Informational Guide

to
Algebra II
Summative Assessment
 Overview
The PARCC assessment system is a cohesive set of tests that students will take during the school year that
include summative and non-summative components (diagnostic and mid-year assessments). This guide has been
prepared to provide specific information about the PARCC Summative Assessments. The PARCC Assessments
are based upon Evidence-Centered Design (ECD). Evidence-Centered Design is a systematic approach to test
development. The design work begins with developing claims (the inferences we want to draw about what
students know and can do). Next, evidence statements are developed to describe the tangible things we
could point to, highlight or underline in a student work product that would help us prove our claims. Then,
tasks are designed to elicit this tangible evidence.
This guide provides information on the following for the Algebra II Summative Assessments:
· PARCC Claims Structure
· PARCC Task Types
· PARCC Test Blueprint
· PARCC Evidence Statements and Tables◊
· PARCC Assessment Policies

◊
The Evidence Tables in this document are formatted to assist educators in understanding the content of each summative assessment.
Evidence Statements are grouped to indicate those assessable as Type I items, Type II items, and Type III items.

Informational Guide to Algebra II Summative Assessment 2

 Claims Structure*: Algebra II
Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or
“on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set
forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.
Sub-Claim A: Major Content1 with Sub-Claim B: Additional &
Connections to Practices Sub-Claim C: Highlighted Practices
Supporting Content2 with
The student solves problems involving MP.3,6 with Connections to Content
Connections to Practices
the Major Content1 for her grade/course (expressing mathematical reasoning)
The student solves problems involving the
with connections to the Standards for The student expresses grade/course-level
Additional and Supporting Content2 for
Mathematical Practice. appropriate mathematical reasoning by
her grade/course with connections to the
constructing viable arguments, critiquing the
21-27 points Standards for Mathematical Practice.
reasoning of others, and/or attending to
20 points precision when making mathematical
statements. 14 points
Sub-Claim D: Highlighted Practice MP.4 with Connections to Content
(modeling/application)

The student solves real-world problems with a degree of difficulty appropriate to the Total Exam:
grade/course by applying knowledge and skills articulated in the standards for the current 81 points3
grade/course (or for more complex problems, knowledge and skills articulated in the standards
for previous grades/courses), engaging particularly in the Modeling practice, and where helpful
making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and
quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of
structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8).
18 points
1
For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content
Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and
understandings from across several Major Clusters.
2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks v.3.0 for
Mathematics.
3 There are 2-8 points from integrated tasks that will be reported in the Master Claim.

*Update July 2015 to reflect new point totals.

Informational Guide to Algebra II Summative Assessment 3

 Overview of PARCC Mathematics Task Types
Task Scoring Mathematical
Description Reporting Categories
Type Method Practice(s)

conceptual Sub-Claim A: Solve computer- can involve

understanding, problems involving the scored only any or all
major content for the
fluency, and grade level practices
Type I application
Sub-Claim B: Solve
problems involving the
additional and
supporting content for
the grade level
written arguments/ Sub-Claim C: Express computer- primarily MP.3
justifications, critique mathematical reasoning by and hand- and MP.6, but
of reasoning, or constructing mathematical scored tasks may also
Type II
precision in arguments and critiques involve any of
mathematical the other
statements practices

modeling/application Sub-Claim D: solve real- computer- primarily

in a real-world world problems engaging and hand- MP.4, but may
Type III context or scenario particularly in the modeling scored tasks also involve
practice any of the
other practices

Informational Guide to Algebra II Summative Assessment 4

 Algebra II High Level Blueprints
Summative Assessment *

Task Type/ Number of

Total Points
Point Value Tasks
Type I
21 21
1 Point
Type I
10 20
2 Point
Type I
2 8
4 Point

Number and Point Type II

2 6
Values for each Task 3 Point
Type Type II
2 8
4 Point
Type III
3 Point 2 6

Type III
6 Point 2 12

Total 41 81

Type I (49/81) 61%

Percentage of
Assessment Points by Type II (14/81) 17%
Task Type
Type III (18/81) 22%

*The assessment will also include embedded field-test items which will not count towards a student’s score.

Informational Guide to Algebra II Summative Assessment 5

 Evidence Statement Keys
Evidence statements describe the knowledge and skills that an assessment item/task elicits from students. These are derived directly from the
Common Core State Standards for Mathematics (the standards), and they highlight the advances of the standards, especially around their focused
coherent nature. The evidence statement keys for grades 3 through 8 will begin with the grade number. High school evidence statement keys will
begin with “HS” or with the label for a conceptual category. Together, the five different types of evidence statements described below provide the
foundation for ensuring that PARCC assesses the full range and depth of the standards which can be downloaded from
[Link]

An Evidence Statement might:

1. Use exact standard language – For example:

• [Link].1 - Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33
= 1/27. This example uses the exact language as standard [Link].1

2. Be derived by focusing on specific parts of a standard – For example: 8.F.5-1 and 8.F.5-2 were derived from splitting standard 8.F.5:

• 8.F.5-1 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing
or decreasing, linear or nonlinear).
• 8.F.5-2 Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Together these two evidence statements are standard 8.F.5:

