HS Standards-Similarities

[dlward6]

What might be the distinction between assessment items that align to F.LE.A.2; F.BF.A1.a and A.CED.A.2? The standards seem to relate to the same skills and understandings.

A. CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

CCSS.MATH.CONTENT.HSF.BF.A.1.A
Write a function that describes a relationship between two quantities.*
Determine an explicit expression, a recursive process, or steps for calculation from a context.

CCSS.MATH.CONTENT.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).

[Bill McCallum]

There is certainly overlap. But in A.CED.A.2 the relationship between does not necessarily have to be a functional relationship. An assessment item satisfying A.CED.A.2 might involve abudget constraint, for example. This would not align to F.BF.A.1.a (unless you also asked to express one of the quantities as a function of the other). F.LE.A.2 is more specific than F.BF.A.1.a about what needs to be done specifically with exponential functions, e.g., you should be able to derive one from two input-output pairs. It’s probably true that any assessment item aligning to F.LE.A.2 would also align to F.BF.A.1.a.

[Author]

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