# Page 1  NOTE:

This sample of student work was selected from a special education classroom.

1. Understanding

Why is the student showing the common difference in the table for question 1, but not for the equation in question 2? Is this because the student is thinking about issues of discrete vs. continuous or did the student just ignore this? The graph is modeled with a connected line in #2, but not #1, indicating that there is some thinking about discrete versus continuous situations.

2. Comprehension & Application

SMP.7: Look for and make use of structure.

The student is attending to structure by connecting the dots on continuous functions, and perhaps by choosing not to identify common factors or differences on tables that modeled continuous situations.

3. CCSS Alignment

The student is approaching proficiency in HSF-LE.A.2. The student uses the initial value as the constant difference in the recursive equations for both linear situations.

Standard referenced:

HSF-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).