on solving, graphing, and modeling expressions. It includes linear, polynomial, radical, and exponential relationships, plus systems of equations and related applications.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the sample questions aligned to ACT skills?",{"text":121,"@type":113},"The document states that the sample questions blend typical ACT item types and others suitable for classroom instruction. It also includes excerpts from ACT alignment guides.","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},538004,1791775115,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Samples to Success  \nSample items provide valuable insight into how students engage with different texts, tasks, and contexts by highlighting the types of opportunities they need for success in the classroom. These items offer a shared reference point for understanding proficiency expectations, complementing the assessment's role in measuring learning. Analyzing items alongside performance data can enable educators to gain a deeper understanding of students' strengths and areas for growth. Students thrive in environments rich with diverse materials, challenges that vary in task type, and multiple avenues for demonstrating understanding. High-quality instruction, aligned with the learning goals, is the most effective way to support students' growth and prepare them for success.  \nALGEBRA  \nThe sample questions included in this rubric are a blend of those typical of the ACT and others that are suitable for classroom instruction, aimed at reinforcing and developing the skills assessed on the ACT. The algebra content focuses on a student’s ability to solve, graph, and model multiple types of expressions. Students will employ many forms of equations, including but not limited to linear, polynomial, radical, and exponential relationships. The student will find solutions to systems of equations, even when represented by simple matrices, and apply their knowledge to applications. This document contains ACT items and includes excerpts from ACT alignment guides: © ACT Education Corp.  \nMATHEMATICS HIGH SCHOOL  \nAlgebra  \nBelow Proficient Approaching Proficient Proficient Above Proficient  \nThe expression (􀝔6)3 is equivalent to:  \nA. 􀝔 9  \nB. 􀝔 18  \nC. 􀝔 216  \nD. 3􀝔3  \nE. 3􀝔 5  \nThe expression  \n(4􀜿 − 3􀝀)(3􀜿 + 􀝀)  \nis equivalent to:  \nA. 12􀜿2 − 13􀜿􀝀 − 3􀝀2  \nB. 12􀜿2 − 13􀜿􀝀 + 3􀝀2  \nC. 12􀜿2 − 5􀜿􀝀 − 3􀝀2  \nD. 12􀜿2 − 5􀜿􀝀 + 3􀝀2  \nE. 12􀜿2 − 3􀝀2  \nConsider the line 3􀝔 − 4􀝕 = 6 in the standard (􀝔, 􀝕) coordinate plane. For the point on this line with 􀝔-coordinate equal to 3, what is the 􀝕-coordinate?  \n15  \nA. − ~~ ~~  \n4  \n3  \nB. −  \n4  \n3  \nC. ~~ ~~  \n4  \nD.  \nE.  \n6 5  \n15  \n4  \nThe number 􀜽 is a positive integer greater than 1. The number 􀜾 is a negative integer. The number 􀜽 􀯕 is:  \n[A. zero](A. zero).  \nB. positive.  \nC. negative.  \nD. irrational.  \n[E. an](E. an) integer.  \nAlgebra  \nBelow Proficient Approaching Proficient Proficient Above Proficient  \nFor what value of 􀝔 is the equation 22􀯫+7 = 215 true?  \nA. 2  \nB. 4  \nC. 11  \nD. 16  \nE. 44  \nMary throws a stone from the edge of a cliff. While the stone is in flight, the equation  \nℎ = 300 − 30􀝐 − 16􀝐2  \ngives the height above the ground,ℎ feet, of the stone at any given time 􀝐 seconds after being thrown. What is the height, in feet, of the stone exactly 3 seconds after Mary throws the stone?  \nA. 66  \nB. 114  \nC. 162  \nD. 246  \nE. 354  \nThe ABC Book Club charges a $40 monthly fee, plus $2 per book read in that month. The Easy Book Club charges a $35 monthly fee, plus $3 per book read in that month. For each club, how many books must be read in 1 month for the total charges from each club to be equal?  \nA. 1  \nB. 4  \nC. 5  \nD. 6  \nE. 75  \nThe graphs of 􀝕2 = 􀝔 + 8 and  \n􀝕 = 3􀝔 − 3 are shown in the standard (􀝔, 􀝕) coordinate plane below. The 2 graphs intersect at points A and B. The solution of which of the following equations gives the x-coordinate of the point A.  \nA.√3􀝔 − 3 = −√􀝔 + 8  \nB. √3􀝔 − 3 = √􀝔 + 8  \nC. 9􀝔2 − 9 = 􀝔 + 8  \nD. 3􀝔 − 3 = −√􀝔 + 8 E. 3􀝔 − 3 = √􀝔 + 8  \nAlgebra  \nBelow Proficient Approaching Proficient Proficient Above Proficient  \nWhich of the following expressions is equivalent to  \n−4􀝔3 − 12􀝔3 + 9􀝔2 ?  \nA. 􀝔 8  \nB. −7􀝔8  \nC. −8􀝔3 + 9􀝔2  \nD. −16􀝔3 + 9􀝔2  \nE. −16􀝔6 + 9􀝔2  \nIn scientific notation, 670,000,000 + 700,000,000 = ?  \nA. 1.37 × 10−9  \nB. 1.37 × 10−7  \nC. 1.37 × 108  \nD. 1.37 × 109  \nE. 1.37 × 1015  \nIn the standard (􀝔, 􀝕) coordinate plane, what is the slope of the line given by the equation  \n4􀝔 = 7􀝕 + 5?  \n4  \nA. − ~~ ~~  \n7  \n4  \nB. ~~ ~~  \n7  \nC.  \nD.  \nE.  \n7","cbCaik6SjZAgq73p","https://ap.wps.com/l/cbCaik6SjZAgq73p","pdf",308537,"English","# Algebra\n## Mathematics High School - Algebra","[{\"question\":\"What is the purpose of the sample items in this document?\",\"answer\":\"The sample items show how students engage with different texts, tasks, and classroom contexts. They help define proficiency expectations and support educators in interpreting learning through assessment data.\"},{\"question\":\"What algebra skills are emphasized?\",\"answer\":\"The algebra content focuses on solving, graphing, and modeling expressions. It includes linear, polynomial, radical, and exponential relationships, plus systems of equations and related applications.\"},{\"question\":\"How are the sample questions aligned to ACT skills?\",\"answer\":\"The document states that the sample questions blend typical ACT item types and others suitable for classroom instruction. It also includes excerpts from ACT alignment guides.\"}]","Samples to Success - Algebra Sample Items - Mathematics High School Algebra | PDF",1791605975]