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or 2
decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

3. Be integrative (Int) – Integrative evidence statements allow for the testing of more than one of the standards on a single item/task without going
beyond the standards to create new requirements. An integrative evidence statement might be integrated across all content within a
grade/course, all standards in a high school conceptual category, all standards in a domain, or all standards in a cluster. For example:

• Grade/Course – [Link].2§ (Integrated across Grade 4)

• Conceptual Category – [Link].1§ (Integrated across the Functions Conceptual Category)
• Domain – [Link].1§ (Integrated across the Number and Operations in Base Ten Domain)
• Cluster – [Link].1§ (Integrated across the Number and Operations – Fractions Domain, Cluster A )

Informational Guide to Algebra II Summative Assessment 6

4. Focus on mathematical reasoning– A reasoning evidence statement (keyed with C) will state the type of reasoning that an item/task will require
and the content scope from the standard that the item/task will require the student to reason about. For example:

• 3.C.2§ -- Base explanations/reasoning on the relationship between addition and subtraction or the relationship between multiplication and
division.
o Content Scope: Knowledge and skills are articulated in [Link].6
• 7.C.6.1§ – Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
o Content Scope: Knowledge and skills are articulated in [Link].2

Note: When the focus of the evidence statement is on reasoning, the evidence statement may also require the student to reason about
securely held knowledge from a previous grade.

5. Focus on mathematical modeling – A modeling evidence statement (keyed with D) will state the type of modeling that an item/task will require
and the content scope from the standard that the item/task will require the student to model about. For example:

• 4.D.2§ – Solve multi-step contextual problems with degree of difficulty appropriate to Grade 4 requiring application of knowledge and skills
articulated in [Link].A, [Link].8,[Link], and/or [Link].

Note: The example 4.D.2 is of an evidence statement in which an item/task aligned to the evidence statement will require the student to
model on grade level, using securely held knowledge from a previous grade.

• HS.D.5§ - Given an equation or system of equations, reason about the number or nature of the solutions.
o Content scope: A-REI.11, involving any of the function types measured in the standards.

§
The numbers at the end of the integrated, modeling and reasoning Evidence Statement keys are added for assessment clarification and tracking purposes. For example, [Link].2 is
the second integrated Evidence Statement in Grade 4.

Informational Guide to Algebra II Summative Assessment 7

 Algebra II Evidence Statements
Listing by Type I, Type II, and Type III
The PARCC Evidence Statements for Algebra II are provided starting on the next page.
The list has been organized to indicate whether items designed are aligned to an Evidence
Statement used for Type I items, Type II items (reasoning), or Type III items (modeling).

Evidence Statements are presented in the order shown below and are color coded:

Peach – Evidence Statement is applicable to Type I items.

Lavender – Evidence Statement is applicable to Type II items.
Aqua – Evidence Statement is applicable to Type III items.

Informational Guide to Algebra II Summative Assessment 8

 Algebra II Evidence Statements
Type I Type II Type III

Relationship

Calculator*
Sub-Claim

Statement

Clarifications, limits, emphases, and other information intended to ensure appropriate

Evidence

Evidence Statement Text

to MPs
variety in tasks
Key

Know and apply the Remainder Theorem: For a polynomial p(x) and a
A A-APR.2 number a, the remainder on division by x – a is p(a), so p(a) = 0 if and - MP.6 N
only if (x – a) is a factor of p(x).

𝑎(𝑥)
Rewrite simple rational expressions in different forms; write in the
𝑏(𝑥)
𝑟(𝑥) i.) Examples will be simple enough to allow inspection or long division.
form q(x) + , where a(x), b(x), q(x), and r(x) are polynomials with
B A-APR.6 𝑏(𝑥) ii.) Simple rational expressions are limited to numerators and denominators that have MP.1 Z
the degree of r(x) less than the degree of b(x), using inspection, long degree at most 2.
division, or, for the more complicated examples, a computer algebra
system.

Solve simple rational and radical equations in one variable, and give i.) Simple rational equations are limited to numerators and denominators that have degree
A A-REI.2 MP.3, MP.6 N
examples showing how extraneous solutions may arise. at most 2.

Solve quadratic equations in one variable. ii.) Writing solutions in the form a ± bi is not assessed here (assessed under N-CN.7). MP.5, MP.7 X
B A-REI.4b-2
b) Recognize when the quadratic formula gives complex solutions.

i.) Coefficients are rational numbers.

Solve algebraically a system of three linear equations in three ii.) Tasks do not require any specific method to be used (e.g., prompts do not direct the MP.1, MP.7 X
B A-REI.6-2
unknowns.
student to use elimination or any other particular method).

Solve a simple system consisting of a linear equation and a quadratic

equation in two variables algebraically and graphically. For example,
B A-REI.7 i.) Tasks have thin context or no context. MP.1 X
find the points of intersection between the line
y = -3x and the circle x2 + y2 = 3.

