Study Guide 4/4/25, 22:48
Study Guide
Field 004: Mathematics
Sample Constructed-Response Item 1
Competency 0007
Pedagogical Content Knowledge
Use the information below to complete the task that follows.
As a mathematics teacher, you are preparing to teach a lesson to address an aspect of the following standard from the
New York State Learning Standards for Mathematics:1
Interpreting Functions ([Link])
Graph linear, quadratic, and exponential functions and show key features.
Prepare a response of approximately 400–600 words in which you:
state the student learning objectives for this lesson;
describe the conceptual understanding, skills, and prerequisite knowledge that students need in order to
understand the content described by this learning standard;
describe an effective instructional strategy that promotes student understanding of the content described by the
learning standard;
describe a method for helping students build a viable argument related to the learning standard; and
describe a method for assessing students' progress toward the goal of understanding the content described by
the learning standard.
Sample Strong Response to Constructed-Response Item 1
Students will plot graphs of linear, quadratic, and exponential functions by
hand and by using a graphing calculator.
Students will compare and analyze graphs to identify key features (degree of
function, intercepts, maxima, minima, increasing, decreasing, etc.).
To understand the new content that will be addressed in this lesson,
students will need prerequisite knowledge that a graph is the set of
solutions for a given equation, as well as the general shape of linear,
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quadratic, and exponential graphs. They must know how to determine the
degree of a polynomial. Students will require the skills to plot points on
the coordinate plane and connect the points to form a graph and skills in
using a graphing calculator to graph an equation in y = format.
Conceptually, students will need to understand the relationship between the
function and the graph.
An instructional strategy to achieve the learning objectives would be guided
instruction. I will begin by showing the graphs, y = 2x + 1,
y = x^2 + 4x + 4, and y = 3*2^x, and lead a discussion asking students what
they see as similarities/differences in the three graphs: one linear, one
quadratic, and one exponential. Terms such as x-intercept, y-intercept,
vertex, etc. will be defined and students would identify these on the sample
graphs. Throughout discussion, students will view additional graphs of
linear, quadratic, and exponential functions, identifying the type of
function each graph displays and locating intercepts for each and the vertex
for the parabolas. I would check for understanding as students explained how
they determined which type of function each graph was, and how they located
the key features. Students would demonstrate knowledge of
similarities/differences between all the linear graphs (some increasing,
some decreasing, number of x- and y-intercepts), between all the quadratic
graphs (some have a maximum, some a minimum for a vertex, number of x- and
y-intercepts the graph has), and between all the exponential graphs (some
increasing, some decreasing, where they "level out," and number of x- and y-
intercepts).
Following discussion, each student would receive a worksheet with a
combination of 5 linear, quadratic, and exponential equations. First, they
will insert each function into the graphing calculator and sketch the
appropriate graph next to the given equations. Students will identify
whether the graph is linear, quadratic, or exponential based on shape.
Students would record their observations about the degree of the equations
(linear are first degree; quadratic are second degree; and exponential do
not have degrees because they are raised to a variable power instead of a
constant power). The next task on the worksheet would include a different
set of equations: linear, quadratic, and exponential. Students would predict
the type of graph each equation will produce, complete a data table by
evaluating the equation for given x values, and plot the graph. Students
will use the graph to identify its intercepts and maximum or minimum point.
To help students build a viable argument, students would be assigned a
partner to compare work, confirm understanding and discuss questions like:
What features in an equation reveal whether a line or a curve will be
formed? What are the similarities and differences among linear, quadratic,
and exponential graphs?
Assessment would be ongoing throughout the lesson. I would check for
understanding at the beginning, during discussion, to ensure students are
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ready for the independent work. I would also circulate among students during
the independent work and paired discussion to assist students who were
struggling or offer a challenging extension for students who finished before
others and showed mastery of the learning objectives. At the close of class,
I would engage students in a whole group discussion to summarize what was
learned about key features of linear, quadratic, and exponential graphs and
different methods of graphing them. The worksheet would be turned in at the
end of class so I could evaluate student work and use it to inform future
instruction.
Sample Constructed-Response Item 2
Competency 0007
Pedagogical Content Knowledge
Use the information below to complete the task that follows.
As a mathematics teacher, you are preparing to teach a lesson to address an aspect of the following standard from the
New York State Learning Standards for Mathematics:2
Conditional Probability and the Rules of Probability ([Link])
4. Interpret two-way frequency tables of data when two categories are associated with each object
being classified. Use the two-way table as a sample space to decide if events are independent and
calculate conditional probabilities.
Prepare a response of approximately 400–600 words in which you:
state the student learning objectives for this lesson;
identify the conceptual understanding, skills, and prerequisite knowledge that students need in order to
understand the new content that will be addressed in this lesson;
describe an effective instructional strategy that promotes student understanding of the content addressed by the
learning objectives;
describe a method for helping students build a viable argument related to the learning objectives; and
describe a method for assessing students' progress toward the goal of understanding the content addressed by
the learning objectives.
