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Other Student Examples

Student 2 • Student 3 • Student 4 • Student 5 • Student 6 • Student 7

CCSS Alignment

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The student is below proficiency in HSF-LE.A.1 because the student is unable to distinguish between linear and exponential situations.


Standard referenced:

HSF-LE.A.1: Distinguish between situations that can be modeled with linear functions and with exponential functions.

1. CCSS Alignment

The student approaches proficiency in HSF-LE.A.2 by successfully creating explicit linear equations. There is no evidence of continuous or discrete understanding.


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).  

2. Comprehension & Application

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


Because the student does not attend to the details of a graph, the graphs do not provide meaningful information and could create some misconceptions. The student does seem to recognize some structure in the tables to help create the same explicit equation.

3. Understanding

The student’s reasoning about percent is incorrect. The student used a ratio to create a common difference.

1. CCSS Alignment

The table was not constructed to show exponential growth so there is no evidence of proficiency for standard HSF-LE.A.3.


Standard referenced:

HSF-LE.A.3: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.  

2. Understanding

The student appears to be able to reason from tables, but does not seem to be able to reason from the graph. However, there is evidence of improvement in attending to equal intervals in the graph when you compare this graph to the student’s work in task 4.1.

3. Comprehension & Application

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


The structure of the graph does not follow convention because the student switches the independent and the dependent axes.

4. CCSS Alignment

The student is below proficiency in HSF-LE.B.5. The student is misinterpreting the parameters in the exponential function. The student is not recognizing that a percent growth factor is a parameter in an exponential function.


Standard referenced:

HSF-LE.B.5: Interpret the parameters in a linear or exponential function in terms of a context.