Find the solutions of where the graphs of the equations y= f(x) and
y= g(x) intersect, e.g. using technology to graph the functions, make
A A-REI.11-2 tables of values or find successive approximations. Include cases i.) The "explain" part of standard A-REI.11 is not assessed here. MP.1, MP.5 X
where f(x) and/or g(x) are linear, quadratic, polynomial, rational,
absolute value, exponential, and/or logarithmic functions. ★

Informational Guide to Algebra II Summative Assessment 9

 Algebra II Evidence Statements
Type I Type II Type III

Statement Key
Sub-Claim

Relationship
Evidence

Calculator*
Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence Statement Text
variety in tasks

to MPs
Use the structure of polynomial, rational or exponential expressions i.) Additional examples: In the equation x2 + 2x + 1 + y2 = 9, see an opportunity to rewrite
to identify ways to rewrite it. For example, see x4 – y4 as (x²)² – (y2)2, the first three terms as (x+1)2. See (x2 + 4)/(x2 + 3) as ((x2+3) + 1)/(x2+3), thus
A A-SSE.2-3 thus recognizing it as a difference of squares that can be factored as MP.7 Z
recognizing an opportunity to write it as 1 + 1/(x2 + 3).
(x2 – y2)(x2 + y2). ii.) Tasks will not include sums and differences of cubes.

i.) Factor completely: 6cx - 3cy - 2dx + dy. (A first iteration might give 3c(2x-y) + d(-2x+y),
Use the structure of a polynomial, rational, or exponential expression which could be recognized as 3c(2x-y) - d(2x-y) on the way to factoring completely as
A A-SSE.2-6 MP.1, MP.7 Z
to rewrite it, in a case where two or more rewriting steps are required. (3c-d)(2x-y).)
ii.) Tasks do not have a context.

Choose and produce an equivalent form of an expression to reveal

and explain properties of the quantity represented by the expression, i.) Tasks have a real-world context.
where exponentials are limited to rational or real exponents. ii.) The equivalent form must reveal something about the real-world context. MP.1, MP.2,
A A-SSE.3c-2 c. Use the properties of exponents to transform expressions for X
exponential functions. For example, the expression 1.15t can be iii.) Tasks require students to make the connection between the equivalent forms of the MP.4, MP.7
rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate expression.
equivalent monthly interest rate if the annual rate is 15%.★

Use the formula for the sum of a finite geometric series to solve multi- i.) In a multistep task, students may be expected to calculate the value of a single term as
A A-SSE.4-2 MP.1, MP.7 Y
step contextual problems. well as the sum.

i.) Tasks do not have a context.

ii.) Equations simplify considerably after appropriate algebraic manipulations are
A [Link].1 Solve equations that require seeing structure in expressions. performed. MP.1, MP.7 N
For example, x4-17x2+16 = 0, 23x = 7(22x) + 22x , x - √x = 3√x
iii.) Tasks should be course level appropriate.

Represent arithmetic combinations of standard function types ii.) Tasks may or may not have a context.
A F-BF.1b-1 MP.7 Z
algebraically. iii.) For example, given f(x) = 𝑒 𝑥 and g(x) = 5, write an expression for h(x) = 2f(-3x) + g(x).

Informational Guide to Algebra II Summative Assessment 10

 Algebra II Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement

Calculator*
Evidence

Key Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence Statement Text

to MPs
variety in tasks

Write arithmetic and geometric sequences both recursively and with

A F-BF.2 an explicit formula, use them to model situations, and translate - MP.7, MP.8 X
between the two forms. ★

Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x),

F-BF.3-2 f(kx), and f(x + k) for specific values of k (both positive and negative); MP.7, MP.8 X
B i.) Experimenting with cases and illustrating an explanation are not assessed here.
find the value of k given the graphs, limiting the function types to
polynomial, exponential, logarithmic, and trigonometric functions.

Recognize even and odd functions from their graphs and algebraic
B F-BF.3-3 expressions for them, limiting the function types to polynomial, i.) Experimenting with cases and illustrating an explanation are not assessed here. MP.7 X
exponential, logarithmic, and trigonometric functions.

Identify the effect on the graph of a polynomial, exponential,

logarithmic, or trigonometric function of replacing f(x) by f(x) + k,
kf(x), f(kx), and f(x + k) for specific values of k (both positive and MP.3, MP.5,
B F-BF.3-5 i.) Illustrating an explanation is not assessed here. X
negative); find the value of k given the graphs. Experiment with cases MP.8
using technology. Include recognizing even and odd functions from
their graphs and algebraic expressions for them.

i.) For example, see [Link]

Find inverse functions to solve contextual problems. ii.) As another example, given a function C(L) = 750𝐿2 for the cost C(L) of planting seeds
a. Solve an equation of the form f(x) = c for a simple function f that in a square field of edge length L, write a function for the edge length L(C) of a square MP.1, MP.6,
B [Link].2 field that can be planted for a given amount of money C; graph the function, labeling X
has an inverse and write an expression for the inverse. For MP.8
𝑥+1
the axes.
example, f(x) = 2𝑥 3 or f(x) = for x ≠1. iii.) This is an integrated evidence statement because it adds solving contextual problems
𝑥−1
to standard F-BF.4a.

