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This work sample illustrates a standard-setting
performance for the following parts of the standards:
|
 a |
Function and
Algebra Concepts: Use linear patterns to solve problems. |
| b |
Function and
Algebra Concepts: Build iterations of simple non-linear patterns. |
 a |
Mathematical
Communication: Use appropriate mathematical terms, vocabulary,
and language. |
|
 a
Function and Algebra Concepts: The student
uses linear patterns to solve problems; that is, shows how one quantity
determines another in a linear (“repeating”) pattern,
i.e., describes, extends, and recognizes the linear pattern by its
rule, such as the total number of legs on a given number of horses
can be calculated by counting by fours.
 
The student explained what patterns are, and noted that a pattern
can be linear, i.e., that it “may or may not repeat itself.”
The student gave an example of a linear pattern and extended it.
b
Function and Algebra Concepts: The student
builds iterations of simple non-linear patterns, including multiplicative
and squaring patterns (e.g., “growing” patterns) with
concrete materials, and recognizes that these patterns are not linear.
The student
explained what patterns are, and noted that a pattern can “grow
or lower itself,” i.e., be non-linear.
|
The
student went on to give two examples of different kinds of non-linear
patterns: one in which the numbers get larger by adding the
next odd 
