Edexia for California Mathematics
For Algebra I, Geometry, Algebra II, Integrated Math I, Integrated Math II, Integrated Math III, Precalculus, AP Precalculus, AP Calculus AB, AP Calculus BC and AP Statistics.
Try Edexia freeBuilt for California classrooms
- Standards
- California Common Core State Standards for Mathematics, in the traditional and integrated pathways.
- Writing in every subject
- Written explanations of reasoning, alongside the working.
- For course teams
- Give a common formative assessment, mark it blind, compare scores side by side and settle them together.
Criterion by criterion
California's state test (CAASPP) scores student writing on three Smarter Balanced rows. Set those rows on a writing task in any subject, and every comment ties back to a row. Every score is yours to change.
Organization/Purpose 1 to 4
A clear claim held to the end, ideas in a logical order with transitions, and a real introduction and conclusion.
Evidence/Elaboration 1 to 4
Relevant evidence from the sources, cited and explained, in language that fits the audience.
Conventions 0 to 2
Sentence formation, punctuation, capitalization, grammar and spelling.
Performance task: Argumentative essayGrade 11 ELA
Instructions
10 marksYour school board is deciding whether to require 40 hours of community service to graduate. Using the three sources, write an argumentative essay for the board that takes a position on the requirement.
Response
Our school board is weighing whether every student should complete 40 hours of community service before graduation. The board should adopt the requirement, because service connects students to the community they live in, builds skills a classroom cannot, and, with the right support, can be fair to students who already work or care for family.
The strongest reason is connection. Source 1, an article by a local food bank director, describes students who started out sorting cans and ended up running the weekend distribution line. She writes that they stopped seeing the food bank as a place for other people. A requirement gives every student a reason to walk through that door at least once.
Service also teaches skills that are hard to practice at a desk. In Source 2, a former volunteer explains that tutoring younger students taught her to plan, to listen, and to keep going when a lesson did not work. These are the same skills employers and colleges say they look for, and they grow from doing real work for real people.
Some students argue that a requirement is unfair to those who already have jobs or look after siblings after school. Source 3, a student op-ed, makes this point well, and the board should take it seriously. However, the answer is not to drop the requirement but to design it fairly: count family caregiving and paid work that serves others, and offer service hours during the school day. With those changes, the requirement asks something of every student without punishing anyone for their circumstances.
Organization/Purpose
-/4A clear claim held to the end, with the opposing view acknowledged and answered.
Evidence/Elaboration
-/4Sources cited and used well, but one claim has no source behind it and two points need more explaining.
Conventions
-/2Sentences, punctuation and spelling are controlled throughout.
| Criteria description | 1 | 2 | 3 | 4 |
|---|
Organization/Purpose | Little or no structure. The claim is unclear and the focus drifts, with few transitions. | Uneven structure. The claim is loosely held, and transitions, introduction or conclusion are weak. | A clear claim and an evident structure, with adequate transitions and only minor lapses in focus. | A clear claim held throughout, varied transitions, a logical flow of ideas, and opposing views clearly addressed. |
Evidence/Elaboration | Little use of the sources. Evidence is thin, off point or copied, and ideas stay vague. | Uneven use of the sources. Evidence is loosely tied in, and development leans on summary. | Relevant source evidence with adequate citations and some analysis, though some ideas stay general. | Specific, well-integrated source evidence, clearly cited, with in-depth reasoning in precise language. |
| 0 | 1 | 2 |
|---|
Conventions | Frequent errors in sentences, punctuation, capitalization, grammar or spelling. | Partial command. Errors are noticeable, but the meaning mostly comes through. | Adequate command of sentence formation, punctuation, capitalization, grammar and spelling. |
Unit 5: Analytical Applications of DifferentiationAP Calculus AB
Instructions
Question 1 · 4 marksFind the critical points of f(x) = x³ − 6x² + 9x + 1 and classify each as a relative maximum or minimum.
Response
f′(x) = 3x² − 12x + 9
3x² − 12x + 9 = 0 ⇒ 3(x − 1)(x − 3) = 0
x = 1 or x = 31 mark
f(1) = 5, f(3) = 11 mark
f″(x) = 6x − 12, f″(1) = −6 < 0 ∴ (1, 5) is a maximum
and (3, 1) is a minimum2 marksShow the test for (3, 1) as well: f″(3) = 6 > 0.
- Finds f′(x) and solves f′(x) = 01
- Finds both critical points1
- Determines the nature of each point with a test2
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