For an exponential, polynomial, trigonometric, or logarithmic function

that models a relationship between two quantities, interpret key i.) See illustrations for F-IF.4 at [Link] e.g.,
features of graphs and tables in terms of the quantities, and sketch [Link]
F-IF.4-2 graphs showing key features given a verbal description of the [Link] MP.4, MP.6
A
relationship. Key features include: intercepts; intervals where the x
function is increasing, decreasing, positive, or negative; relative [Link]
maximums and minimums; end behavior; symmetries; and ii.) Key features may also include discontinuities.
periodicity.

Informational Guide to Algebra II Summative Assessment 11

 Algebra II Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement

Calculator*
Evidence

Key Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence Statement Text

to MPs
variety in tasks

Calculate and interpret the average rate of change of a function

(presented symbolically or as a table) over a specified interval with i.) Tasks have a real-world context. MP.1, MP.4,
A F-IF.6-2 X
functions limited to polynomial, exponential, logarithmic and ii.) Tasks must include the interpret part of the evidence statement. MP.5, MP.7
trigonometric functions. ★

i.) Tasks have a real-world context. MP.1, MP.4,

A F-IF.6-7 Estimate the rate of change from a graph. ★ X
ii.) Tasks may involve polynomial, exponential, logarithmic, and trigonometric functions. MP.5, MP.7

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
MP.1, MP.5,
B F-IF.7c complicated cases. ★ - X
MP.6
c) Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
MP.1, MP.5,
B F-IF.7e-1 complicated cases. ★ - X
MP.6
e) Graph exponential functions, showing intercepts and end
behavior.

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
i.) About half of tasks involve logarithmic functions, while the other half involves MP.1, MP.5,
B F-IF.7e-2 complicated cases. ★ X
trigonometric functions. MP.6
e) Graph logarithmic functions, showing intercepts and end behavior,
and trigonometric functions, showing period, midline, and amplitude.

Write a function defined by an expression in different but equivalent

forms to reveal and explain different properties of the function.
B F-IF.8b b) Use the properties of exponents to interpret expressions for - MP.7 X
exponential functions. For example, identify percent rate of change
in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10,
and classify them as representing exponential growth or decay.

Informational Guide to Algebra II Summative Assessment 12

 Algebra II Evidence Statements
Type I Type II Type III

Relationship

Calculator*
Sub-Claim

Statement
Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence

Evidence Statement Text

to MPs
variety in tasks
Key

Compare properties of two functions each represented in a different MP.1, MP.3,

way (algebraically, graphically, numerically in tables, or by verbal MP.5, MP.6, X
B F-IF.9-2 i.) Tasks may or may not have a real-world context.
descriptions). Function types are limited to polynomial, exponential,
logarithmic, and trigonometric functions. MP.8

i.) Prompts describe a scenario using everyday language. Mathematical language such
Solve multi-step contextual problems with degree of difficulty as "function," "exponential," etc. is not used.
ii.) Students autonomously choose and apply appropriate mathematical techniques MP.1, MP.2,
B F-LE.2-3 appropriate to the course by constructing linear and/or exponential X
without prompting. For example, in a situation of doubling, they apply techniques of MP.4, MP.6
function models. exponential functions.
iii.) For some illustrations, see tasks at [Link] under F-LE.

Understand radian measure of an angle as the length of the arc on

B F-TF.1 - MP.6 X
the unit circle subtended by the angle.

Use the Pythagorean identity sin2θ+cos2θ = 1 to find sin θ, cos θ, or i.) The "prove" part of standard F-TF.8 is not assessed here.
B F-TF.8-2 tanθ, given sinθ, cosθ, or tanθ and the quadrant of the angle. MP.5, MP.7 X

i.) Given a verbal description of a functional dependence, the student would be required
Given a verbal description of a polynomial, exponential, trigonometric, to write an expression for the function and then, e.g., identify a natural domain for the
or logarithmic functional dependence, write an expression for the function given the situation; use a graphing tool to graph several input-output pairs; MP.1, MP.2,
Ψ F-Int.1-2 X
function and demonstrate various knowledge and skills articulated in select applicable features of the function, such as linear, increasing, decreasing, MP.8
the Functions category in relation to this function.
quadratic, periodic, nonlinear; and find an input value leading to a given output value.

Solve multi-step contextual word problems with degree of difficulty

appropriate to the course, requiring application of course-level i.) F-TF.5 is the primary content and at least one of the other listed content elements will
B F-Int.3 MP.2, MP.4 Y
knowledge and skills articulated in F-TF.5, F-IF.B, F-IF.7, limited to be involved in tasks as well.
trigonometric functions.

