CCRStandardsAdultEd

APPENDIX C. RATIONALES FOR THE SELECTION OF THE COMMON CORE 113
sub-standards was selected, but not the stem. The rationale always was based on the
best choice for adult learners and their specific needs. Following are some examples
and the reasoning:
• F.LE.1, 1b, and 1c were selected (distinguishing between linear and exponential
functions). However, F.LE.1a (Prove that linear functions grow by equal
differences over equal intervals, and that exponential functions grow by equal
factors over equal intervals) was not selected because panelists determined that
requiring formal proofs of these factors was not judged to be essential to college
and career readiness; it will not be included on the new GED ® and does not
appear on typical college placement tests.
• F.IF.7 was selected because graphs are an important way to represent function
solutions (Graph functions expressed symbolically and show key features of the
graph, by hand in simple cases and using technology for more complicated
cases).The very specific sub-standard (F.IF.7a) was not selected, however, since it
could be seen as limiting the graphing requirement to only linear and quadratic
and is covered by the more general F.IF.7. In addition, in the case of F.IF.7b
through F.IF.7d, not all functions listed were considered necessary and
appropriate for adult learners, and some are time consuming to teach. While it
was agreed that, at minimum, all students should have a deep understanding of
linear, quadratic, and exponential functions, panelists’ opinions differed with
respect to which of the other functions should be addressed. They agreed that
adult educators should select the appropriate functions from the following list to
meet the needs of their individual students: square root, cube root, step, piecewise,
absolute value, higher-order polynomial, rational, and logarithmic.
• A.SSE.1 and A.SSE.1a both were selected (interpreting expressions and the
meaning of their parts in a context), but A.SSE.1b (Interpret complicated
expressions by viewing one or more of their parts as a single entity. For example,
interpret P(1+r)^n as the product of P and a factor not depending on P) was not.
Panelists agreed that the requirement in 1b was more specific than necessary and
that the concept was already well covered by Standard 1 and 1a.
Rationales for Selecting Geometry and Measurement Standards
Selections from the Geometry domains and related Measurement and Data domains
addressing spatial reasoning and measurement using figures in two and three
dimensions span the five levels. While panelists agreed that adult learners must be
required both to know and use formulas for area and linear measures (e.g., 7.G.4, area
and circumference of a circle), they did not consider memorization of volume
formulas to be imperative. Panelists agreed, however, that being able to apply volume