Sample Strong Response to Constructed-Response Item 2
Learning Objectives:
- Students will create a two-way table.
- Using the two-way table and the formula P(A/B) = P(A and B)/P(A), students
will determine the probabilities of events.
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Conceptual Understanding, Skills, Prerequisite Knowledge:
Students should already possess prerequisite knowledge and skills of
conditional probability and principles of probability such as all
probabilities are greater than or equal to zero or less than or equal to 1.
Students should also have conceptual knowledge of terminology associated
with probability such as event, ratios, outcomes, sample space and
symbolism.
Instructional Strategy: Collaborative Learning
Prior to placing students in collaborative groups, the teacher will model
how to use a two-way table to determine conditional probability of given
events. Students would observe how the teacher generates a two-way table.
For example, the teacher's table may show genres of music (jazz, country,
rock, rap) in columns across the top and age groupings (11-20, 21-30, 31-40,
41-50) in rows down the side of table with predetermined data that completes
the table. The teacher would guide a whole class discussion to ensure
students understand how to use the teacher-generated table to determine the
conditional probability of events. Discussion would result in students
understanding the probability for musical preference if a person falls
between the ages of 11-20 versus the ages of 41-50, etc.
Next, the teacher would assign students to collaborative groups of four and
would distribute a blank template of a 5x5 table to each group. The template
would be void of any information with the exception of the word "Totals" as
the label in the bottom row and the last heading across the columns. It
would be explained to students that each student in the group would
brainstorm an idea for categories to be displayed on the table and the group
would then collectively decide which student's ideas would be used to
represent the group's first two-way table. While students are brainstorming
and discussing ideas to use on the table, the teacher would check in with
each group and review categories selected by the group. Once the teacher has
approved a set of categories for the groups' tables, students would insert
theoretical data for those categories into the individual cells of the table
so the two-way table is completed accurately. Each student in the group
would then independently determine a conditional probability of a different
event P(A|B) represented by the values in their group's two-way table.
Building a Viable Argument: Peer to Peer Evaluation & Discussion
Students within each group would exchange their probability statement with
another student in the group. Students will then determine the conditional
probability of their peer's event. The two students would compare
probabilities and justify their respective values to their partner to build
a viable argument. To extend discussion, peers could also be asked to review
principles of probability and explain events that have a probability of 0 or
1.
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Method for Assessing Students' Progress: Checklist
The teacher was able to assess students' knowledge throughout instruction by
guiding class discussion and conducting frequent checks for understanding
while students created two-way tables in collaborative groups and determined
probability of events. During these checks for understanding, the teacher
would annotate and monitor student understanding of the learning objectives
via a checklist. This checklist would serve to document and inform the
teacher of how well students progressed toward the learning objectives and
whether future instruction would be required to ensure that instructional
goals are met.
Performance Characteristics for a Constructed-Response Item
The following characteristics guide the scoring of the response to a constructed-response item.
Completeness The degree to which the response addresses all parts of the assignment
The degree to which the response demonstrates the relevant knowledge and skills accurately and
Accuracy
effectively
Depth of The degree to which the response provides appropriate examples and details that demonstrate sound
Support reasoning
Score Scale for a Constructed-Response Item
A score will be assigned to the response to a constructed-response item according to the following score scale.
Score
Score Point Description
Point
The "4" response reflects a thorough command of the relevant knowledge and skills:
The response thoroughly addresses all parts of the assignment.
4 The response demonstrates the relevant knowledge and skills with thorough accuracy and effectiveness.
The response is well supported by relevant examples and details and thoroughly demonstrates sound
reasoning.
The "3" response reflects a general command of the relevant knowledge and skills:
The response generally addresses all parts of the assignment.
3 The response demonstrates the relevant knowledge and skills with general accuracy and effectiveness.
The response is generally supported by some examples and/or details and generally demonstrates sound
reasoning.
The "2" response reflects a partial command of the relevant knowledge and skills:
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The response addresses all parts of the assignment, but most only partially; or some parts are not
addressed at all.
2
The response demonstrates the relevant knowledge and skills with partial accuracy and effectiveness.
The response is partially supported by some examples and/or details or demonstrates flawed reasoning.
The "1" response reflects little or no command of the relevant knowledge and skills:
The response minimally addresses the assignment.
1
The response demonstrates the relevant knowledge and skills with minimum accuracy and effectiveness.
The response is minimally supported or demonstrates significantly flawed reasoning.
The response is unscorable because it is unrelated to the assigned topic or off task, unreadable, written in a
U
language other than English or contains an insufficient amount of original work to score.
B No response.
Acknowledgments
1From the New York State Education Department. New York State Next Generation Mathematics Learning Standards.
Internet. Available from [Link]
learning-standards; accessed 2/20/2019.
2Ibid.
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