Solve multi-step contextual word problems with degree of difficulty i.) Calculating expected values of a random variable is a plus standard and not assessed; MP.1, MP.2,
B [Link].1 appropriate to the course, requiring application of course-level however, the word "expected" may be used informally (e.g., if you tossed a fair coin 20 MP.4, MP.5, Y
knowledge and skills articulated in S-CP. times, how many heads would you expect?). MP.6

Informational Guide to Algebra II Summative Assessment 13

 Algebra II Evidence Statements
Type I Type II Type III

Relationship

Calculator*
Sub-Claim

Statement
Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence

Evidence Statement Text

to MPs
variety in tasks
Key

Decide if a specified model is consistent with results from a given i.) Tasks might ask the students to look at the results of a simulation and decide how
data-generating process, e.g., using simulation. For example, a plausible the observed value is with respect to the simulation. For an example, see MP.2, MP.4 Z
B S-IC.2
model says a spinning coin falls heads up with probability 0.5. Would question 7 on the calculator section of the online practice test
a result of 5 tails in a row cause you to question the model? ([Link]

i.) The "explain" part of standard S-IC.3 is not assessed here;

ii.) Purposes and distinctions are as follows:
a. Survey: To estimate or make a decision about a characteristic of a population
based on a random sample.
Recognize the purposes of and differences among sample surveys, MP.4 Z
A S-IC.3-1 b. Experiment: To estimate or compare the effects of different treatments based on
experiments, and observational studies.
randomized assignment of treatments to units for the purpose of establishing a cause
and effect relationship.
c. Observational study: To suggest patterns and/or associations among variables
where treatments or conditions are inherent and not assigned to units.

Solve multi-step contextual word problems with degree of difficulty MP.1, MP.2,
i.) If the task addresses S-IC.4, the margin of error can be estimated as being 2 standard
Ψ [Link].1 appropriate to the course, requiring application of course-level MP.4, MP.5, Y
deviations of the sampling distribution of the statistic.
knowledge and skills articulated in S-IC. MP.6

Use the mean and standard deviation of a data set to fit it to a normal
distribution and to estimate population percentages. Recognize that i.) Use of a z-score table will not be required.
B S-ID.4 there are data sets for which such a procedure is not appropriate. MP.2, MP.4 Y
Use calculators, spreadsheets, and tables to estimate areas under ii.) Tasks may involve finding a value at a given percentile based on a normal distribution.
the normal curve.

Solve multi-step contextual word problems with degree of difficulty MP.1, MP.2,
S-ID.6a-1 appropriate to the course, requiring application of course-level MP.4, MP.5, Y
B -
knowledge and skills articulated in S-ID.6a, excluding normal
distributions and limiting function fitting to exponential functions. MP.6

Solve multi-step contextual word problems with degree of difficulty

appropriate to the course, requiring application of course-level MP.1, MP.2,
B S-ID.6a-2 - Y
knowledge and skills articulated in S-ID.6a, excluding normal MP.5, MP.6
distributions and limiting function fitting to trigonometric functions.

Informational Guide to Algebra II Summative Assessment 14

 Algebra II Evidence Statements
Type I Type II Type III

Relationship

Calculator*
Sub-Claim

Statement
Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence

Evidence Statement Text

to MPs
variety in tasks
Key

Know there is a complex number i such that

B N-CN.1 i2 = –1, and every complex number has the form a + bi with a and b - MP.7 X
real.

Use the relation i2= –1 and the commutative, associative, and

B N-CN.2 distributive properties to add, subtract, and multiply complex - MP.6, MP.7 N
numbers.

B N-CN.7 Solve quadratic equations with real coefficients that have complex i.) Tasks are limited to equations with non-real solutions. MP.5 X
solutions.

A N-RN.2 Rewrite expressions involving radicals and rational exponents using - MP.7 X
the properties of exponents.

Solve multi-step contextual word problems with degree of difficulty i.) F-LE.A, Construct and compare linear, quadratic, and exponential models and solve
appropriate to the course, requiring application of course-level
B HS-Int.3-3 problems, is the primary content and at least one of the other listed content elements MP.2, MP.4 Y
knowledge and skills articulated in F-LE, A-CED.1, A-SSE.3, F-IF.B,
will be involved in tasks as well.
F-IF.7★

★ Modeling standards appear throughout the CCSSM. Evidence statements addressing these modeling standards are indicated by a star symbol (★).
Ψ - These integrated evidence statements will be reported in the Master Claim which is used to determine if a student is college or career ready.

*Calculator Key:
Y – Yes; Assessed on Calculator Sections
N – No; Assessed on Non-Calculator Sections
X – Calculator is Specific to Item
Z – Calculator Neutral (Could Be on Calculator or Non-Calculator Sections)

Informational Guide to Algebra II Summative Assessment 15

 Algebra II Evidence Statements
Type I Type II Type III

Relationship

Calculator*
Sub-Claim

Statement Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence

Evidence Statement Text

variety in tasks

to MPs
Key

Construct, autonomously, chains of reasoning that will justify or refute

C HS.C.3.1 propositions or conjectures about numbers or number systems. - MP.3 Y
Content Scope: N-RN, N-CN

Base explanations/reasoning on the properties of exponents. MP.3

C HS.C.3.2 - Y
Content Scope: N-RN.A MP.8

Derive and use a formula.

C HS.C.4.1 - MP.3, MP.6 Y
Content Scope: A-SSE.4

Given an equation or system of equations, reason about the number or

nature of the solutions. i) Simple rational equations are limited to numerators and denominators that have degree
C HS.C.5.4 MP.3 Y
at most 2.
Content Scope: A-REI.2.

Given an equation or system of equations, reason about the number or

nature of the solutions. i) For example, students might be asked how many positive solutions there are to the
C HS.C.5.11 equation ex = x+2 or the equation ex = x+1, explaining how they know. The student might MP.3 Y
Content Scope: A-REI.11, involving any of the function types use technology strategically to plot both sides of the equation without prompting.
measured in the standards.

Base explanations/reasoning on the principle that the graph of an

equation in two variables is the set of all its solutions plotted in the
C HS.C.6.2 coordinate plane. - MP.3 Y
Content Scope: A-REI.D

Base explanations/reasoning on the principle that the graph of an

equation in two variables is the set of all its solutions plotted in the
C HS.C.6.4 coordinate plane. - MP.3 Y
Content Scope: G-GPE.2

Base explanations/reasoning on the relationship between zeros and

C HS.C.7.1 factors of polynomials. - MP.3 Y
Content Scope: A-APR.B

Informational Guide to Algebra II Summative Assessment 16

 Algebra II Evidence Statements
Type I Type II Type III

Relationship

Calculator*
Sub-Claim

Statement
Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence

Evidence Statement Text

to MPs
variety in tasks
Key

Construct, autonomously, chains of reasoning that will justify or refute

C HS.C.8.2 algebraic propositions or conjectures. - MP.3 Y
Content Scope: A-APR.4
Construct, autonomously, chains of reasoning that will justify or refute
C HS.C.8.3 algebraic propositions or conjectures. - MP.3 Y
Content Scope: A-APR
Express reasoning about transformations of functions.
Content scope: F-BF.3, which may involve polynomial, exponential, -
C HS.C.9.2 MP.3 Y
logarithmic or trigonometric functions. Tasks also may involve even
and odd functions.
151𝜋 𝜋
i.) For example, students might explain why the angles and have the same cosine
3 3
Express reasoning about trigonometric functions and the unit circle. 3𝜋 3𝜋
C HS.C.11.1 value; or use the unit circle to prove that sin2( ) + cos2( ) = 1; or compute the MP.3 Y
4 4
Content scope: F-TF.2, F-TF.8 1
tangent of the angle in the first quadrant having sine equal to .
3

Construct, autonomously, chains of reasoning that will justify or refute

C HS.C.12.2 propositions or conjectures about functions. - MP.3 Y
Content scope: F-IF.8b.
Given an equation or system of equations, present the solution steps i.) Simple rational equations are limited to numerators and denominators that have degree
as a logical argument that concludes with the set of solutions (if any). at most 2.
C HS.C.16.3 Tasks are limited to simple rational or radical equations. MP.3, MP.6 Y
ii.) A rational or radical function may be paired with a linear function. A rational function may
Content scope: A-REI.1 not be paired with a radical function.

i.) For tasks that address simple random sample: A simple random sample requires that
every possible group of the given sample size has an equal chance of being selected,
Make inferences and justify conclusions from data. not that every unit in the population has an equal chance of being selected. MP.2, MP.3,
C HS.C.17.2 Y
Content scope: S-IC. MP.4, MP.6
ii.) For tasks that address comparing two data distributions: Comparisons of center,
shape, and spread are required.
i.) For tasks that address simple random sample: A simple random sample requires that
Make inferences and justify conclusions from data. every possible group of the given sample size has an equal chance of being selected, MP.2, MP.3,
C HS.C.17.3 Y
Content scope: S-IC.3 not that every unit in the population has an equal chance of being selected. MP.5, MP.6

Informational Guide to Algebra II Summative Assessment 17

 Algebra II Evidence Statements
Type I Type II Type III

Relationship to
Statement Key
Clarifications, limits, emphases, and other information intended to ensure appropriate

Calculator*
Sub-Claim

Evidence Statement Text

Evidence

variety in tasks

MPs
i.) For tasks that address comparing two data distributions: Comparisons of center,
Make inferences and justify conclusions from data. MP.2, MP.3,
C HS.C.17.4 shape, and spread are required. Y
Content scope: S-IC.5 MP.4, MP.6
ii.) Tasks may use the term s ‘variability” and “spread”.

i.) Reports should be based on content from S-IC.

ii.) For tasks that address simple random sample: A simple random sample requires that
Make inferences and justify conclusions from data. every possible group of the given sample size has an equal chance of being selected, MP.2, MP.3,
C HS.C.17.5 Y
Content scope: S-IC.6 not that every unit in the population has an equal chance of being selected. MP.4, MP.6
iii.) For tasks that address comparing two data distributions: Comparisons of center,
shape, and spread are required.

Construct, autonomously, chains of reasoning that will justify or

refute propositions or conjectures about polynomials, rational
C HS.C.18.4 expressions, or rational exponents. - - Y

Content scope: N-RN, A-APR.(2, 3, 4, 6)

i.) Tasks will draw on securely held content from previous grades and courses, including
Solve multi-step mathematical problems requiring extended chains down to Grade 7, but that are at the Algebra II/Mathematics III level of rigor.
of reasoning and drawing on a synthesis of the knowledge and ii.) Tasks will synthesize multiple aspects of the content listed in the evidence statement
MP.1, MP.2,
skills articulated across: text, but need not be comprehensive.
C [Link] MP.3, MP.6, Y
7-RP.A.3, 7-NS.A.3, 7-EE.B.3, 8-EE.C.7B, 8-EE.C.8c, N-RN.A.2, A- iii.) Tasks should address at least A-SSE.A.1b, A-REI.A.1, and F-IF.A.2 and either F-
SSE.A.1b, A-REI.A.1, A-REI.B.3, A-REI.B.4b, F-IF.A.2, F-IF.C.7a, MP.7
IF.C.7a or F-IF.C.7e (excluding trigonometric and logarithmic functions). Tasks should
F-IF.C.7e, G-SRT.B.5 and G-SRT.C.7. also draw upon additional content listed for grades 7 and 8 and from the remaining
standards in the Evidence Statement Text.

*Calculator Key:
Y – Yes; Assessed on Calculator Sections
N – No; Assessed on Non-Calculator Sections
X – Calculator is Specific to Item
Z – Calculator Neutral (Could Be on Calculator or Non-Calculator Sections)

Informational Guide to Algebra II Summative Assessment 18

 Algebra II Evidence Statements
Type I Type II Type III

Statement Key

Relationship

Calculator*
Clarifications, limits, emphases, and other information intended to ensure appropriate
Sub-Claim

Evidence Statement Text

Evidence

variety in tasks

to MPs
Solve multi-step contextual problems with degree of difficulty i.) Refer to F-BF.41 for some of the content knowledge relevant to these tasks.
D HS.D.2-4 appropriate to the course that require writing an expression for an MP.4 Y
inverse function, as articulated in [Link].4a.

Solve multi-step contextual word problems with degree of difficulty

D HS.D.2-7 appropriate to the course, requiring application of course-level i.) A-CED is the primary content; other listed content elements may be involved in tasks MP.2, MP.4 Y
knowledge and skills articulated in A-CED, N-Q.2, A-SSE.3, A- as well.
REI.6, A-REI.7, A-REI.12, A-REI.11-2.

Solve multi-step contextual word problems with degree of difficulty

D HS.D.2-10 appropriate to the course, requiring application of course-level i.) F-BF.A is the primary content; other listed content elements may be involved in tasks MP.2, MP.4 Y
knowledge and skills articulated in F-BF.A, F-BF.3, F-IF.3, A- as well.
CED.1, A-SSE.3, F-IF.B, F-IF.7.
i.) If the content is only S-ID, the task must include Algebra 2 / Math 3 content (S-ID.4
or S-ID.6)
ii.) Longer tasks may require some or all of the steps of the modeling cycle (CCSSM,
pp. 72, 73); for example, see ITN Appendix F, "Karnataka" task (Section A
"Illustrations of innovative task characteristics," subsection 7 "Modeling/Application,"
subsection f "Full Models"). As in the Karnataka example, algebra and function skills
may be used.
iii.) Predictions should not extrapolate far beyond the set of data provided.
iv.) Line of best fit is always based on the equation of the least squares regression line
either provided or calculated through the use of technology. Tasks may involve
linear, exponential, or quadratic regressions. If the linear regression is in the task,
the task must be written to allow students to choose the regression.
Solve multi-step contextual word problems with degree of difficulty MP.1, MP.2,
v.) To investigate associations, students may be asked to evaluate scatterplots that
D HS.D.2-13 appropriate to the course, requiring application of course-level may be provided or created using technology. Evaluation includes shape, direction, MP.4, MP.5, Y
knowledge and skills articulated in S-ID and S-IC. strength, presence of outliers, and gaps. MP.6
vi.) Analysis of residuals may include the identification of a pattern in a residual plot as
an indication of a poor fit.
vii.) Models may assess key features of the graph of the fitted model.
viii.) Tasks that involve S-IC.2 might ask the students to look at the results of a simulation
and decide how plausible the observed value is with respect to the simulation. For
an example, see question 7 on the calculator section of the online practice test
([Link]
ix.) Tasks that involve S-ID.4, may require finding the area associated with a z-score
using technology. Use of a z-score table will not be required.
x.) Tasks may involve finding a value at a given percentile based on a normal
distribution.

Informational Guide to Algebra II Summative Assessment 19

 Algebra II Evidence Statements
Type I Type II Type III

Statement Key

Relationship

Calculator*
Clarifications, limits, emphases, and other information intended to ensure appropriate
Sub-Claim

Evidence Statement Text

Evidence

variety in tasks

to MPs
i.) Tasks may result in an evaluation or recommendation. MP 4, may
Decisions from data: Identify relevant data in a data source,
analyze it, and draw reasonable conclusions from it. ii.) The purpose of tasks is not to provide a setting for the student to demonstrate breadth in involve MP.1,
D HS.D.3-5 Y
data analysis skills (such as box-and-whisker plots and the like). Rather, the purpose is MP.2, MP.5,
Content scope: Knowledge and skills articulated in Algebra 2. for the student to draw conclusions in a realistic setting using elementary techniques. MP.7

i.) See CCSSM, pp. 72, 73 for more information on the modeling cycle.
ii.) Task prompts describe a scenario using everyday language. Mathematical language
such as "function," "equation," etc. is not used.
Full models: Identify variables in a situation, select those that iii.) Tasks require the student to make simplifying assumptions autonomously in order to
represent essential features, formulate a mathematical formulate a mathematical model. For example, the student might autonomously make
representation of the situation using those variables, analyze the a simplifying assumption that every tree in a forest has the same trunk diameter, or
that water temperature is a linear function of ocean depth. MP 4, may
representation and perform operations to obtain a result, interpret
the result in terms of the original situation, validate the result by involve MP.1,
D HS.D.3-6 iv.) Tasks may require the student to create a quantity of interest in the situation being Y
comparing it to the situation, and either improve the model or briefly described (N-Q.2). For example, in a situation involving population and land area, the MP.2, MP.5,
report the conclusions. student might decide autonomously that population density is a key variable, and MP.7
then choose to work with persons per square mile. In a situation involving data, the
Content scope: Knowledge and skills articulated in the Standards
student might autonomously decide that a measure of center is a key variable in a
in grades 6-8, Algebra 1 and Math 1 (excluding statistics)
situation, and then choose to work with the mean.
v.) Tasks may involve choosing a level of accuracy appropriate to limitations of
measurement or limitations of data when reporting quantities (N-Q.3, first introduced
in AI/M1).
Solve problems using modeling: Identify variables in a situation, i.) Tasks will draw on securely held content from previous grades and courses, include
select those that represent essential features, formulate a down to Grade 7, but that are at the Algebra II/Mathematics III level of rigor.
mathematical representation of the situation using those variables, ii.) Task prompts describe a scenario using everyday language. Mathematical language
analyze the representation and perform operations to obtain a MP 4;
such as "function," "equation," etc. is not used.
result, interpret the result in terms of the original situation, validate may involve
the result by comparing it to the situation, and either improve the iii.) Tasks require the student to make simplifying assumptions autonomously in order to
D [Link] MP.1, MP 2, Y
model or briefly report the conclusions. formulate a mathematical model. For example, the student might make a simplifying
MP.5, MP. 6,
assumption autonomously that every tree in a forest has the same trunk diameter, or
Content scope: Knowledge and skills articulated in the Standards MP.7
that water temperature is a linear function of ocean depth.
as described in previous courses and grades, with a particular
emphasis on 7- RP, 8 – EE, 8 – F, N-Q, A-CED, A-REI, F-BF, G- iv.) Tasks may require the student to create a quantity of interest in the situation being
MG, Modeling, and S-ID described.

*Calculator Key:
Y – Yes; Assessed on Calculator Sections
N – No; Assessed on Non-Calculator Sections
X – Calculator is Specific to Item
Z – Calculator Neutral (Could Be on Calculator or Non-Calculator Section
Informational Guide to Algebra II Summative Assessment 20
 Algebra II Assessment Policies
Calculators:

• PARCC mathematics assessments allow a graphing calculator with functionalities consistent with TI -84 or similar models in Algebra II.
• For students who meet the guidelines in the PARCC Accessibility Features and Accommodations Manual for a calculation device, this
accommodation allows a calculation device to be used on the non- calculator section of any PARCC mathematics assessment. The student
will need a hand-held calculator because an online calculator will not be available. If a student needs a specific calculator (e.g., large key,
talking), the student can also bring his or her own, provided it is specified in his or her approved IEP or 504 Plan and meets the same guidelines.
• Students may not use calculators on PARCC assessments that are allowable for lower grade-level assessments. (e.g., a scientific calculator
that is used on the 8th grade assessment cannot be used on the Algebra I assessment.)
Additionally, schools must adhere to the following additional guidance regarding calculators:
• No calculators with Computer Algebra System (CAS) features are allowed.
• No tablet, laptop (or PDA), or phone-based calculators are allowed during PARCC assessments.
• Students are not allowed to share calculators within a testing session.
• Test administrators must confirm that memory on all calculators has been cleared before and after the testing sessions.
• Calculators with “QWERTY” keyboards are not permitted.
• If schools or districts permit students to bring their own hand-held calculators for PARCC assessment purposes, test administrators
must confirm that the calculators meet PARCC requirements as defined above.

Rulers and Protractors:

• Rulers and protractors are allowable but not required for the Algebra II assessments.
• If schools allow students to bring these tools, they must be given to the school test coordinator or test administrator prior to testing to
ensure that the tools are appropriate for testing (e.g., tools do not have any writing on them).
• Directions should be given to the test administrator to have the materials located in a pre-determined location in the testing room. Additional
administration guidance will be given in the PARCC Test Administrator Manual.

Scratch Paper and Graph Paper:

• Blank scratch paper (graph, lined or un-lined paper) is intended for use by students to take notes and work through items during testing. If
graph paper is used during instruction, it is recommended that schools provide graph paper as scratch paper for mathematics units. At least
one sheet of scratch paper per unit must be provided to each student. Any work on scratch paper will not be scored.

Informational Guide to Algebra II Summative Assessment 21

Mathematics Reference Sheet:
• For computer-based assessments, the mathematics reference sheets are provided on the computer-based delivery platform. If desired,
schools may also make printed copies available to students during administration.
• For paper-based assessments, mathematics reference sheets are provided in the PARCC-provided materials during shipment.

Informational Guide to Algebra II Summative Assessment 22